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Leila and the Blue Fox and Migrants - Grading Rubric
3 4 5 6 Pre & Primary Essentials Worksheets English Engaging With & Responding to Literature Interacting with Others 2 Pages

Leila and the Blue Fox and Migrants - Grading Rubric

These differentiated rubrics support summative assessment of narrative, analytical, or visual interpretation tasks in the unit. Each rubric is aligned to ACARA outcomes and provides criteria to assess students' ability to explore symbolism, visual imagery and connotation in storytelling. Designed for flexible use across creative and analytical formats, the rubrics are tailored separately for Years 3-4 and Years 5-6, supporting fair and age-appropriate evaluation of tasks connected to Leila and the Blue Fox and Migrants.

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Learning goals

  • We are learning to describe the settings in texts and character traits using descriptive adjectives that influence the mood of the narrative.
  • We are learning to understand the techniques that authors use to make stories exciting and hold the readers’ interest, e.g. character development and plot tension.
  • We are learning to recognise that the point of view in a literary text influences how readers interpret and respond to events and characters.
  • We are learning to identify, describe and discuss the similarities and differences between texts, including comparing two or more texts of the same author or illustrator to identify their individual style.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features and incorporating research from a range of sources.
  • We are learning to plan, create, edit and publish imaginative, informative, persuasive and multimodal texts with correct text structure, grammar, punctuation, language features, images and sound appropriate for the purpose and the audience.
  • We are learning to plan, create, edit and publish imaginative, informative and persuasive texts with correct text structure, tense, language features, vivid vocabulary, punctuation, spelling and images.
  • We are learning to describe the settings in texts and character traits using descriptive adjectives that influence the mood of the narrative.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
  • We are learning to re-read and edit texts for appropriate meaning, structure, grammatical choices and punctuation.
  • We are learning to use software, e.g. MS Word or PowerPoint to plan, sequence, compose and edit multimodal texts featuring visual, print and audio elements.
  • We are learning to understand the techniques that authors use to make stories exciting and hold the readers’ interest, e.g. character development and plot tension.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features, and incorporate research from a range of sources.
  • We are learning to re-read and revise written texts and to edit texts for clarity, structure, grammatical and spelling accuracy.
  • We are learning to identify the narrative voice, discuss the impact of first person narration on engagement and examine texts written from different narrative points of view.
  • We are learning to plan, draft and publish imaginative, informative, persuasive and multimodal texts with correct text structure, language features, images and sound appropriate for the purpose and the audience.
  • We are learning to re-read and edit work using knowledge of text structures and language features.
  • We are learning to use software, e.g. MS Word or PowerPoint proficiently to construct, edit and publish multimodal texts featuring visual, print and audio elements.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and images for purpose and the audience.
  • We are learning to re-read and edit work using agreed criteria and to explain our editing choices.
  • We are learning to use software, e.g. MS Word or PowerPoint, learning new functions as required to create texts.

Curriculum alignment

AC9E4LE03 9 discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions AC9E5LE03 9 Recognise that the point of view in a literary text influences how readers interpret and respond to events and characters AC9E6LE03 9 Identify and explain characteristics that define an author's individual style AC9E3LY06 9 Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words AC9E4LY06 9 Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation AC9E5LY06 9 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation AC9E6LY06 9 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features AC9E3LE03 9 Discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative ACELY1707 8.4 Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements ACELT1610 8.4 Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses ACELY1704 8.4 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience ACELY1705 8.4 Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features ACELT1616 8.4 Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style ACELT1599 8.4

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative

 ACELY1682 8.4 Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose ACELY1717 8.4 Use a range of software, including word processing programs, learning new functions as required to create texts ACELY1683 8.4 Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation ACELY1685 8.4 Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements ACELY1715 8.4 Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices ACELT1605 8.4 Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension ACELY1714 8.4 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience ACELY1694 8.4 Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features ACELY1695 8.4 Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure ACELY1697 8.4 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements
EN3-7C old Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts EN2-2A old Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language EN3-2A old Composes, edits and presents well-structured and coherent texts EN2-3A old Uses effective handwriting and publishes texts using digital technologies EN2-10C old Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts EN2-8B old Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter EN3-8D old Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts EN3-RECOM-01 new Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension EN3-VOCAB-01 new Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts EN3-UARL-02 new Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts EN3-UARL-01 new Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts EN3-CWT-01 new Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language EN3-SPELL-01 new Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding EN3-HANDW-01 new Sustains a legible, fluent and automatic handwriting style EN3-HANDW-02 new Selects digital technologies to suit audience and purpose to create texts EN2-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts EN2-HANDW-02 new Uses digital technologies to create texts EN2-CWT-03 new Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-CWT-02 new Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-CWT-01 new Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-VOCAB-01 new Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words EN2-RECOM-01 new Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
VCELY358 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience VCELY359 Reread and edit own and others’ work using agreed criteria and explaining editing choices VCELT343 Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style VCELY332 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements VCELY361 Use a range of software, including word processing programs, learning new functions as required to create texts VCELY330 Reread and edit own and others’ work using agreed criteria for text structures and language features VCELY329 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience VCELT315 Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses VCELY302 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements VCELY300 Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure VCELY299 Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features VCELY289 Compare and evaluate two texts presenting the same ideas and analyse why one is more comprehensible or engaging than the other VCELT284 Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques VCELY269 Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements VCELY267 Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation VCELY266 Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose VCELT253 Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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