Theme Team - Grading Rubric
The Grading Rubrics - Theme Team provide clear assessment criteria for evaluating student writing that compares themes in Wonder with another text. Two differentiated rubrics are included: one for Years 3–4, focusing on identifying a theme, using simple examples, and explaining one similarity and one difference; and one for Years 5–6, emphasising TEEL structure, use of quotes, detailed analysis, and cohesive ties. Both rubrics outline five levels of achievement (Excellent to Beginning) across understanding of theme, evidence, comparison, structure, and writing conventions. These rubrics support explicit teaching, consistent assessment, and alignment with ACARA standards.
Learning goals
- We are learning to present an opinion on a literary text, using metalanguage to describe the effects of literary devices, text structures and language features.
- We are learning to examine the effects of imagery, including simile, metaphor and personification and sound devices in narratives, shape poetry, songs, anthems and odes.
- We are learning to create and edit texts by experimenting with figurative language, story lines, characters and settings.
- We are learning to use comprehension strategies to build literal and inferred meaning and evaluate texts.
- 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 draw connections between personal experiences and the worlds of texts and share responses with others.
- 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 identify the effect of imagery in texts when reading aloud, e.g. the use of nature in haiku poems and language devices such as rhythm and onomatopoeia to add momentum to poetry.
- We are learning to use comprehension strategies to find literal and inferred meaning in texts and to begin using our growing knowledge base to evaluate texts.
- 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 draw connections between personal experiences and the worlds of texts, and share responses with others.
- We are learning to select and discuss texts that satisfy our personal preferences and providing reasoning.
- 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 identify the effect of imagery in texts when reading aloud, e.g. the use of nature in haiku poems, and language devices such as rhythm and onomatopoeia to add momentum to poetry.
- We are learning to use comprehension strategies to find literal and inferred meaning in texts and to begin using our growing knowledge base to evaluate texts.
- 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 present a point of view about literary texts and use metalanguage to reflect on the viewpoints of others.
- We are learning to use metalanguage to describe the effects of texts, text structures and language features of texts.
- We are learning to understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes.
- We are learning to create literary texts using realistic and fantasy settings and characters that draw on our own experiences.
- We are learning to create texts by experimenting with structures, ideas and stylistic features of authors, e.g. narrative view point, structure of stanzas and juxtaposition.
- We are learning to use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources.
- 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.
Curriculum alignment
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
AC9E5LE04
9
Examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs
AC9E5LE05
9
Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced
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
AC9E5LY05
9
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas
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
AC9E5LE02
9
Present an opinion on a literary text using specific terms about literary devices, text structures and language features, and reflect on the viewpoints of others
AC9E3LY05
9
Use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
AC9E3LE02
9
Discuss connections between personal experiences and character experiences in literary texts and share personal preferences
AC9E3LE04
9
Discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose
ACELY1705
8.4
Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features
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
ACELT1611
8.4
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes
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
ACELY1703
8.4
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources
ACELT1798
8.4
Create literary texts that experiment with structures, ideas and stylistic features of selected authors
ACELT1612
8.4
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced
ACELT1795
8.4
Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences
ACELY1683
8.4
Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation
ACELT1609
8.4
Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others
ACELT1596
8.4
Draw connections between personal experiences and the worlds of texts, and share responses with others
ACELT1598
8.4
Develop criteria for establishing personal preferences for literature
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
ACELT1600 8.4Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose
ACELY1680 8.4 Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features 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 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
EN3-7C
old
Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
EN3-1A
old
Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
EN3-2A
old
Composes, edits and presents well-structured and coherent texts
EN3-3A
old
Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
EN2-3A
old
Uses effective handwriting and publishes texts using digital technologies
EN2-2A
old
Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
EN2-4A
old
Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies
EN2-8B
old
Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
EN2-12E
old
Recognises and uses an increasing range of strategies to reflect on their own and others’ learning
EN2-11D
old
Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own
EN2-RECOM-01
new
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
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-OLC-01
new
Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
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-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
EN2-HANDW-02
new
Uses digital technologies 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-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
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-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-OLC-01
new
Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
EN2-UARL-01
new
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
EN3-RECOM-01
new
Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension
VCELY269
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements
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
VCELT336
Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others
VCELY330
Reread and edit own and others’ work using agreed criteria for text structures and language features
VCELT251
Draw connections between personal experiences and the worlds of texts, and share responses with others
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
VCELT314
Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences
VCELT252
Develop criteria for establishing personal preferences for literature
VCELY319
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources
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
VCELT327
Create literary texts that experiment with structures, ideas and stylistic features of selected authors
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
VCELT328
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced
VCELT254
Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose
VCELT316
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes
VCELY257
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
VCELY267
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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