APPENDIX A:

APPENDIX B: NAPLAN 2010 MARKING GUIDE - NARRATIVE CRITERIA Audience GRADE/CATEGORY DESCRIPTOR 2-shows awareness of basic audience expectations through the use of simple narrative markers 2-contains a beginning and a complication -where a resolution is present it is weak, contrived or tacked on ADDITIONAL INFORMATION The story begins with expression that sets the scene initially one chilli morning at the North PoleCandycanes named While the story does offer all three required elements of a narrative story, it appears disjointed e.g. a chilly morning at the North Pole, with two candycanes, would potentially indicate it was a Christmas story, however then briefly mentions the presence of zombie kids, before a conclusion that assumes the zombie kids are eaten by crocadiles (crocodiles). Text structure indicates there are not enough elements within the story, to

Text Structure

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Ideas

2-ideas are few, not elaborated or very predictable

Character/Setting

1-only names characters or gives their roles (e.g. father, the teacher, my friend, dinosaur, we, Jim) 2-suggestion of setting through very brief and superficial descriptions of place and/or time

Vocabulary

1-very short script

Cohesion

2-some correct links between sentences

.

Paragraphing

0-no use of paragraphing

Sentence Structure

2-most simple sentences are correct Meaning is predominantly clear

demonstrate relevant pauses between conversations and narrative, making it difficult on occasion, to make reading easy and engaging e.g. Line 5 & 6: They said whats happening Bob grr stop coping me While there is potential for a good story to be developed, there is not enough evidence of elaboration or, of all ideas relating coherently to a central storyline to suggest a level 3 grading Examples of characters include: two candycanes; bob; crames (?); they; me; them; crocodile; zombie kids The introduction begins by setting the scene and attempts to engage the reader in place and atmosphere - the North Pole. The setting becomes confusing when there is narrative concerning zombie kids; and crocadiles (crocodiles), as a usual association with place and characters. The text does not demonstrate use of descriptive words, except in the opening sentence chilli morning. Uses nouns throughout- morning; North Pole; candycanes; bob; zombie kids; crocodile. A pronoun is used in the first line, with the word one. Verbs used include coping (copying); run; eat; stop. There is an absence of adjectives in the text, There is an unknown word in line 5 of the text crames. There is minimal use of connectives, however there is the appearance of the words and; then, although part of the text needs rewriting to make story clear. The text is written is a block of text, without paragraphs or sentence breaks to indicate separate dialogues. There is one example that could be taken as a new paragraph in line 10; however no indentation is used in this line, or at the beginning of the text. Sentence structure is generally clear, and simple, although the absence of some punctuation makes the story slightly

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Punctuation

2-some accurately punctuated sentences (beginning and end) -some noun capitalisation where applicable

Spelling

3-correct spelling of -most simple words -most common words

disconnected. Sentence punctuation: Excellent use of capital letters to begin sentences; full stops to end sentences in most instances except possible three areas. There is an absence of question marks to end sentences e.g. Line 5 & 6 whats happening Bob. Absence of exclamation marks to end sentences e.g. Line 9 we wont eat them Noun capitalisation: Generally very good except 4 instances where lower case has been used for bob. Other punctuation: absence of apostrophes to mark contractions; commas to balance rhythm; new line for each speaker; and quotation marks in correct positions Generally, spelling is very good. Two common errors: coping (copying); crocadile (crocodile). Simple words: Consonant blends-e.g. stop; last; went Double final consonants-e.g. well Short vowel single-syllable words-e.g. run Common words: Correct use of homophones: one; there; two; way; to; by; ate Common long vowels: ate; safe; eat; named; Suffixes-happening Rule driven words: the student in this instance, has possibly removed the letter y as a general y word rule and added -ing, to make the incorrect word coping (copying) Difficult words: crocodile; copying

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