Structure

A
Good control of recount structure
Who, What, When and Where in
orientation
Sequence events/organises text
in time order using paragraphs.
Uses time connectives

B
Control of recount structure in
sequence and describes events in
detail
Information in a logical and
sequential manner. Uses time
connectives

C
Who, What, When and Where in
orientation

D
Recounts events but provides
no/limited detail or elaborations

Provides sufficient information

for reader to follow events

Events are not clearly sequences

in order of occurrence

Uses paragraphs increasingly

accurately (categorising by idea)

Organises paragraphs into

paragraphs sometimes (no clear
distinction between ideas)

Attempts to link ideas

Language

Logical sequence with supporting

details and person voice

Uses paragraphs correctly

Concludes with personal opinion

and final events
Uses creative ideas and
descriptive language.

Uses creative ideas and

descriptive language.

Reflects feelings through

descriptive language.

Uses simple language to convey

events

Language appropriate to
audience

Use adjectives to enhance

recount by creating images to
enable reader to visualise

Limited/no use of adjectives

Uses past tense verbs correctly

Uses past tense verbs correctly

Uses description to give audience

a mental and visual picture and
feel of the events
Informs and entertains
Tense

Uses past tense verbs correctly

Sentences

Uses correct tense consistently

Uses simple, compound and
complex sentences

Punctuation/Capitalisation

Spelling

Editing

Use adjectives to enhance

recount by creating images to
enable reader to visualise
Uses past tense verbs correctly
Uses correct tense consistently
Uses simple, compound and
experiments with complex
sentences.

Uses correct tense consistently

Simple and compound sentences

Uses punctuation correctly

including apostrophes,
exclamation marks and commas.

Uses simple punctuation

(including apostrophes and
commas)

Uses capital letters and full stops

for sentences. Some confusion
between comma and full stop

Attempts punctuation for effect

Uses capitals and full stops

correctly

Uses simple punctuation

(including apostrophes and
commas)
Spells most simple words
correctly and uses phonetic
spelling of more difficult words

Spells many sight words and high

frequency words correctly.

Spells many high frequency

words correctly.

Plans and organise ideas before

writing and re-reads work to
check and improve meaning.

Able to spell more complex words

correctly
Plans and organise ideas before
writing and re-reads work to
check and improve meaning.

Review own writing to identify

spelling and punctuation errors,
omissions and repetitions.
Recount summative assessment task
Student:
Date of task:

Plans and organise ideas before

writing and re-reads work to
check and improve meaning.

Structures some simple sentences

correctly
Overuses conjunctions when
joining sentences
Some correct punctuation.
Uses full stops and capital letters
for sentences inconsistently
Inconsistent use of capital letters
for proper nouns
Can spell many simple words and
attempts phonetic spelling of
more difficult words
Some evidence of editing

Comment