Year 5 illustrations
Literacy Learning Progressions: End of year 6
By the end of year 5, students are required to create a variety of texts in order to think about, record, and communicate experiences, ideas, and information across the curriculum.
To meet the standard, students draw on the knowledge, skills, and attitudes for writing described in the Literacy Learning Progressions for students at this level.
The difference in the standard for year 6 [as compared with year 5] is the students’ increased accuracy and fluency in writing a variety of texts across the curriculum, their level of control and independence in selecting writing processes and strategies, and the range of texts they write. In particular, by the end of year 6, students will be required to write more complex texts than students in year 5 and to be more effective in selecting different strategies for different writing purposes. (Reading and Writing Standards, page 31)
The teacher of this year 5–6 class has been reading and discussing the novel I Am David with his students. The discussions have involved students in making connections to the text and integrating what they know about this text’s historical context, and those of other texts that have similar themes, to understand how an author can convey ideas to a reader. Their task is to write an epilogue (to be published in the class library) that continues David’s journey using the style and language features of the original text. The student has begun the first part of this epilogue.
The following example illustrates aspects of the task and text and demonstrates how a student engages with both task and text to meet the writing demands of the curriculum. A number of such examples would be used to inform the overall teacher judgment for this student.
