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Year 5 illustrations
|Plight of the Sea Turtle (Reading)||World’s Water Running Out (Reading)|
|Plastic Fantastic? (Reading)||‘My Big Challenge’ and ‘Jellyfish’ (Writing)|
|“Survivor” (Reading)||I Am David – Epilogue (Writing)|
|"Finding China" (Reading)||Water Quality (Writing)|
|“Drought” (Reading)||Why and how tornados occur (Writing)|
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)
As part of an integrated social studies and science inquiry, the students in this year 5 class are investigating local environmental issues related to water resources. The student uses a simple structure to record ideas and information about water quality that were provided orally by a spokesperson from the council. This is the student’s initial record of the information provided by the speaker, which she will use to clarify her thinking and develop her inquiry.
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.