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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)
During their science unit on extreme weather (part of an overall focus on making sense of Planet Earth and Beyond), the students in this year 5–6 class are explaining how and why a particular natural phenomenon occurs (in this example, a tornado). This task provides an authentic context for students to use appropriate language and structures and, at the same time, demonstrate an understanding of the science concepts. The students’ writing will be published on the school’s website, to be shared with parents.
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.