National Standards and Writing ARBs selector « National Standards homepage Introduction Below is a selection of writing assessment resources. They were all published between December 2010 and the present. They are linked to the appropriate:. Literacy learning progression/s (writing). Writing standards The links are designed to show you how you might use the English ARBs to assist you in making overall teacher judgements in relation to National Standards. « Back to Writing introduction Resource Type Level 2 (Year 3-4) Level 3 (Year 5-6) Level 4 (Year 7-8) Describe 4 4 4 Describe and explanation 1 1 1   Relevant Writing Standards After three years at school, students will create texts in order to meet the writing demands of the New Zealand Curriculum as they work towards level 2. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. By the end of year 4, students will create texts in order to meet the writing demands of the New Zealand curriculum at level 2. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. Relevant Literacy Learning Progression/s After Three Years at School When students at this level create texts, they: Create content, mostly relevant, that conveys several experiences, items of information, and/or ideas relating to the topic or task and that sometimes includes details and/or comment They draw on knowledge and skills that include: Using increasingly specific words and phrases (e.g., adjectives and more precise nouns and verbs) that are appropriate to the content of the text. By the End of Year 4 When students at this level create texts, they: Create content that is mostly relevant to the curriculum task, covers a range of ideas, experiences or items of information, and often includes details and/or comment that supports the main points They draw on knowledge and skills that include: Using vocabulary (in particular, nouns, verbs, adjectives, and adverbs) that clearly conveys ideas, experiences, or information   Relevant Writing Standards By the end of Year 5, students will create texts in order to meet the writing demands of the New Zealand Curriculum as they work towards level 3. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. By the end of Year 6, students will create texts in order to meet the writing demands of the New Zealand Curriculum at level 3. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. Relevant Literacy Learning Progression/s By the End of Year 6 When students at this level create texts, they: Generate content that is usually relevant to the task, supporting or elaborating their main ideas with detail that has been seleted with care They draw on knowledge and skills that include: Selecting vocabulary that is appropriate to the topic, register, and purpose (e.g., academic and subject-specific vocabulary appropriate for specific learning areas or precise and descriptive words to create a mental image)   Relevant Writing Standards By the end of Year 7, students will create texts in order to meet the writing demands of the New Zealand Curriculum as they work towards level 4. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. By the end of Year 8, students will create texts in order to meet the writing demands of the New Zealand Curriculum at level 4. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. Relevant Literacy Learning Progression/s By the End of Year 8 When students at this level create texts, they: Create content that is concise and relevant to the curriculum task, often including carefully selected detail and/or comment that supports or elaborates on the main points They draw on knowledge and skills that include: Using language that is appropriate to the topic, audience, and purpose (e.g., expressive, academic or subject-specific vocabulary) and discussing these language choices using appropriate terms, such as register and tone Deliberately using written language features (e.g., rhetorical questions and metaphors) and visual language features to engage the audience and/or convey meaning   Relevant Writing Standard After three years at school, students will create texts in order to meet the writing demands of the New Zealand Curriculum as they work towards level 2. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. By the end of Year 4, students will create texts in order to meet the writing demands of the New Zealand curriculum at level 2. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. Relevant Literacy Learning Progression/s After Three Years at School When students at this level create texts, they: Create content, mostly relevant, that conveys several experiences, items of information, and/or ideas relating to the topic or task and that sometimes includes details and/or comment By the End of Year 4 When students at this level create texts, they: Create content that is mostly relevant to the curriculum task, covers a range of ideas, experiences, or items of information, and often includes detail and/or comment that supports the main points They draw on knowledge and skills that include: using language and a simple text structure that are appropriate for the purpose, e.g., an orientation, sequenced events described in the past tense, and linking words to show sequence (for a recount) using vocabulary (in particular, nouns, verbs, adjectives, and adverbs) that clearly conveys ideas, experiences, or information   Relevant Writing Standards By the end of Year 5, students will create texts in order to meet the writing demands of the New Zealand Curriculum as they work towards level 3. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. By the end of Year 6, students will create texts in order to meet the writing demands of the New Zealand Curriculum at level 3. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. Relevant Literacy Learning Progression/s By the End of Year 6 When students at this level create texts, they: Generate content that is usually relevant to the task, supporting or elaborating their main ideas with detail that has been seleted with care They draw on knowledge and skills that include: Using an overall text structure that is appropriate for their purpose, e.g., an orientation, a problem, a climax and a satisfying resolution (for a narrative) and an introduction, a series of main points, and a logical conclusion (for a report) Selecting vocabulary that is appropriate to the topic, register, and purpose (e.g., academic and subject-specific vocabulary appropriate for specific learning areas or precise and descriptive words to create a mental image)   Relevant Writing Standards By the end of year 7, students will create texts in order to meet the writing demands of the New Zealand Curriculum as they work towards level 4. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. By the end of year 8, students will create texts in order to meet the writing demands of the New Zealand Curriculum at level 4. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. Relevant Literacy Learning Progression/s By the End of Year 8 When students at this level create texts, they: Create content that is concise and relevant to the curriculum task, often including carefully selected detail and/or comment that supports or elaborates on the main points They draw on knowledge and skills that include: Deliberately choosing a clear and logical text structure to suit their purpose and audience, sometimes innovating in order to achieve this Using language that is appropriate to the topic, audience, and purpose (e.g., expressive, academic or subject-specific vocabulary) and discussing these language choices using appropriate terms, such as register and tone Vocabulary Year 3 - 4 (Level 2) Resource/s for this Writing Standard After three years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Gold level of Ready to Read. By the end of year 4, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 2. Students will locate and evaluate information and ideas within texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. Relevant Literacy Learning Progression/s By the End of Year 4 No resources yet. Vocabulary Year 5 - 6 (Level 3) Resource/s for this Writing Standard By the end of year 5, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. By the end of year 6, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. Relevant Literacy Learning Progression/s By the End of Year 6 When students at this level read, respond to, and think critically about texts: They draw on knowledge and skills that include: Finding and learning the meanings of unknown vocabulary by using strategies such as applying their knowledge of how words work or seeking explanations in the text or in illustrations. Vocabulary Year 7 - 8 (Level 4) Resource/s for this Writing Standard By the end of year 7, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. By the end of year 8, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. Relevant Literacy Learning Progression/s By the End of Year 8 When students at this level read, respond to, and think critically about texts: They draw on knowledge and skills that include: working out more complex, irregular, and/or ambiguous words by using strategies such as inferring the unknown from the known. Inference Year 3 - 4 (Level 2) Resource/s for this Writing Standard After three years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Gold level of Ready to Read. By the end of year 4, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 2. Students will locate and evaluate information and ideas within texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. Relevant Literacy Learning Progression/s By the End of Year 4 When students at this level read, respond to, and think critically about texts, they: meet their purposes for reading by employing specific comprehension strategies, such as: – making and justifying inferences (using information that is close by in the text). – making connections between the text and their prior knowledge to interpret figurative language. After Three Years at School, When students at this level read, respond to, and think critically about texts they: Integrate and use a variety of comprehension strategies, including: – Evaluating information and ideas within a text in terms of their purposes for reading. Inference Year 5 - 6 (Level 3) Resource/s for this Writing Standard By the end of year 5, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. By the end of year 6, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. Relevant Literacy Learning Progression/s By the End of Year 6 When students at this level read, respond to, and think critically about texts, they: understand how they select from and use their repertoire of comprehension strategies, which include: – drawing on several related items of information in order to infer ideas and information not directly stated in the text; They draw on knowledge and skills that include: understanding that words and phrases can have figurative as well as literal meanings and that some words have different meanings depending on the context. Inference Year 7 - 8 (Level 4) Resource/s for this Writing Standard By the end of year 7, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. By the end of year 8, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. Relevant Literacy Learning Progression/s By the End of Year 8 When students at this level read, respond to, and think critically about texts, they: increasingly control a repertoire of comprehension strategies that they can use flexibly and draw on when they know they are not comprehending fully, including strategies such as: – using their prior knowledge, along with information in the text, to interpret abstract ideas, complex plots, and sophisticated themes. They draw on knowledge and skills that include interpreting metaphor, analogy, and connotative language. Text Features Year 3 - 4 (Level 2) Resource/s for this Writing Standard After three years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Gold level of Ready to Read. By the end of year 4, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 2. Students will locate and evaluate information and ideas within texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. Relevant Literacy Learning Progression/s By the End of Year 4 No resources yet. Text Features Year 5 - 6 (Level 3) Resource/s for this Writing Standard By the end of year 5, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. By the end of year 6, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. Relevant Literacy Learning Progression/s By the End of Year 6 No resources yet. Text Features Year 7 - 8 (Level 4) Resource/s for this Writing Standard By the end of year 7, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum as they work towards level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. By the end of year 8, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. Relevant Literacy Learning Progression/s By the End of Year 8 When students at this level read, respond to, and think critically about texts: They draw on knowledge and skills that include: recognising and understanding the features and structures of a wide variety of continuous and non-continuous text types and text forms. ARB Resources    Please Note: ARB material may be reproduced for school-based assessment purposes, not for sale or other purposes.   The ARBs   Assessment information   Support materials   Help   Contact us   Site map

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