Y7 Rubric 1

Y7 - Task 1 Outline
Introductory speech – What you need to know about me

To be completed by the 24th of February 2014

Relevant parts of the achievement standard

Receptive modes (listening, reading and viewing)
By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.

Students express their own views and organise language logically. They listen for and explain different perspectives in texts.

Productive modes (speaking, writing and creating)
Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect.

Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, accurate spelling and punctuation.

Summary of task
Students were asked to introduce themselves in detail to their new class.
The teacher provided feedback on the original draft and students had full access to organisers and examples throughout the drafting and publishing process.

Y7 - Speech Rubric 2015

Blackburn High School Year 7 Speech Rubric Assessment Task 1 Part A

Visual Organisation 1 – Limited 2 – Satisfactory 3 – Good 4 – Very Good
Opening No clear opening. Audience is unsure what the and/or theme is. No Basis for audience to predict or follow. Opening only orients the audience to the topic or theme but not both. Audience has some sense of what will follow. Clear opening that orients audience to topic and theme but is not engaging. Audience has a good sense of what will follow. Engaging opening that orients the audience to the topic and theme. Audience knows what will follow.
Conclusion No clear conclusion. The speech just seems to stop. There is some restatement of the main theme and major support. Clear restatement of main theme. Audience is asked to action or belief. Creative restatement of main theme and major supports. Strong call to action or beliefs.
Transition Words/ Verbal Road Signs Does not supply any words and/or phrases that link ideas, such as sequence markers, logical connectors Supplies a few words and/or phrases that link ideas, such as sequence markers, logical connectors Inconsistently supplies words and/or phrases that link ideas, such as sequence markers, logical connectors Supplies words and/or phrases that link ideas, logical connectors. "As I said earlier…"
Analysis / Coherence
Logic Does not connect ideas logically and makes few or no logical connection between statements. Connects some ideas logically and creates a general sense of cumulative statement. Connects most ideas logically and builds a cumulative statement. Connects all ideas logically and builds a compelling, cumulative statement.
Focus on Topic Seems to stray from topic and off into side issues. Focuses on topic with some major tangents. Focuses on topic with few major tangents. Focuses tightly on topic and everything revolves about theme.
Vocabulary Uses vague and weak language and/or uses language that violates school honour code. Uses occasional strong, accurate language that is appropriate to the theme of the audience. Uses strong accurate language throughout that is appropriate to theme and audience. Uses precise, evocative language throughout hat is appropriate to the theme and audience.
Originality
Topic Choice Chose uninspired topic that he/she does not seem to care about or chose a topic that violates school honour code. Chose a predictable or clichéd topic or topic that is inappropriate for setting, time and audience. Chose a traditional but appropriate topic hat speaker seems invested in. Chose novel topic or gives new or unusual perspectives on old theme and seems enthusiastic.
Delivery
Eye Contact Does not make eye contact with the audience. Makes some eye contact with some of the audience. Makes varied inconsistent eye contact with the entire audience. Makes varied and sustained eye contact with the entire audience
Voice Speaker speaks in a monotone or a voice that is clearly uncontrolled. Uses some variance in pitch, rate, and volume to appropriately enhance their meaning. Practice and control are evident. Uses much variance in pitch, rate, and volume to appropriately convey their meaning. Exhibits some practice and control. Uses variance in pitch, rate, and volume to appropriately convey their meaning throughout. Exhibits practiced purposeful control.
Body Language Uses no body language that inappropriately reinforces his/her meaning. Speaker uses some body language that appropriately enhances their meaning. Speaker uses much body language that appropriately enhances their meaning. Speaker uses body language that appropriately enhances their meaning throughout speech.
Filler Words ("uh") Frequently user filler words or phrases, or pauses inappropriately, pauses as if at a loss. Smooth flowing language, with occasional filler words or verbal tics. Smooth flowing language, with one or two filler words or verbal tics. Smooth flowing language, totally devoid of any filler words.

Y7 - Task 1 Rubric 2014

Introductory speech – What you need to know about me

Student Assessment Rubric: Student Name Date

Modes Australian Curriculum Levels 4 5 6 7 8
Critical Attributes - Points 1 2 3 4 5
Speaking Listening Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning
Student is able to listen in class and actively participate as a member of the audience.
Student is able to gain knowledge from the task and reflect on that information.
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing.
Reading / Viewing Students understand how the complexity of the text and the structure of the text are dependent on the audience, purpose and context.
Writing / Creating Student can understand how the selection of language can influence the audience.
They understand how to draw on personal knowledge and experiences.
Student is able to engage creatively with the task.
Student demonstrates an understanding of the text type.
Student is able to use the editing process to demonstrate a good understanding of grammar, vocabulary, accurate spelling and punctuation.

Total 50 points

Australian Curriculum Standards

Below are the Australian Curriculum standards that the students are evaluated against.

English Achievement Levels – 5 - 8
Level 4
Reading and viewing
By the end of Level 4, students understand that texts have different structures depending on the purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints.
Writing
Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.
Speaking and listening
Students listen for key points in discussions. They use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context.

Level 5
Reading and viewing
By the end of Level 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them.
Writing
Students use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create a variety of sequenced texts for different purposes and audiences. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.
Speaking and listening
Students listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text selecting information, ideas and images from a range of resources. They create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives.

Level 6
Reading and viewing
By the end of Level 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. They compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it.
Writing
Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts elaborating upon key ideas for a range of purposes and audiences. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use, accurate spelling and punctuation for clarity and make and explain editorial choices.
Speaking and listening
Students listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts, elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.

Level 7
Reading and viewing
By the end of Level 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. They explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints.
Writing
Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features, text structures, and images from other texts can be combined for effect. They create structured and coherent texts for a range of purposes and audiences. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, use accurate spelling and punctuation.
Speaking and listening
Students listen for and explain different perspectives in texts. They understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect. They create texts structured and coherent texts for a range purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience.

Level 8
Reading and viewing
By the end of Level 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. They explain how language features, images and vocabulary are used to represent different ideas and issues in texts. They interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints.
Writing
Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts students show how ideas can be expressed in new ways. They create texts for different purposes selecting language to influence audience response. When creating and editing texts for specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.
Speaking and listening
Students listen for and identify different emphases in texts, using that understanding to elaborate upon discussions. They understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts students show how ideas can be expressed in new ways. They create texts for different purposes selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect.

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