Work sample portfolio summary

English Year 5
Satisfactory

WORK SAMPLE PORTFOLIO

Annotated work sample portfolios are provided to support implementation of the Foundation − Year 10 Australian
Curriculum.

Each portfolio is an example of evidence of student learning in relation to the achievement standard. Three portfolios
are available for each achievement standard, illustrating satisfactory, above satisfactory and below satisfactory
student achievement. The set of portfolios assists teachers to make on-balance judgements about the quality of their
students’ achievement.

Each portfolio comprises a collection of students’ work drawn from a range of assessment tasks. There is no pre-
determined number of student work samples in a portfolio, nor are they sequenced in any particular order. Each work
sample in the portfolio may vary in terms of how much student time was involved in undertaking the task or the degree
of support provided by the teacher. The portfolios comprise authentic samples of student work and may contain errors
such as spelling mistakes and other inaccuracies. Opinions expressed in student work are those of the student.

The portfolios have been selected, annotated and reviewed by classroom teachers and other curriculum experts. The
portfolios will be reviewed over time.

ACARA acknowledges the contribution of Australian teachers in the development of these work sample portfolios.

THIS PORTFOLIO: YEAR 5 ENGLISH

This portfolio provides the following student work samples:

Sample 1 Reflect and respond: Stop and think (Part 1) and Responding to questions (Part 2)
Sample 2 Creating poetry: Kennings
Sample 3 Written narrative: In the box
Sample 4 Persuasive text: Election speech
Sample 5 Oral presentation: Words or pictures
Sample 6 Creative writing: Beginning of a fairytale
Sample 7 Biographical letter: News from the goldfields
Sample 8 Group discussion: Storm Boy

This portfolio of student work includes responses to a variety of texts and the development of a range of written and
oral texts. The student makes connections between texts and own experiences (WS2, WS4, WS5, WS6, WS7, WS8)
and expresses a substantiated point of view about a text (WS8). The student uses a variety of language features to
develop descriptive and cohesive literary, informative and persuasive texts (WS2, WS3, WS4, WS5, WS6, WS7). They
demonstrate an ability to plan, draft, edit and publish a range of texts created for a variety of purposes (WS2, WS3,
WS4, WS7). The student can identify the language features and vocabulary used in texts to engage the interest of
the audience (WS5, WS8). The student participates in class discussions, referring to texts to explain and clarify ideas
(WS8) and plans and makes formal, persuasive presentations (WS4, WS5).
COPYRIGHT
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, you may view, download, display, print,
reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or for the non-commercial educational
purposes of your organisation, provided that you retain this copyright notice. For the avoidance of doubt, this means that you cannot edit, modify or adapt any of these materials and you cannot
sub-license any of these materials to others. Apart from any uses permitted under the Copyright Act 1968 (Cth), and those explicitly granted above, all other rights are reserved by ACARA. For
further information, refer to (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition Page 1 of 24

 Work sample 1

English Year 5
Satisfactory

Reflect and respond: Stop and think (Part 1) and

Responding to questions (Part 2)

Year 5 English achievement standard

The parts of the achievement standard targeted in the assessment task are highlighted.

Receptive modes (listening, reading and viewing)

By the end of Year 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. They listen and ask
questions to clarify content.

Productive modes (speaking, writing and creating)

Students 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.

Students 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. When writing,
they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and
punctuation, editing their work to provide structure and meaning.

Summary of task
This task consisted of two parts:

The first component was the ‘Stop and think aloud’ activity which required students to read an extract of a text,
stopping at predetermined points and writing down what they were thinking. They used a copy of the text with room
to write next to each stopping point.

The second component was to respond to questions in relation to the text used for the ‘Stop and think aloud’ activity.
The extract was from a text students had not read previously but was part of a series of books by Emily Rodda. The
students had worked with the first book in the series.

2014 Edition Page 2 of 24

 Work sample 1

English Year 5
Satisfactory

Reflect and respond: Stop and think (Part 1) and

Responding to questions (Part 2)
Annotations

Uses information drawn from reading to

make predictions about the text.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition Page 3 of 24

 Work sample 1

English Year 5
Satisfactory

Reflect and respond: Stop and think (Part 1) and

Responding to questions (Part 2)
Annotations
Uses compound and complex sentence
structures to explain ideas and makes
vocabulary choices when describing the
character.

Responds to how a character is depicted

through vocabulary chosen to describe
the character.

Interprets literal information in a text to

explain the character.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition Page 4 of 24

 Work sample 1

English Year 5
Satisfactory

Reflect and respond: Stop and think (Part 1) and

Responding to questions (Part 2)
Annotations

Uses comprehension strategies to explain

literal meaning in a text and incorporates
the question into the response.

Interprets implied meaning and links

ideas within the text.

Makes inferences about the character

and explains connections to the text.

Explains a personal response to a text

and offers an opinion about a character in
the text.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition Page 5 of 24

 Work sample 2

English Year 5
Satisfactory

Creating poetry: Kennings

Year 5 English achievement standard

The parts of the achievement standard targeted in the assessment task are highlighted.

Receptive modes (listening, reading and viewing)

By the end of Year 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. They listen and ask
questions to clarify content.

Productive modes (speaking, writing and creating)

Students 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.

Students 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. When writing,
they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and
punctuation, editing their work to provide structure and meaning.

Summary of task
The student studied the structure of a range of poetry styles including kennings, limericks and haikus. The student was
asked to write a number of poems using one of these styles. The student chose to write a series of kenning poems.

2014 Edition Page 6 of 24

 Work sample 2

English Year 5
Satisfactory

Creating poetry: Kennings

Annotations

Creates a poetic text based on a known

structure, for example, kennings.

Spells accurately.

Uses vocabulary to extend ideas and

express greater precision of meaning.

Creates innovative descriptions by

selecting and combining words.

Writes poems consisting of lines of two

describing words.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition Page 7 of 24

 Work sample 3

English Year 5
Satisfactory

Written narrative: In the box

Year 5 English achievement standard

The parts of the achievement standard targeted in the assessment task are highlighted.

Receptive modes (listening, reading and viewing)

By the end of Year 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. They listen and ask
questions to clarify content.

Productive modes (speaking, writing and creating)

Students 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.

Students 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. When writing,
they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and
punctuation, editing their work to provide structure and meaning.

Summary of task
Students were asked to write a narrative titled ‘In the box’, based on pictures of an ornate box as a stimulus. This
included:

• developing a story map detailing the generic structure of a narrative (orientation, complication, resolution) in
preparation for the written narrative
• writing an imaginative narrative to entertain using appropriate textual and language features.

2014 Edition Page 8 of 24

 Work sample 3

English Year 5
Satisfactory

Written narrative: In the box

Annotations
Uses a graphic organiser to plan the
writing of an imaginative text.

Identifies the planned structure of the

text, the characters accompanied by
some characterisation, and events to be
included in the text.

Writes a story using narrative structure;

however, experiments with the typical
structure and begins the story with the
‘problem’.

Uses dialogue in the initial sentence to

engage the reader.

Provides fuller descriptions through the

use of noun groups/phrases, for example,
‘you little rascal’.

Uses a range of language features

including dialogue and action to establish
a strong main character.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition Page 9 of 24

 Work sample 3

English Year 5
Satisfactory

Written narrative: In the box

Annotations
Applies understanding of a literary
technique authors use to engage the
reader, for example, ‘CREAK’.

Attempts to use imagery to develop

setting, for example, ‘the perfect size for
a bed’.

Uses vocabulary to express precision of

meaning, for example, ‘wobbling from
side to side’.

Uses a variety of sentence structures

ranging from simple and compound to
complex to develop and expand ideas.

Edits writing for accuracy and to improve

the storyline by changing or adding detail.

Controls punctuation such as the

apostrophe of contraction, the possessive
apostrophe and capital letters for proper
nouns.

This work sample demonstrates

understanding of the structure and
features of a narrative text. The student
experiments with the typical structure
and innovates the order of the events
effectively. The characters are developed
through dialogue and the careful selection
of verbs such as ‘screamed’. The work
sample provides evidence of planning,
editing and attention to paragraphing,
punctuation and spelling.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition Page 10 of 24

 Work sample 4

English Year 5
Satisfactory

Persuasive text: Election speech

Year 5 English achievement standard

The parts of the achievement standard targeted in the assessment task are highlighted.

Receptive modes (listening, reading and viewing)

By the end of Year 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. They listen and ask
questions to clarify content.

Productive modes (speaking, writing and creating)

Students 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.

Students 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. When writing,
they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and
punctuation, editing their work to provide structure and meaning.

Summary of task
Students participated in delivering a formal speech as part of the school’s annual elections for membership of the
Student Representative Council (SRC). The audience was Grade 5 students, teachers and principal. The students
worked in pairs to prepare and practise the writing and delivery of the speeches.

2014 Edition Page 11 of 24

 Work sample 4

English Year 5
Satisfactory

Persuasive text: Election speech

Annotations

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian
Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this
set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.
edu.au/Home/copyright).

2014 Edition Page 12 of 24

 Work sample 5

English Year 5
Satisfactory

Oral presentation: Words or pictures

Year 5 English achievement standard

The parts of the achievement standard targeted in the assessment task are highlighted.

Receptive modes (listening, reading and viewing)

By the end of Year 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. They listen and ask
questions to clarify content.

Productive modes (speaking, writing and creating)

Students 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.

Students 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. When writing,
they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and
punctuation, editing their work to provide structure and meaning.

Summary of task
Students studied a range of picture books and discussed how the illustrations contribute to a text’s meaning and
how the illustrations may affect the reader. Students were asked to prepare a two-minute oral exposition on the
topic ‘Words or pictures: Which has the greater impact on the reader in picture books?’ They were encouraged to
provide evidence from texts for their opinions. Students were allowed 50 minutes to prepare their presentation and
30 minutes to rehearse it.

2014 Edition Page 13 of 24

 Work sample 5

English Year 5
Satisfactory

Oral presentation: Words or pictures

Annotations

Audio
Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian
Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this
set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.
edu.au/Home/copyright).

2014 Edition Page 14 of 24

 Work sample 6

English Year 5
Satisfactory

Creative writing: Beginning of a fairy story

Year 5 English achievement standard

The parts of the achievement standard targeted in the assessment task are highlighted.

Receptive modes (listening, reading and viewing)

By the end of Year 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. They listen and ask
questions to clarify content.

Productive modes (speaking, writing and creating)

Students 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.

Students 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. When writing,
they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and
punctuation, editing their work to provide structure and meaning.

Summary of task
Students read and discussed a number of fairy tales in class, focusing on their structure and language features.

Students were then asked to write the beginning of a fairy story, using stories they had read as models. They
discussed the task in groups before working individually on this task in class.

2014 Edition Page 15 of 24

 Work sample 6

English Year 5
Satisfactory

Creative writing: Beginning of a fairy story

Annotations
Uses some fairytale conventions, for
example, ‘Once upon a time’.

Demonstrates an intention to challenge

the traditional fairytale genre through
direct appeal to the reader, for example,
‘this isn’t your basic lovely fairytale’.

Uses some conventional fairytale

vocabulary, for example, ‘princess’, ‘evil
fairy’ and some unconventional words for
this type of text, for example, ‘mum and
dad’, ‘couch potato’.

Uses a range of compound and complex

sentences to relate a story.

Uses a range of verb tenses accurately

for narration and dialogue, including
unusual verb forms, for example,
‘mistook’.

Uses plot events and vocabulary to

maintain a humorous tone throughout the
text.

Spells most words accurately, including

some unusual and difficult words, for
example, ‘favourite’, ‘handsome’.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition Page 16 of 24

 Work sample 7

English Year 5
Satisfactory

Biographical letter: News from the goldfields

Year 5 English achievement standard

The parts of the achievement standard targeted in the assessment task are highlighted.

Receptive modes (listening, reading and viewing)

By the end of Year 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. They listen and ask
questions to clarify content.

Productive modes (speaking, writing and creating)

Students 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.

Students 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. When writing,
they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and
punctuation, editing their work to provide structure and meaning.

Summary of task
In class, students discussed how text structures and language features can be used to engage the reader, including
character development, maintaining a particular tense and using contextual vocabulary.

As they had recently completed a unit of study on the goldfields in history, students were asked to write a narrative
letter on the topic ‘News from the goldfields’. In preparation, students were allowed to work in pairs to brainstorm
possible characters and settings. Students wrote their narrative text independently.

2014 Edition Page 17 of 24

 Work sample 7

English Year 5
Satisfactory

Biographical letter: News from the goldfields

Annotations

Creates a sequenced, imaginative text

based on information discussed in class.

Creates a literary text using settings and

characters based on other texts.

Uses complex sentences to link ideas

in time, for example, ‘When we arrived I
raced off the boat’.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition Page 18 of 24

 Work sample 7

English Year 5
Satisfactory

Biographical letter: News from the goldfields

Annotations

Uses events as a way of developing

character and setting.

Uses specialist vocabulary to express

precision of meaning, for example, ‘gold
licence’, ‘ten shillings’.

Uses patterns of language appropriate to

the roles adopted in this text.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition Page 19 of 24

 Work sample 7

English Year 5
Satisfactory

Biographical letter: News from the goldfields

Annotations
Creates a plan for an imaginative text.

Lists characters and events as elements

of an imaginative text.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition Page 20 of 24

 Work sample 7

English Year 5
Satisfactory

Biographical letter: News from the goldfields

Annotations

Creates a draft of an imaginative text.

Makes some editing changes in a draft

text.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition Page 21 of 24

 Work sample 7

English Year 5
Satisfactory

Biographical letter: News from the goldfields

Annotations

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition Page 22 of 24

 Work sample 8

English Year 5
Satisfactory

Group discussion: Storm Boy

Year 5 English achievement standard

The parts of the achievement standard targeted in the assessment task are highlighted.

Receptive modes (listening, reading and viewing)

By the end of Year 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. They listen and ask
questions to clarify content.

Productive modes (speaking, writing and creating)

Students 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.

Students 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. When writing,
they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and
punctuation, editing their work to provide structure and meaning.

Summary of task
During a unit of work based on the novel Storm Boy by Colin Thiele, students were asked to respond to a range of
questions requiring literal, inferential, interpretive and evaluative understandings. The students were organised into
groups of four to discuss whether Storm Boy should be sent to boarding school.

The students were encouraged to justify their statements using evidence from the text.

2014 Edition Page 23 of 24

 Work sample 8

English Year 5
Satisfactory

Group discussion: Storm Boy

Annotations

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian
Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this
set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.
edu.au/Home/copyright).

2014 Edition Page 24 of 24