Assessment item Audience: The learner can
clearly identify audience
identify between general and specific audiences
The learner can identify, for example, whether the audience is targeted at young children or adults, boys or girls.
The learner can identify whether a text has been written for a specific audience such as someone interested in the environment, or someone needing a weather report for a particular place, or time or whether it is for anyone to read, e.g. a poem or news article.
identify features to support view
Purpose: The learner can Can identify whether the text is to inform, entertain, persuade, explain, teach, record, tell a story, etc.
Can differentiate between text types and name them
Can recognise that a text could have more than one purpose
Layout/key features/structure: The learner can
identify the layout and key features that identify a text type
The learner can identify, for example, that a poem might have stanzas or verses and that lines might rhyme or follow a set rhythm; that a news article would have a headline and be in paragraphs and possibly in columns; that a letter would have an address at a the top right and would have a specific greeting and salutation; that a story would have characters, plot and setting; that a dialogue would be laid out in a specific way with the name set off by a colon from the words spoken and the directions in brackets; or that a diary entry would have the day and the date.
identify visual features and describe their effect
The learner can identify, for example, that colour or a larger sized font would draw attention in an advertisement or a notice; that cartoons and comic strips would have speech bubbles; that instructions might have numbered steps; that a poem might be a shape poem.
The learner can identify features in the text that help them identify the audience, such as a date, the language level, the writing style, etc.
The learner can, for example, identify that instructions are to explain a process or how to do something, or that a story is to entertain.
The learner can recognise and name a poem, a letter, a story, etc. and link it to its purpose.
The learner can recognise, for example, that a fable is a story to entertain but that it can also teach a message and even explain a natural phenomenon; or that a letter to a friend might be to both inform and entertain.
Example of what can be expected by educator
Mark 1–10
52
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