example, write simple narratives with a beginning, middle and end. use appropriate resources to check spelling. writing before completing a final copy. • With teacher guidance, publish written work, in handwritten form or in digital format. Use figurative language appropriately in writing (e.g. simile, metaphor, alliteration, idioms) • Write independently and with confidence, showing the development of their own voice and style . • Use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high frequency words, high interest words. Recognize and use the main parts of speech correctly (noun, verb, pronoun, adjective, adverb) • Choose to publish written work in handwritten form or in digital format independently. Beginning to use some common spelling patterns. • Use increasingly accurate grammatical constructs Use appropriate punctuation and grammar (e.g. semicolons, colons, apostrophes, quotation marks) • Use a range of tools and techniques to produce written work that is attractively and effectively presented. Can make recognizable attempts at the • Use graphic organizers to Edit and proofread their own and peers’ • Locate, organize, synthesize and
spelling words not known, (most decodable without child’s help) plan writing, for example, Mind Maps®, storyboards writing before completing a final copy. present written information obtained from a variety of valid sources. Uses capital letters for beginning of sentences, names. • Use feedback from teachers and other students to improve their writing. Use appropriate paragraphing. • Write using a range of text types in order to communicate effectively, for example, narrative, instructional, persuasive Uses full stop when necessary. • Enjoy writing and value their own effort. • Can use adjectives and adverbs for description. Revise writing to clarify ideas, provide examples, change sequence and to improve smooth flow of ideas. • Use written language as a means of reflecting on their own learning. • Participate in shared writing, observing the teacher’s writing and making suggestions. • Create illustrations to match their own written text. • Engage confidently with the process of writing. Use a variety of strategies for collecting and organizing ideas, details and information. • Adapt writing according to the audience and demonstrate the ability to engage and sustain the interest of the reader. • Listen and respond to shared books (enlarged • Write an increasing number of frequently • Use a dictionary, a thesaurus and word Use a range of prewriting • Vary sentence structure and length.
texts), observing conventions of print, according to the language(s) of instruction used words or ideas independently. banks to extend their use of language. strategies. • Show an awareness of sound–symbol relationships and begin to recognize the way that some familiar sounds can be recorded- • Demonstrate an awareness of the conventions of written text, for example, sequence, spacing, directionality. • Proofread their own writing and make some corrections and improvements. Use a range of models in writing: Narrative, descriptive, persuasive, and expository. • Demonstrate an increasing understanding of how grammar works. • Begin to discriminate Between letters/characters, numbers and symbols- • Write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story. • Write about a range of topics for a variety of purposes, using literary forms and structures modeled by the teacher and/or encountered in reading. Use knowledge of written code patterns to accurately spell high- frequency and familiar words. • Use a dictionary, thesaurus, spellchecker confidently and effectively to check accuracy, broaden vocabulary and enrich their writing. • Illustrate their own writing and contribute to a class book or collection of published writing. • Form letters/characters conventionally and legibly, with an understanding as to • Overtime, create examples of different types of writing. Write for a range of purposes, both creative and informative, using different types of • Use standard spelling for most words and use appropriate resources
why this is important within a language community. structures and styles according to the purpose of the writing Show individuality and creativity in writing styles. to check spelling Writes from left to right. • Participate in shared and guided writing, observing the teacher’s model, asking questions and offering suggestions. • Write legibly and in a consistent style. Plan, organize and complete writing projects of increasing length and complexity • Use appropriate paragraphing to organize ideas Leaves space between words • Illustrate their own writing and contribute to a class book or collection of published writing. • Can use interesting and varied word characters. Reread, edit and revise to improve their own writing, for example, content, language, organization.(Use appropriate writing process independently and confidently to communicate effectively and fluently.) • Can use the full range of punctuation, almost always accurately and precisely, including for sub- division, effect, listing, direct speech, parenthesis.