ASPECT OF WRITING K-6 Threads

1st cluster

Teaching Thread

Best Start Level 0

Best Start Level 1

Clear attempt to write name (may not be correct spelling). Writes at least one recognisable word (may not be spelled correctly) related to a story book that has been read to them. Attempts to form some letters

2nd cluster TES1.1 RES1.5 RES1.6 RES1.7

Best Start Level 2

3rd cluster RES1.5 RES1.6 RES1.7

4th cluster RES1.5 RES1.6 RES1.7 RES1.8

Best Start Level 3 End K

5th cluster
TS1.1 RS1.5 RS1.6 RS1.7

6th cluster
RS1.5 RS1.6 RS1.7

7th cluster
RS1.5 RS1.6 RS1.7

8th cluster
RS1.5 RS1.6 RS1.7

S1 End Yr 1

End S1 - Yr 2

9th cluster Mid Stage 2 Year 3

Uses a variety of spelling strategies to spell high frequency words. Uses simple word processing functions such as spell check and grammar check. Rereads texts during and after writing to check accuracy, consistency of meaning and fitness for purpose.

10th cluster End Stage 2 Year 4

Uses morphemic, visual, phonic and knowledge of prefixes and suffixes to spell and edit words Rereads and revises text to check and improve meaning, deleting unnecessary information or adding new information.

11th cluster Mid Stage 3 Year 5

Applies knowledge of spelling generalisations, meanings of base words and word parts (prefixes and suffixes) to spell new words. Refines writing in response to feedback. Shows awareness of accurately acknowledging sources in relevant texts.

12th cluster End Stage 3 Year 6

Integrates a range of spelling strategies and conventions to accurately spell most words, including words of many syllables. Creates well-planned, extended teaxts that include more complex and detailed subject matter & language features such as nominalization. Critically reflects on effectiveness of own/others writing & seeks and responds to feedback from others.

SPELLING & EDITING

Attempt to write and draw name, e.g. one or two letters or scribble. Engages in writing-like behaviour using strings of letters or scribble.

Writes first name correctly. Begins to develop a simple writing vocabulary including some high frequency words and words of personal significance Vocalises words to approximate spelling.

Writes more than one recognisable sentence, some words spelled correctly, most letters formed correctly and some evidence of sentence punctuation. Attempts to spell high frequency words that have been taught

Rereads own text to clarify meaning and make some changes to the text. Accurately writes simple & compound sentences

Accurately spells an increasing number of high frequency and topic words. Demonstrates elementary proof-reading and editing, e.g. circles a word that does not look right.

Spells words with regular spelling patterns correctly and makes plausible attempts at words with irregular spelling patterns. Applies spelling generalisations when writing. Uses contraction apostrophes and capitals for proper nouns as well as other simple punctuation.

Demonstrates a range of spelling strategies to spell unfamiliar words. Writing shows evidence of revision, editing and proof-reading.

Engages in writing-like behaviour using strings of letters or scribble.

Writes from left to right and leaves spaces between words. Talks about own writing and drawing. Talks about intended writing before attempting to write.

GRAMMAR, VOCAB & STRUCTURE

Writes a recognisable sentence, words may not be spelled correctly, some evidence of sentence punctuation. Uses simple noun groups and adverbial phrases when writing. Draws on both personal and imaginary experiences to write texts.

Produces some compound sentences using conjunctions to join ideas. Uses simple pronoun references. Talks about the audience and purpose for texts being written.

Accurately writes simple & compound sentences. Uses a range of adjectives to provide more information about nouns . Selects vocabulary and phrases modeled by the teacher during whole class planning to construct own texts. Draws on personal experiences and topic knowledge to create texts of about 4-5 sentences for a range of purposes.

Experiments with using some complex sentences to enhance writing.

Includes different types of verbs using appropriate tense and demonstrates subject-verb agreement.

Produces a range of grammatically accurate sentences.

Chooses verbs, adverbials and adjectivals to express specific ideas and details. Plans and organizes ideas using headings, graphic organizers, questions and mind maps. Structures text using paragraphs composed of logically grouped sentences that deal with a particular aspect of a topic.

Creates meaningful sentences using a variety of sentence beginnings, including adverbial and adjectival clauses to create complex sentences. Uses sentence and simple punctuation correctly. Locates resources and accesses information when planning. Uses grammatical features such as pronouns, conjunctions & connectives to accurately link ideas and information. Uses sentence and simple punctuation correctly.

Selects appropriate language for purpose, eg. descriptive, persuasive, topic, technical, evaluative, emotive, and colloquial. Uses topic sentences and appropriately organises main and subordinate ideas. Deliberately structures language in a way that creates more cohesive, imaginative, informative and persuasive texts. Plans and designs more complex Experiments with using complex punctuation to engage the reader and achieve purpose.

Makes sentence level choices (e.g. short sentences to build tension; complex sentences to add detail) using a variety of sentence beginnings and dependent clauses.

PUNCTUATION

Writes a recognisable sentence, words may not be spelled correctly, some evidence of sentence punctuation.

Some evidence of sentence punctuation.

Uses sentence punctuation and some other simple punctuation.

Uses simple punctuation, e.g. full stops, exclamation and question marks.

Uses contraction apostrophes and capitals for proper nouns as well as other simple punctuation.

Uses quotation marks for direct speech and commas in lists

Uses a range of punctuation to enhance meaning & clarity, including the use of brackets to enclose additional information, quotation marks & commas to indicate clauses. Writes sustained texts for a wide range of purposes. Makes choices about the type and form of texts, including combinations of forms and types to suit purpose and audience. Selects some sophisticated & subtle language features, literary devices (eg irony, humour) & grammatical features (eg modality) to engage & influence an audience.

AUDIENCE & PURPOSE Text features

Exposure

to

different

text

types

Begins to use text features such as headings and paragraphs to organize information Creates longer texts supported by visual information, e.g. diagrams, maps, graphs on familiar topics for known audiences.

Plans texts by making notes, drawing diagrams, planning sequences of events or information etc. States purpose and intended audience before creating texts. Writes short connected and sequenced texts to narrate events or convey information. Using

Creates longer texts (at least one page) that achieve the intended purpose and are appropriate for less familiar audiences. Writes for a wider range of purposes, including to explain and to express an opinion. different

Constructs wellsequenced imaginative informative and persuasive texts using language appropriate to the purpose and audience. Rereads texts during and after writing to check accuracy, consistency of meaning and fitness for purpose. text

Draws ideas from personal experiences, other texts and research to create imaginative, informative and persuasive texts for different audiences. Shows awareness of the need to justify opinions with supporting evidence. types

Writes coherent, structured texts for a range of purposes and contexts.

Shows understanding that their writing conveys meaning

Writes to express one or two ideas. Reads own text aloud to check that it makes sense to others.

COMPUTER

Experiments with computer mouse and keyboard.

Experiments with creating simple texts on the computer

With support uses computer software programs to create simple texts. Uses correct pencil grip, paper placement, posture and knows how to selfcorrect. Forms most letters correctly.

Engages in the joint production of texts using a variety of mediums, e.g. podcasts, films. Writes lower/upper case letters of consistent size and formation in NSW Foundation Style.

Uses computer functions when editing

Uses a computer to produce texts with graphics.

Experiments with producing/ publishing texts using an increasing range of mediums and modes. . Fluently writes letters of consistent size and formation in NSW Foundation Style.

Experiments with creating simple multimodal texts using digital text creation programs. Uses joined letters of consistent size. Consolidates handwriting that is consistent in form.

Uses word processing programs confidently & accurately, integrating various functions. Writes fluently with appropriate size, slope and spacing.

Uses visuals to extend or clarify meaning, selects from a range of media and experiments creatively with the production of multimodal texts for audience impact.

HAND WRITING

Holds a pencil or crayon effectively to draw or scribble.

Writes from left to right and leaves spaces between words Attempts to form some letters.

Begins to demonstrate understanding of pencil grip, paper placement and posture.

Uses a refined pencil grip, correct posture and paper placement to write more fluently and legibly.