FairliePrimarySchoolSchoolWritingOverview
After three years at school, students will create texts in order to meet the writing demands of the New Zealand
NationalStandardWriting
After3YearsatSchool
KeyCharacteristicsofStudents'Writingat
ThisLevel
Keycharacteristicsofstudents'writingatthislevel In their third year at school, students create texts for instructional writing purposes as well as to meet other learning purposes across the curriculum. They
Students will write for a range of different purposes linked to the
curriculum, using a process and drawing on the knowledge, skills,
and attitudes that will help them achieve their purpose. The
knowledge, skills, and attitudes expected at this level, including
those needed for spelling and punctuation, are described in the
Literacy Learning Progressions.
Students will independently write texts that are clearly directed to a
particular audience. They will organise their texts according to a
basic structure that meets their purpose for writing (for example, a
story with a beginning, a middle, and an end). These texts will
include, when appropriate:
content, mostly relevant, that conveys several
experiences, items of information, and/or ideas relating
to a curriculum topic and that sometimes includes detail
and/or comment
mainly simple and compound sentences that vary in their
beginnings and lengths and in the simple conjunctions
used
attempts at some complex sentences
some specific vocabulary that is appropriate to the
content of the text.
Curriculum as they work towards level 2. Students will use their writing to think about, record, and communicate
experiences, ideas, and information to meet specific learning purposes across the curriculum.
LiteracyProgressions
write in order to think about, record, and communicate experiences, ideas, and information.
... English language learners ... are better able to learn oral (and written) English when ... their teacher helps them to notice language items and language
patterns ...
page 81
After three years at school, students independently create texts using a process that will help them achieve their specific purpose for writing. Where
appropriate, their texts are clearly directed to a particular audience through appropriate choice of content, language, and text form. However, they may often
assume that their audience is familiar with the context.
When students at this level create texts, they:
use planning strategies to organise ideas for writing (e.g., by using lists and mind maps that distinguish main ideas from details) and to generate
language for writing;
create content, mostly relevant, that conveys several experiences, items of information, and/ or ideas relating to the topic or task and that
sometimes includes details and/or comment;
revise and edit their writing for sense and impact and give their peers feedback on their writing;
proofread their writing to check the spelling, grammar, and punctuation, drawing on their own developing knowledge about words and sentence
construction and using classroom resources such as junior dictionaries;
publish, where appropriate, in a variety of media, depending on their purpose and audience.
They draw on knowledge and skills that include:
using increasingly specific words and phrases (e.g., adjectives and more precise nouns and verbs) that are appropriate to the content of the text;
using their visual memory to spell personal vocabulary and high-frequency words (e.g., many words from essential lists 14 and some from list 5
and list 61);
encoding (spelling) unfamiliar words by:
o using their knowledge of phonemegrapheme relationships, along with their developing awareness of spelling conventions, to select
correct spelling patterns for sounds in words (e.g., spelling the k sound correctly in both catch and kitchen)
o applying their growing knowledge of useful spelling rules (e.g., the rules relating to adding simple plural suffixes such as those in
baby/babies and half/halves) and their growing knowledge of morphology (e.g., adding a d to hear to make heard)
o applying their expanding knowledge of graphemes (e.g., of graphemes such as or, awe, oar, and oor, which record similar sounds) to
write words correctly;
using simple written language features (such as alliteration) and visual language features (such as labelled diagrams) to support meaning;
writing all upper-case and lower-case letters correctly, legibly, and fluently;
using a basic text structure to organise their text effectively for its purpose (e.g., a story with a beginning, a middle, and an end);
using both simple and compound sentences that vary in their beginnings and lengths (and in the simple conjunctions used) and that are usually
grammatically correct;
attempting to write complex sentences;
constructing sentences in which the tenses are mostly consistent;
using capital letters, full stops, question marks, and exclamation marks correctly.
 FairliePrimarySchoolLearning
LearningActivities Intentionsto be explicitly taught AnecdotalNotes
by the end of 3 years at school
The children will be learning to:
Stage 5
write my story so it will be interesting for
someone to read.
write my thoughts, feelings and ideas
clearly.
have ideas and write about them
including my thoughts and feelings.
include some personal experiences.
support some of my ideas with simple
details and comments.
use sentences with different beginnings.
join some of my sentences together.
try to sequence my ideas.
use descriptive words.
use adjectives, verbs and nouns.
try to use language features eg. similes
and onomatopoeia.
use topic words.
write sounds I hear in order.
use some common spelling patterns eg.
ing, ed, blends.
spell words correctly from Essential List
Spelling many words from list 1-4 and
some from 5 & 6
understand that sentences need capital
letters and full stops and I can put these
in with support.
think about what I am going to write e.g.
talk to someone else about it, draw a
picture about it etc.
check my work, as I write, to make it
better.
 WritingAssessmentforStudentsafter3yearsatschool.
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