esf writing scope and sequence k-year 7

7/28/2019 ESF Writing Scope and Sequence K-Year 7

1/7

ESFWritingScopeandSequence

Writingconveysmeaning.Peoplewritetotellabouttheir

experiences,ideasandfeelings.

Everyonecanexpressthemselves

inwriting.

Talkingaboutourstoriesand

pictureshelpsotherpeopleto

understandandenjoythem.

Peoplewritetocommunicate.

Thesoundsofspokenlanguage

canberepresentedvisually

(letters,symbols,characters).

Consistentwaysofrecording

wordsorideasenablemembersof

alanguagecommunityto

understandeachotherswriting.

Writtenlanguageworks

differentlyfromspokenlanguage.

Wewriteindifferentwaysfordifferent

purposes.

Thestructureofdifferenttypesoftexts

includesidentifiablefeatures.

Applyingarangeofstrategieshelpsus

toexpressourselvessothatotherscan

enjoyourwriting.

Thinkingaboutstorybookcharacters

andpeopleinreallifehelpsusto

developcharactersinourownstories.

Whenwriting,thewordswechoose

andhowwechoosetousethemenable

ustoshareourimaginingsandideas.

Writingandthinkingworktogethertoenable

ustoexpressideasandconveymeaning.

Askingquestionsofourselvesandothers

helpstomakeourwritingmorefocusedand

purposeful.

Thewaywestructureandorganiseour

writinghelpsotherstounderstandand

appreciateit.

Rereadingandeditingourownwriting

enablesustoexpresswhatwewanttosay

moreclearly.

Storiesthatpeoplewanttoreadarebuiltaround

themestowhichtheycanmakeconnections.

Effectivestorieshaveapurposeandstructurethat

helptomaketheauthorsintentionclear.

Synthesizingideasenablesustobuildonwhatwe

know,reflectondifferentperspectives,andexpress

newideas.

Knowingwhatweaimtoachievehelpsustoplan

anddevelopdifferentformsofwriting.

Throughtheprocessofplanning,drafting,editing

andrevising,ourwritingimprovesovertime.

UseofTe

xts

*Distinguishbetween

differentmarksthey

make

*Sometimesgive

meaningstomarksas

theydrawandpaint

Demonstrateawarenessthatwritinganddrawing

aredifferent

Knowthatprintcarriesamessage,butmayread

writingdifferentlyeach

time

*Experimentwith

familiarformsofwriting

e.g.Lists,captions,re-

tells,books

Makerandommarksonpaperorscreen.

Makeshorizontal,circularorlinear

scribbleswithsome

breaks

Writetheirownname

-Usewritingwiththe

intentionof

communicatinga

message

Readtheirownwritingtotheteacher

andtoclassmates,

realizingthatwhat

theyhavewritten

remainsunchanged

-Experimentwith

familiarformsof

writing,e.g.list,

captions,retells

Choosetowriteasplay,orininformal

situations,for

example,fillingin

formsinapretend

postoffice,writinga

menuorwishlistfor

aparty

Contributetosharedwriting,observingthe

-Attemptasmall

rangeoffamiliar

texts,eitherteacher-

directedorself-

selected

Contributetosharedwriting,observing

theteachersmodel,

askingquestionsand

offeringsuggestions

-Withassistance,find

informationintexts

andrecordthrough

drawingorwriting

keywords

Writeinformally

abouttheirown

ideas,experiences

andfeelings

Writeasmallrangeoffamiliartexts,either

teacher-directedor

self-selected

Findinformationintextsandrecordsit

throughdrawingor

writingkeywords

Innovateonfamiliarsentencesandtext

patterns

Organiseideasinalogicalsequence,for

example,writesimple

narrativeswitha

beginning,middle

andend

Writerangeoftextsforavarietyofpurposes,

usingformsand

structuresmodelledby

theteacherand/or

encounteredinreading

Attempttotransferknowledgeoftext

organisationtowriting

e.g.includes

headings/diagramsina

report

Begintoshowevidenceofpersonal

voice

Usewrittenlanguage

asameansof

reflectingontheirown

learning

Writeforarangeof

purposes,bothcreativeand

informative,usingdifferent

typesofstructuresand

stylesaccordingtothe

purposeofthewriting

Writeindependentlydemonstratingapersonal

voiceasawriter

-Includesessential

informationandbrief

elaborationordescription

Usewrittenlanguageasameansofreflectingontheir

ownlearning

Writeusingarangeoftexttypesinorderto

communicate,for

example,narrative,

instructional,persuasive

-Composetextsby

finding,recordingand

organisinginformation

appropriatetopurpose

Writeindependently,showingthedevelopment

oftheirownvoiceand

style

Usewrittenlanguageasameansofreflectingon

theirownlearning

Writeindependentlyclearlyshowingtheir

ownvoiceandstyle

Composetextsbyretrieving,recordingand

organisinginformation

appropriatetopurpose

andaudience

Establishesplace,timeandsituationinliterary

texts

Craftawiderangeoftexts,demonstrating

controloverallelements

RolePlay

Phase1 Phase2 Phase3 Phase4 Phase5

ConventionalTransitionalEarlyExperimental .

Kindergarten Year2 Year4 Year6

Year1 Year3 Year5 Year7


2/7

independently

teacherswritingand

makingsuggestions

Begintowriteinformallyabouttheir

ownideas,

experiencesand

feelingsusingsimple

sentencestructures

e.g.Ilike,Ican

ContextualUnderstanding

Statepurposeoraudienceforown

writinge.g.thisisacard

forDad

Identifyandtalkaboutcharactersfromliterary

texts

Providereasonswhypeoplewritee.g.

remembertosay

thankyou

Createillustrationstomatchtheirown

writtentext

Showcuriosityandaskquestionsabout

writtenlanguage

Expressapersonalopinionwithina

writtentext

Talkabouthowcharactersandeventsarerepresentedin

literarytexts

Begintoexplainthepurposeofapieceof

writingandtheideas

thatneedtobe

included

Creatediagramstomatchtheirown

writtentext

Talkabouthowcharactersorpeople

andeventsandideas

arerepresentedin

texts

Explainthepurposeofasmallrangeof

familiartextforms,

e.g.jokesareto

entertain

Imitatetheuseofsimpledevicesused

intexts,e.g.print

size,colour

Discussalternativesabouthowto

representcharacters

orpeople,eventsand

ideasinfamiliartexts

Explainthepurposeofarangeoffamiliartext

forms

Selectideastoincludeinowntexttosuit

purpose

Experimentwiththeuseofdevices,e.g.

repetitionofwordsor

phrases

-Explainwhycharacters

orpeople,eventsand

ideas,arerepresented

inaparticularway

whencomposingtexts

-Explainthepurposeand

audienceofarangeof

familiartextforms

Selectideastoincludeinowntexttosuitpurposeand

audience

Discussalternativesabouthowtorepresentcharacters

orpeople,eventsandideas

whencomposingtexts

-Explainthepurposeand

audienceofarangeoftext

forms.

-Recogniseanduse

figurativelanguageto

enhancewriting,for

example,similes,

metaphors,idioms,

alliteration

-Selectwaystorepresent

charactersorpeople,

eventsandeventsto

createspecificeffectsin

texts

Experimentwiththeuseofdevices,e.g.repetition

ofwordsorphrases

Explainwhyaparticulartextformmaybemore

appropriatetoachievea

purposeforanintended

audience

Selectwaystorepresentpeopleandideasto

createspecificeffectsin

informationaltexts

Usedeviceswhenattemptingtoinfluence

thereader,e.g.flattery,

humour

Adjustthelanguageandideastoincludeinowntextstosuitpurposeand

audience

Conventions

Experimentwithwritingusingdifferentwriting

implementsandmedia

Differentiatebetweenillustrationsandwritten

text

Begintodemonstrateanawarenessof

directionality

Useknownlettersorapproximationsof

letterstorepresent

writing

Writelettersrandomly

Discriminatebetweenletters/characters,

numbers,symbols

andwords

Demonstrateanawarenessof

directionalityand

spacing

Demonstrateone-to-onecorrespondence

betweenwrittenand

spokenword,e.g.

word-pointingwhen

readingbackown

Demonstratetheconventionsof

writtentext,for

example,sequence,

spacing,

directionality

Knowsimpleletterpatternsandthe

soundsthey

represent,e.g.sh,

ch,ee

(square)Usevisual

memoryto

accuratelywrite

(square)Applytheirexpandingknowledge

ofgraphemesto

writewordscorrectly

Spellanduseabankofknownwords

correctlye.g.spelling

patterns,high-

frequencywords,

high-interestwords

Experimentwithwordsdrawnfroma

varietyofsources,e.g.

literature,media,oral

(square)Usetheirknowledgeofdiverse

phoneme-grapheme

relationshipse.g.ship,

chef,ocean,station,

special

(square)Usevisual

memorytospell

personalvocabulary

andhighfrequency

wordscorrectly

Varyvocabularytoaddinterest

Grouprelated

Knowlesscommonletterpatternsandthesounds

theyrepresent,e.g.tion,ph

Useknowledgeofwrittencodepatternstoaccurately

spellhigh-frequencyand

familiarwords

Selectvocabularyandsupportingdetailstoachieve

desiredeffects

Workindependently,to

producewrittenworkthatis

legibleandwell-presented

(square)Usebasic

-Knowanduselesscommonletterpatterns

correctly,e.g.aisle,reign,

information

Usestandardspellingformostwordsanduse

appropriateresourcesto

checkspelling

Usearangeofvocabularyandrelevantsupporting

detailstoconveymeaning

andcreateatmosphere

andmood

(square)Usearangeof

-Isawareofthemanyletterpatternsthatare

characteristicofthe

Englishspellingsystem

-Spellandusealarge

bankofknownwords

correctly

-Selectvocabularyto

createprecisemeaning

(square)Usearangeof

toolsandtechniquesto

producewrittenwork

thatiseffectively

presented


3/7

orasstringsonthepage

-Drawlinesandcircles

usinggrossmotor

movements

*Begintoshowsome

controlinuseoftools

andequipment

*Useonehandedtools

andequipment

*Manipulateobjects

withincreasingcontrol

*Begintouseanti-

clockwisemovements

andre-tracevertical

lines

*Begintoform

recognisableletters

writing

Knowalllettersbynameandtheir

commonsound

(square)Usevisual

memorytoaccurately

writesomekey

personalwordsand

somehighfrequency

words

(square)Use

vocabularydrawn

fromtheirownoral

languageor

encounteredintheir

readingorother

classroomactivities

(square)Formall

upper-caseand

lower-caseletters

andnumerals

correctly

(square)Usecapital

lettersandfullstops

tobeginandend

sentences

(square)Compose

simplesentence

somekeypersonal

wordsandhigh

frequencywords

(square)Use

vocabularydrawn

fromtheirreadingor

otherclassroom

activities

(square)Formall

lower-caseand

upper-caseletters

correctlywith

increasingspeedand

automaticity

(square)Usefull

stops,question

marksor

exclamationmarks

toendsentenceand

usecapitalletters

correctlytobegin

sentencesandfor

familiarproper

names

(square)Usesimple

conjunctions

correctlywith

subject-verb

agreementand

noun-pronoun

agreement

languageofpeers

Form

letters/characters

conventionallyand

legibly

(square)Usecapital

letters,fullstops,

questionmarksand

exclamationmarks

correctly

(square)Usesimple

andcompound

sentences,varying

theirbeginningsand

length

informationusing

conventionsof

paragraphing

(square)Writelegibly

inaconsistentstyle

(square)Usecapital

letters,fullstops,

questionmarksand

exclamationmarks

correctlyanduse

speechmarks,commas

forlistsand

apostrophesfor

contractionscorrectly

mostofthetime

(square)Usemainly

simpleandcompound

sentences,alongwith

somecomplex

sentences,thatvaryin

theirbeginnings,

structuresandlengths

andaremostly

grammaticallycorrect

Useincreasinglyaccurate

grammaticalconstructs

e.g.subject/verb

agreement

punctuationthatismostly

correcte.g.when

punctuatingdialogue

Organiseideasand

paragraphsinlogical

sequence

(square)Usesimpleand

compoundsentencesthat

aregrammaticallycorrect

andhaveavarietyof

structures,beginningsand

lengthsandusesome

complexsentencesthatare

mostlygrammatically

correct

-Attempttousepassivevoice

toolsandtechniquesto

producewrittenwork

thatiseffectively

presented

Useappropriatepunctuationtosupport

meaninge.g.hyphen

colon,ellipsis

-Usesandpunctuates

dialogueeffectivelyin

texts

-Developaparagraphby

writingatopicsentence

andincludesupporting

information

(square)Consolidateuseof

simpleandcompound

sentencesthatare

grammaticallycorrectand

haveavarietyof

structures,beginnings

andlengthsandusesome

complexsentencesthat

aremostlygrammatically

correct

-Writeseffectivelyinboth

firstandthirdperson

Accuratelyusesless

commonpunctuation

markse.g.hyphen,colon,

semi-colon,brackets,

ellipsis

(square)Usecomplex

sentencesthatare


ProcessesandStrategies

Voicethoughtsbeforewriting

Reliesuponpersonalexperiencesasa

stimulusforwriting

-Copiesprintfromthe

environment

-Asksquestionsabout

printedwords,signsand

messages

-Uselettersfromown

nametogenerate

writing

-Voicethoughts

beforeandduring

writing

Usetheirownexperienceasa

stimuluswhen

drawingandwriting

-Begintodrawupon

semantic,

graphophonicand

syntacticknowledge

whenwriting,e.g.

topicknowledge,

sound-symbol

relationships

-Usealimitedrangeof

strategiestospelle.g.

soundingout,sight

words

-Usewordsfromthe

environmentinown

writinge,g.wordwall

-Talkordrawasa

meansofplanning

beforewriting

-Usealimitedrange

ofstrategies

throughoutthe

writingprocess,e.g.

connecting

-Drawuponsemantic,

graphophonicand

syntacticknowledge

whenwriting,e.g.

topicknowledge,

sound-symbol

relationships

-Usealimitedrange

ofstrategiestospell,

e.g.soundingout,

sightwords,visual

memory

-Decidehowowntext

willbepresented

-Talkordrawasa

meansofplanning

beforewritinge.g.

drawing,jotting

-Useasmallrangeof

strategiesthroughout

thewritingprocess,

e.g.self-questioning

-Drawuponsemantic,

graphophonicand

syntacticknowledge

whenwriting,e.g.text

organisation,word

order

-Useasmallrangeof

strategiestospell

unknownwords

Useadictionary,andwordbankstoself-

correctspellingerrors

andextendtheiruse

oflanguage

-Beginstoorganise

ideasbeforewriting

e.g.brainstorming,

graphicorganisers

-Useanincreasing

rangeofstrategies

throughoutthewriting

process,e.g.creating

images

-Drawuponsemantic,

graphophonicand

syntacticknowledge

whenwriting,e.g.

vocabularyknowledge,

text-structure

knowledge

-Usearangeof

appropriatespelling

strategiese.g.memory

aidsandrules

Useadictionary,athesaurusandword

Useplanningaidstoplanandorganisewriting,e.g.

flowcharts,storyboards

-Useanincreasingrangeof

strategiesthroughoutthe

writingprocess,e.g.

determiningimportance

-Drawuponsemantic,

graphophonicandsyntactic

knowledgewhenwriting,e.g.

vocabularyknowledge,text-

structureknowledge

-Useanincreasingrangeof

strategiestospellunknown

words,e.g.usingvisual

memory

Useadictionaryandthesaurustocheckaccuracy,

broadenvocabularyand

enrichtheirwriting

Checkpunctuation,variety

-Selectappropriate

planningaidstoplanand

organisewritinge.g.

causeandeffect

organiser,flowchart,

fishbone

-Selectappropriate

strategiestouse


process

-Drawuponsemantic,

graphophonicand

syntacticknowledgewhen

writing,e.g.vocabulary

knowledge,text-structure

knowledge

-Usearangeofstrategies

tospellunknownwords

Useadictionary,thesaurus,spellchecker,

confidentlyand

effectivelytocheck

(dot)Useplanning,

drafting,editingand

reviewingprocesses

independently

-Drawuponsemantic,

graphophonicand

syntacticknowledgewhen

writing,e.g.worldand

culturalknowledge,

linguisticfeatures

-Selectappropriate

strategiestospell

unknownwords

Locate,organise,synthesizeandpresent

writteninformation

obtainedfromavariety

ofvalidsources(citing

sources)

-Independently

proofread,editand

reviseownwriting


4/7

-Begintoproofread

andeditownwriting

whendirectede.g.

deletingwords,

addingpunctuation

Participateinwritingconferencesandnote

newlearninggoals

Publishwrittenwork,inhandwrittenformorindigitalformat

bankstoextendtheir

useoflanguage

Proofreadtheirownwritingandmakesome

correctionsand

improvements

Usefeedbackfromteachersandother

studentstoimprove

theirwritingExperimentwithvariouswaystopublish

texts

ofsentencestarters,

spelling,presentation

Realisethatwritersaskquestionsofthemselvesand

identifywaystoimprove

theirwriting,forexample,

IsthiswhatImeantto

say?Isitrelevant?

Workwithapartnertodiscussandimproveeachotherswork,takingthe

rolesofauthorsandeditors

-Planforandcreatea

publishedtextthatreflects

theintendedpurposeand

needsoftheaudience

accuracy,broaden

vocabularyandenrich

theirwriting

Locate,organiseandpresentwritten

informationobtained

fromavarietyofsources

andbegintocitesources

Useplanning,drafting,editingandreviewingprocessesindependently

andwithincreasing

competence

Critiquethewritingofpeersandoffer

constructivesuggestions

Usearangeoftoolsandtechniquestopublish

workeffectively

-Selectappropriate

publicationformatsto

enhanceaudience

understandingandimpact

Reporting

ToParentsReport

Usewritingwiththe

intentionof

communicatingamessage

Experimentwith

familiarformsof

writing,e.g.list,

captions,retells

Begintowrite

informallyabouttheir

ownideas,

experiencesand

feelingsusingsimple

sentencestructures

e.g.Ilike,Ican

Providereasonswhy

peoplewritee.g.

remembertosay

thankyou

Createillustrationsto

matchtheirown

writtentext

Knowalllettersby

nameandtheir

commonsound

Attemptasmall

rangeoffamiliar

texts

Withassistance,find

informationintexts

andrecordthrough

drawingorwriting

keywords

Writeinformally

abouttheirown

ideas,experiences

andfeelings

Begintoexplainthe

purposeofapieceof

writingandtheideas

thatneedtobe

included

Creatediagramsto

matchtheirown

writtentext

Knowsimpleletter

patternsandthe

soundsthey

represent,e.g.sh,

ch,ee

Writeasmallrangeof

familiartexts

Findinformationin

textsandrecordsit

throughdrawingor

writingkeywords

Organiseideasina

logicalsequence,for

example,writesimple

narrativeswitha

beginning,middle

andend

Explainthepurposeof

asmallrangeof

familiartextforms,e.g.jokesareto

entertain

Spellanduseabank

ofknownwords

correctlye.g.spelling

patterns,high-

frequencywords,

high-interestwords

Form

letters/characters

conventionallyand

Writerangeoftextsfor

avarietyofpurposes,

usingformsandstructuresmodelledby

theteacherand/or

encounteredinreading

Attempttotransfer

knowledgeoftext

organisationtowriting

e.g.includes

headings/diagramsina

report

Explainthepurposeofa

rangeoffamiliartext

forms

Spellpersonal

vocabularyandhigh

frequencywords

correctly

Varyvocabularytoadd

interest

Grouprelated

informationusing

conventionsof

paragraphing

Writeforarangeof

purposes,bothcreativeand

informative,usingdifferenttypesofstructuresand

stylesaccordingtothe

purposeofthewriting

Writeindependently

demonstratingapersonal

voiceasawriter

Explainthepurposeand

audienceofarangeof

familiartextforms

Useknowledgeofwritten

codepatternstoaccurately

spellhigh-frequencyandfamiliarwords

Selectvocabularyand

supportingdetailstoachieve

desiredeffects

Producewrittenworkthatis

legibleandwell-presented

Usebasicpunctuationthatis

mostlycorrecte.g.when

punctuatingdialogue

Writeusingarangeoftext

typesinorderto

communicate,forexample,narrative,

instructional,persuasive

Composetextsbyfinding,

recordingandorganising

informationappropriateto

purpose

Writeindependently,

showingthedevelopment

oftheirownvoiceand

style

Explainthepurposeand

audienceofarangeoftextforms

Recogniseanduse

figurativelanguageto

enhancewriting,for

example,similes,

metaphors,idioms,

alliteration

Usestandardspellingfor

mostwordsanduse

appropriateresourcesto

checkspelling


5/7

Usevisualmemoryto

accuratelywrite

somekeypersonal

wordsandsomehigh

frequencywords

Usevocabularydrawn

fromtheirownoral

languageor

encounteredintheir

readingorother

classroomactivities

Formallupper-case

andlower-case

lettersandnumerals

correctly

Usecapitalletters

andfullstopsto

beginandend

sentences

Composesimple

sentence

Usetheirown

experienceasa

stimuluswhen

drawingandwriting

Usevocabularydrawn

fromtheirreadingor

otherclassroom

activities

Formalllower-case

andupper-case

letterscorrectlywith

increasingspeedand

automaticity

Usefullstops,

questionmarksor

exclamationmarks

toendsentenceand

usecapitalletters

correctlytobegin

sentencesandfor

familiarproper

names

Usesimple

conjunctions

correctlywith

subject-verb

agreementand

noun-pronoun

agreement

Usealimitedrangeof


thewritingprocess,

e.g.connecting

Usealimitedrangeof

strategiestospell,

e.g.soundingout,

sightwords,visual

memory

legibly

Usecapitalletters,

fullstops,question

marksand

exclamationmarks

correctly

Usesimpleand

compoundsentences,

varyingtheir

beginningsandlength

Useasmallrangeof


thewritingprocess,

e.g.self-questioning

Useadictionary,and

wordbankstoself-

correctspellingerrors

andextendtheiruse

oflanguage

Begintoproofread

andeditownwriting

whendirectede.g.

deletingwords,

addingpunctuation

Publishwrittenwork,

inhandwrittenform

orindigitalformat

Writelegiblyina

consistentstyle

Usecapitalletters,full

stops,questionmarks

andexclamationmarks

correctlyanduse

speechmarks,commas

forlistsand

apostrophesfor

contractionscorrectly

mostofthetime

Usemainlysimpleand

compoundsentences,

alongwithsome

complexsentences,that

varyintheirbeginnings,

structuresandlengths

andaremostly


Useincreasingly

accurategrammatical

constructse.g.

subject/verbagreement

Useanincreasingrange

ofstrategies


process,e.g.creating

images

Usearangeof

appropriatespelling

strategiese.g.memory

aidsandrules

Useadictionary,a

thesaurusandword

bankstoextendtheir

useoflanguage

Proofreadtheirown

writingandmakesome

correctionsand

improvements

Experimentwithvarious

waystopublishtexts

Organiseideasand

paragraphsinlogical

sequence

Usesimpleandcompound

sentencesthatare

grammaticallycorrectand

haveavarietyofstructures,

beginningsandlengthsand

usesomecomplexsentences

thataremostly


Useanincreasingrangeof

strategiesthroughoutthe

writingprocess,e.g.

determiningimportance

Useanincreasingrangeof


words,e.g.usingvisual

memory

Useadictionaryand

thesaurustocheckaccuracy,


enrichtheirwriting

Checkpunctuation,varietyof

sentencestarters,spelling,

presentation

Planforandcreatea

publishedtextthatreflects

theintendedpurposeand

needsoftheaudience

Usearangeofvocabulary

andrelevantsupporting

detailstoconveymeaning

andcreateatmosphere

andmood

Usearangeoftoolsand

techniquestoproduce

writtenworkthatis

effectively

Useappropriate

punctuationtosupport

meaninge.g.hyphen

colon,ellipsis

Usesandpunctuates

dialogueeffectivelyintexts

Developaparagraphby

writingatopicsentence

andincludesupporting

information

Consolidateuseofsimple

andcompoundsentences

thataregrammatically

correctandhaveavariety

ofstructures,beginnings

andlengthsandusesome

complexsentencesthat

aremostlygrammatically

correct

Writeseffectivelyinboth

firstandthirdperson

Selectappropriate

strategiestouse


process

Usearangeofstrategies

tospellunknownwords

Useadictionary,

thesaurus,spellchecker,

confidentlyandeffectively

tocheckaccuracy,


enrichtheirwriting

Locate,organiseand


6/7

presentwritten

informationobtainedfrom

avarietyofsourcesand

begintocitesources

Useplanning,drafting,

editingandreviewing

processesindependently

andwithincreasing

competence

Usearangeoftoolsand

techniquestopublishwork

effectively

IBO

OverallExpectations

Learnersshowan

understandingthat

writingisaformof

expressiontobeenjoyed.

Theyknowthathowyou

writeandwhatyouwrite

conveysmeaning;that

writingisapurposeful

act,withbothindividual

andcollaborative

aspects.

Learnersshowan

understandingthat

writingisaformof

expressiontobe

enjoyed.Theyknow

thathowyouwrite

andwhatyouwrite

conveysmeaning;that

writingisapurposeful

act,withboth

individualand

collaborativeaspects.

Learnersshowan

understandingthat

writingisameansof

recording,

rememberingand

communicating.They

knowthatwriting

involvestheuseof

codesandsymbolsto

conveymeaningto

others;thatwriting

andreadingusesthe

samecodesand

symbols.Theyknow

thatwritingcan

describethefactual

ortheimagined

world.

Learnersshowan

understandingthat

writingcanbe

structuredindifferent

waystoexpress

differentpurposes.

Theyuseimageryin

theirstoriesto

enhancethemeaning

andtomakeitmore

enjoyabletowriteand

read.Theyunderstand

thatwritingcan

produceavarietyof

responsesfrom

readers.Theycantell

astoryandcreate

charactersintheir

writing.

Learnersshowan

understandingthat

writingcanbe

structuredindifferent

waystoexpress

differentpurposes.

Theyuseimageryin

theirstoriestoenhance

themeaningandto

makeitmoreenjoyable

towriteandread.They

understandthatwriting

canproduceavarietyof

responsesfromreaders.

Theycantellastoryand

createcharactersin

theirwriting.

Learnersshowan

understandingoftheroleof

theauthorandareableto

takeontheresponsibilitiesof

authorship.They

demonstratean

understandingofstory

structureandareableto

makecriticaljudgments

abouttheirwriting,andthe

writingofothers.Theyare

abletorewritetoimprove

thequalityoftheirwriting.

Learnersshowan

understandingofthe

conventionspertainingto

writing,initsdifferent

forms,thatarewidely

accepted.Inaddition,they

demonstrateahighlevel

ofintegrationofthe

strandsoflanguagein

ordertocreatemeaningin

amannerthatsuitstheir

learningstyles.Theycan

analysethewritingof

othersandidentify

commonorrecurring

themesorissues.They

acceptfeedbackfrom

others.

Learnersshowan

understandingofthe

conventionspertainingto

writing,initsdifferent

forms,thatarewidely

accepted.Inaddition,

theydemonstrateahigh

levelofintegrationofthe

strandsoflanguagein

ordertocreatemeaning

inamannerthatsuits

theirlearningstyles.They

cananalysethewritingof

othersandidentify

commonorrecurring

themesorissues.They

acceptfeedbackfrom

others.

FirstStepsGlobalState

ments

Inthisphase,writers

emulateadultwritingby

experimentingwithmarksto

representwrittenlanguage.

RolePlaywritersare

beginningtounderstandthatwritingisusedtoconvey

meaningormessages;

however,asunderstandings

aboutsound-symbol

relationshipsareyetto

develop,theirmessagesare

notreadablebyothers.Role

Playwritersrelyheavilyon

topicknowledgetogenerate

text.

Inthisphase,writersare

awarethatspeechcanbe

writtendown.

Experimentalwritersrely

onfamiliartopicsto

generateavarietyoftextssuchasgreeting

cards,listsandletters.

Theydemonstratean

understandingofone-to-

onecorrespondenceby

representingmost

spokenwordsintheir

writtentexts.These

wordsmayconsistofone,

twoorthreeletters,and

reflecttheirdeveloping

understandingofsound-

symbolrelationships.

Inthisphase,writersare

awarethatspeechcan

bewrittendown.

Experimentalwritersrely

onfamiliartopicsto

generateavarietyoftextssuchasgreeting

cards,listsandletters.

Theydemonstratean

understandingofone-to-

onecorrespondenceby

representingmost

spokenwordsintheir

writtentexts.These

wordsmayconsistof

one,twoorthreeletters,

andreflecttheir

developing

understandingofsound-

symbolrelationships.

Earlywritersproducea

smallrangeoftextsthat

exhibitsomeofthe

conventionsofwriting.

Textssuchasretells,

reportsandemailsarecomposedtoshare

experiences,information

orfeelings.Earlywriters

haveasmallbankof

frequentlyusedwords

theyspellcorrectly.When

writingunknownwords,

theychooselettersonthe

basisofsound,without

regardforconventional

spellingpatterns.

Earlywritersproducea

rangeoftextsthatexhibit

someoftheconventionsof

writing.Textssuchas

retells,reportsandemails

arecomposedtoshareexperiences,informationor

feelings.Earlywritershave

asmallbankoffrequently

usedwordstheyspell

correctly.Whenwriting

unknownwords,they

chooselettersonthebasis

ofsound,withoutregard

forconventionalspelling

patterns.

Transitionalwritersshow

increasingcontroloverthe

conventionsofwritingsuchas

punctuation,spellingandtext

organisation.Theyconsider

audienceandpurposewhenselectingideasandinformationto

beincludedintexts.They

composearangeoftexts,

includingexplanations,

narratives,brochuresand

electronicpresentations.Writing

showsevidenceofabankof

knownwordsthatarespelt

correctly.Transitionalwritersare

movingawayfromaheavy

relianceonsoundingoutandare

beginningtointegratevisualand

meaning-basedstrategiestospell

unknownwords.

Transitionalwritersshow

increasingcontroloverthe

conventionsofwritingsuchas

punctuation,spellingandtext

organisation.Theyconsider

audienceandpurposewhenselectingideasand

informationtobeincludedin

texts.Theycomposearange

oftexts,including

explanations,narratives,

brochuresandelectronic

presentations.Writingshows

evidenceofabankofknown

wordsthatarespeltcorrectly.

Transitionalwritersare

movingawayfromaheavy

relianceonsoundingoutand

arebeginningtointegrate

visualandmeaning-based


Conventionalwriters

demonstratecontroloverthe

conventionsofwritingand

mostcomponentsofthe

writingprocess.While

composing,theytakeresponsibilityforadjusting

thelanguageandcontentto

suitspecificaudiencesand

purposes.Conventional

writerscraftavarietyof

literaryandinformational

texts,suchasbiographies,

webpagesanddocumentary

scripts.Inthisphase,writers

useanincreasingbankof

knownwordsandselectfrom

awidevocabulary.They

integratearangeofstrategies

tospellunknownwords.


7/7

words.

Notes:

Bulletpoint=IBLanguageScopeandSequence

Hyphen=FirstStepsIndicatorsStar=otherKindergartensource

Square=NewZealandLiteracyLearningProgression

esf writing scope and sequence k-year 7

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