Written language - writing
Writing conveys meaning.
People write to tell aout their experiences, ideas, and feelings.
Everyone can express themselfves in writing.
Talking about our stories and pircures helps other people to understand and enjoy them.
People write to communicate.
The sounds of spoken language can be represented visually (letters, symbols, characters).
Consistent ways of recording words or ideas enable members of a language community to understand each other’s writing.
Written language works differently from spoken language.
We write in different ways for different purposes.
The structure of different types of texts includes identifiable features.
Applying a range of strategies helps us to express ourselves so that others can enjoy our writing.
Thinking about storybook characters and people in real life helps us to develop characters in our own stories.
When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.
Writing and thinking work together to enable us to express ideas and convey meaning.
Asking questions of ourselves and others helps to make our writing more focused and purposeful.
The way we structure and organize our writing helps others to understand and appreciate it.
Rereading and editing our own writing enables us to express what we want to say more clearly.
Stories that people want to read are built around themes to which they can make connections.
Effective stories have a purpose and structure that help to make the author’s intention clear.
Synthesizing ideas enables us to build on what we know, reflect on different perspectives, and express new ideas.
Knowing what we aim to achieve helps us to plan and develop different forms of writing.
Through the process of planning, drafting, editing, and revising, our writing improves over time.
experiment with writing using different writing implements and media
enjoy writing and value their own efforts
engage confidently with the process of writing
write independently and with confidence, demonstrating a personal voice as a writer
write independently and with confidence, showing the development of their own voice and style 2013.11.27
choose to write as play, or in informal situations, for example, filling in forms in a pretend post office, writing a menu or wish list for a party
write informally about their own ideas, experiences, and feelings in a personal journal or diary, initially using simple sentence structures, for example, “I like …”, “I can …”, “I went to …”, “I am going to …”
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
write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing
write using a range of text types in order to communicate effectively, for example, narrative, instructional, persuasive
differentiate between illustrations and written text
read their own writing to the teacher and to classmates, realizing that what they have written remains unchanged
use graphic organizers to plan writing, for example, Mind Maps, storyboards,
show awareness of different audiences and adapt writing appropriately
adapt writing according to the audience and demonstrate the ability to engage and sustain the interest of the reader
use their own experience as a stimulus when drawing and “writing”
participate in shared and guided writing, observing the teacher’s model, asking questions, and offering suggestions
organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle, and end
select vocabulary and supporting details to achieve desired effects
use appropriate paragraphing to organize ideas
show curiosity and ask questions about written language
write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story
use appropriate writing conventions, for example, word order, as required by the language(s) of instruction
organize ideas in a logical sequence
use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood
participate in shared writing, observing the teacher’s writing and making suggestions
create illustrations to match their own written text
use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high-frequency words, high-interest words
reread, edit, and revise to improve their own writing, for example, content, language, organization
use planning, drafting, editing, and reviewing processes independently and with increasing competence
listen and respond to shared books (enlarged texts), observing conventions of print, according to the language(s) of instruction
demonstrate an awareness of the conventions of written text, for example, sequence, spacing, directionality
use increasingly accurate grammatical constructs
respond to the writing of others sensitively 2013.11.19
critique the writing of peers sensitively; offer constructive suggestions
begin to discriminate between letters/characters, numbers, and symbols
connect written codes with the sounds of spoken language and reflect this understanding when recording ideas
write legibly, and in a consistent style
use appropriate punctuation to support meaning
vary sentence structure and length
show an awareness of sound-symbol relationships and begin to recognize the way that some familiar sounds can be recorded
form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community
proofread their own writing and make some corrections and improvements
use knowledge of written code patterns to accurately spell high-frequency and familiar words 2013.11.19
demonstrate and increasing understanding of how grammar works
write their own name independently
discriminate between types of code, for example, letters, numbers, symbols, words/characters
use feedback from teachers and other students to improve their writing
use a range of strategies to record words/ideas of increasing complexity
use standard spelling for most words and use appropriate resources to check spelling
write an increasing number of frequently used words or ideas independently
use a dictionary, thesaurus, and word banks to extend their use of language
realize that writers ask questions of themselves and identify ways to improve their writing, for example, “Is this what I meant to say?”, “Is it interesting/relevant?” 2013.12.20
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
keep a log of ideas to write about
check punctuation, variety of sentence starters, spelling, presentation 2013.11.27
choose to publish written work in handwritten form or in digital format independently
over time, create examples of different types of writing and store them in their own writing folder
use a dictionary and thesaurus to check accuracy, broaden vocabulary, and enrich their writing
use written language as a means of reflecting on their own learning
participate in teacher conferences with teachers recording progress and noting new learning goals; self-monitor and take responsibility for improvement
work cooperatively with a partner to discuss and improve each other’s work, taking the roles of authors and editors
recognize and use figurative language to enhance writing, for example, similes, metaphors, idioms, alliteration
with teacher guidance, publish written work, in handwritten form or in digital format
work independently, to produce written work that is legible and well-presented, written either by hand or in digital format
identify and describe elements of a story - setting, plot, character, theme
locate, organize, synthesize, and present written information obtained from a variety of valid sources 2013.12.10
use a range of tools and techniques to produce written work that is attractively and effectively presented 2013.12.10