Session Explicit Modelled Writing Guided Writing Independent Writing Modes/Skills LITERACY CONTINUUM Writing C9 3 Students and teacher collaboratively Using their writing Students continue • Constructs well-sequenced imaginative, informative and G, P & V create a rubric for their writing plan organiser and writing plan, their paragraph persuasive texts using language appropriate to purpose W & R 1 (writing criteria): students commence writing unassisted. and audience. Descriptive their complication with • Plans and organises ideas using headings, graphic writing- choice teacher assistance. organisers, questions and mind maps. of vocabulary • Rereads texts during and after writing to check planning prior accuracy, consistency of meaning and fitness for purpose. to writing • Structures texts using paragraphs composed of logically grouped sentences that deal with a particular aspect of a topic. • Uses a variety of spelling strategies to spell high Teacher models simple correct frequency words correctly. punctuation from the text. • Chooses verbs, adverbials, nouns and adjectivals to (Paragraphing will be treated at the end express specific ideas and details. of the unit after the text set has been Writing C10 completed – student’s paragraphs will be • Draws ideas from personal experiences, other texts and sequenced to create a complete story).
LITERACY CONTINUUM Session Modes/Skills Explicit Modelled Writing Guided Writing Independent Writing Writing C9 • Constructs well-sequenced imaginative, informative and persuasive texts using language appropriate to purpose and audience. • Plans and organises ideas using headings, graphic organisers, questions and mind maps. • Rereads texts during and after writing to check accuracy, consistency of meaning and fitness for purpose. • Structures texts using paragraphs composed of logically grouped sentences that deal with a particular aspect of a topic. • Uses a variety of spelling strategies to spell high frequency words correctly. • Chooses verbs, adverbials, nouns and adjectivals to express specific ideas and details. Writing C10 • Draws ideas from personal experiences, other texts and 3 G, P & V W & R 1 Descriptive writing- choice of vocabulary planning prior to writing Students and teacher collaboratively create a rubric for their writing plan (writing criteria): Teacher models simple correct punctuation from the text. (Paragraphing will be treated at the end of the unit after the text set has been completed – student’s paragraphs will be sequenced to create a complete story). Using their writing organiser and writing plan, students commence writing their complication with teacher assistance. Students continue their paragraph unassisted.