resources including awareness of stages of the generic structure of texts, patterns of simple sentence, words, letters, images, sounds and voice. They identify similarities between textual representations and own experiences. Using written language to convey meaning Cultural strand: Making meanings in contexts Cu 1.3 Observes teacher and other Role plays writing, e.g. uses Understands that shaping Is able to suggest the children discussing and scribble, letter-like shapes, and writing are useful and appropriate text for a When writing and shaping, making texts to communicate numbers, keyboards to create purposeful activities, e.g. particular purpose, e.g. list for students: with others, record ideas and objects for play, such as suggests a need for written excursion; letter to parents; construct texts with a small events, e.g. asks questions menu, lists, messages, instructions for the class on email to contact the museum; range of familiar cultural such as that emails. how to use a new resource; story for imagining. “What’s for?” purposes draws the design of a block May own writing. The “read” maintain a topic building so it can be built message may not be construct texts for a small again. constant each time. () range of familiar supportive Uses body movement, sound, Experiments with ways to Participates in supported Chooses an appropriate audiences and 2- and 3-dimensional communicate to others — communication experiences medium or combination of use a small range of familiar representations to speaking, writing, finger using different mediums, e.g. mediums for communicating paper and electronic texts to communicate meaning, e.g. spelling, drawing, using drawing, role-play, sound for a specific purpose, e.g. communicate. creates a puppet show with gestures and facial effects, gestures. makes signs and costumes support; engages in dramatic expressions, construction. and uses music for a circus play. Can differentiate between grand parade. Identifies a number of ways to writing and drawing. () communicate, e.g. through writing, typing an email, drawing or illustration, dramatic play, construction, creating sound effects. Learning to encode meanings Operational strand: Using language systems Op 1.3 Shows an interest in familiar Makes a card, traffic sign, Discusses dominant features Demonstrates increased texts, e.g. grocery cartons, writes a list, creating an of familiar texts during shared understanding of what the When writing and shaping,
resources including awareness of stages of the generic structure of texts, patterns of simple sentence, words, letters, images, sounds and voice. They identify similarities between textual representations and own experiences. Using written language to convey meaning Cultural strand: Making meanings in contexts Observes teacher and other children discussing and making texts to communicate with others, record ideas and events, e.g. asks questions such as “What’s that for?” Participates in supported communication experiences using different mediums, e.g. drawing, role-play, sound effects, gestures. Role plays writing, e.g. uses scribble, letter-like shapes, numbers, keyboards to create objects for play, such as menu, lists, messages, emails. May “read” own writing. The message may not be constant each time. () Experiments with ways to communicate to others — speaking, writing, finger spelling, drawing, using gestures and facial expressions, construction. Can differentiate between writing and drawing. () Understands that shaping and writing are useful and purposeful activities, e.g. suggests a need for written instructions for the class on how to use a new resource; draws the design of a block building so it can be built again. Uses body movement, sound, and 2- and 3-dimensional representations to communicate meaning, e.g. creates a puppet show with support; engages in dramatic play. Identifies a number of ways to communicate, e.g. through writing, typing an email, drawing or illustration, dramatic play, construction, creating sound effects. Is able to suggest the appropriate text for a particular purpose, e.g. list for excursion; letter to parents; email to contact the museum; story for imagining. Chooses an appropriate medium or combination of mediums for communicating for a specific purpose, e.g. makes signs and costumes and uses music for a circus grand parade. Cu 1.3 When writing and shaping, students: construct texts with a small range of familiar cultural purposes maintain a topic construct texts for a small range of familiar supportive audiences use a small range of familiar paper and electronic texts to communicate. Learning to encode meanings Operational strand: Using language systems Shows an interest in familiar texts, e.g. grocery cartons, Makes a card, traffic sign, writes a list, creating an Discusses dominant features of familiar texts during shared Demonstrates increased understanding of what the Op 1.3 When writing and shaping,
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