spelling words not plan writing, for writing before present written known, (most example, completing a final information obtained decodable without Mind Maps®, copy. from a variety of child’s help) storyboards valid sources. Uses capital letters • Use feedback from Use appropriate • Write using a range for beginning of teachers and other paragraphing. of text types in order sentences, names. students to improve to communicate their writing. effectively, for example, narrative, instructional, persuasive Uses full stop when • Enjoy writing and • Can use adjectives Revise writing to • Use written necessary. value their own effort. and adverbs for clarify ideas, provide language as a means description. examples, change of reflecting on their sequence and to own learning. improve smooth flow of ideas. • Participate in shared • Create illustrations • Engage confidently Use a variety of • Adapt writing writing, observing the to match their own with the process of strategies for according to the teacher’s writing and written text. writing. collecting and audience and making suggestions. organizing ideas, demonstrate the details and ability to engage and information. sustain the interest of the reader. • Listen and respond to • Write an increasing • Use a dictionary, a Use a range of • Vary sentence shared books (enlarged number of frequently thesaurus and word prewriting structure and length.
spelling words not known, (most decodable without child’s help) plan writing, for example, Mind Maps®, storyboards writing before completing a final copy. present written information obtained from a variety of valid sources. Uses capital letters for beginning of sentences, names. • Use feedback from teachers and other students to improve their writing. Use appropriate paragraphing. • Write using a range of text types in order to communicate effectively, for example, narrative, instructional, persuasive Uses full stop when necessary. • Enjoy writing and value their own effort. • Can use adjectives and adverbs for description. Revise writing to clarify ideas, provide examples, change sequence and to improve smooth flow of ideas. • Use written language as a means of reflecting on their own learning. • Participate in shared writing, observing the teacher’s writing and making suggestions. • Create illustrations to match their own written text. • Engage confidently with the process of writing. Use a variety of strategies for collecting and organizing ideas, details and information. • Adapt writing according to the audience and demonstrate the ability to engage and sustain the interest of the reader. • Listen and respond to shared books (enlarged • Write an increasing number of frequently • Use a dictionary, a thesaurus and word Use a range of prewriting • Vary sentence structure and length.
PYP%20Language%20scope%20and%20sequence%20of%20IS%C3%84%20(writing)_1.docx