4. Aspects of Writing 1st Cluster 2nd Cluster 3rd Cluster 4th Cluster 5th Cluster 6th Cluster 7th Cluster 8th Cluster Prior to End of Mid Year 1 End of Year 1 Mid year 2 End of Year 2 school Kinder Engages in Clear attempt to write Writes first name Writes one or more Draws on personal Creates longer texts Plans texts by making Creates longer texts (at least behaviour name (may not be correctly. [Best Start] simple sentences, experiences and supported by visual notes, drawing one page) that achieve the scribble or strings of spelling). [Best some words spelled topic knowledge to information, e.g. diagrams, planning intended purpose and are Draws on both letters. [Best Start] Start] correctly, most letters create texts of about diagrams, maps, sequence of events or appropriate for less familiar personal and imaginary formed correctly and 4-5 sentences for a graphs on familiar information, etc. audiences. Attempts to write own Writes at least one experiences to 'write' evidence of sentence range of purposes. topics for known name, e.g. one or two recognisable word (may texts. Writes short, connected . punctuation. [Best audiences. letters, scribble. not be spelled correctly) Engages in the joint and sequenced texts to Shows understanding Start] related to a storybook production of texts narrate events or that their 'writing' read to them or a Writes to express one using a variety of convey information. conveys meaning. Writes a sequence of picture they have or two ideas. mediums, e.g. structure thoughts and ideas. . drawn. [Best Start] podcasts, digital stories. Text from left to ˜Writes" right and leaves spaces between words. [Best Start] Talks about own writing and drawing. Talks about intended Talks about the States purpose and Writes for a wider range of before audience and intended audience purposes, including to explain ˜writing" attempting to purpose for texts before creating and to express an opinion. ˜write". being written. Purpose and Audience Begins to develop a Selects vocabulary Begins to use text simple writing and phrases features such as vocabulary, including modelled by the headings and some high frequency teacher during whole paragraphs to organise words and words of class planning to information. features Language personal significance. construct own text.
4. Aspects of Writing 1st Cluster Prior to school 2nd Cluster 3rd Cluster 4th Cluster End of Kinder 5th Cluster Mid Year 1 6th Cluster End of Year 1 7th Cluster Mid year 2 8th Cluster End of Year 2 Text structure Engages in behaviour scribble or strings of letters. [Best Start] Attempts to write own name, e.g. one or two letters, scribble. Clear attempt to write name (may not be spelling). [Best Start] Writes at least one recognisable word (may not be spelled correctly) related to a storybook read to them or a picture they have drawn. [Best Start] ˜Writes" from left to right and leaves spaces between words. [Best Start] Talks about own writing and drawing. Writes first name correctly. [Best Start] Draws on both personal and imaginary experiences to 'write' texts. Shows understanding that their 'writing' conveys meaning. Writes one or more simple sentences, some words spelled correctly, most letters formed correctly and evidence of sentence punctuation. [Best Start] Writes to express one or two ideas. Draws on personal experiences and topic knowledge to create texts of about 4-5 sentences for a range of purposes. Engages in the joint production of texts using a variety of mediums, e.g. podcasts, digital stories. Creates longer texts supported by visual information, e.g. diagrams, maps, graphs on familiar topics for known audiences. Writes a sequence of thoughts and ideas. Plans texts by making notes, drawing diagrams, planning sequence of events or information, etc. Writes short, connected and sequenced texts to narrate events or convey information. . Creates longer texts (at least one page) that achieve the intended purpose and are appropriate for less familiar audiences. . Audience and Purpose Talks about intended ˜writing" before attempting to ˜write". Talks about the audience and purpose for texts being written. States purpose and intended audience before creating Writes for a wider range of purposes, including to explain and to express an opinion. Language features Begins to develop a simple writing vocabulary, including some high frequency words and words of personal significance. Selects vocabulary and phrases modelled by the teacher during whole class planning to construct own text. Begins to use text features such as headings and paragraphs to organise information.
_literacy_continuum_threads_.docx