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ASPECT OF WRITING K-6 Threads

1st cluster 2nd cluster 3rd cluster 4th cluster 5th cluster 6th cluster 7th cluster 8
1st cluster
2nd cluster
3rd cluster
4th cluster
5th cluster
6th cluster
7th cluster
8 th cluster
TES1.1 RES1.5 RES1.6
RES1.5 RES1.6 RES1.7
RES1.5 RES1.6 RES1.7
TS1.1 RS1.5 RS1.6
RS1.5 RS1.6 RS1.7
RS1.5 RS1.6 RS1.7
RS1.5 RS1.6 RS1.7
Teaching
Best Start Level 0
RES1.7
Best Start Level 2
RES1.8
RS1.7
S1 End Yr 1
End S1 - Yr 2
9 th cluster
Mid Stage 2 –
Year 3
10 th cluster
End Stage 2 -
Year 4
11 th cluster
Mid Stage 3 –
Year 5
12 th cluster
End Stage 3 –
Year 6
Best Start Level 1
Thread
Best Start
Level 3 End K
 Attempt to write and
draw name, e.g. one or
two letters or scribble.
Clear attempt to write
name (may not be
correct spelling).
 Writes first name
correctly.
Writes more than one
Rereads own text to
clarify meaning and make
some changes to the text.
Accurately spells an
increasing number of high
frequency and topic
words.
Demonstrates a range of
spelling strategies to spell
unfamiliar words.
Uses a variety of spelling
strategies to spell high
frequency words.
Uses morphemic, visual,
phonic and knowledge of
prefixes and suffixes to
Applies knowledge of
Begins to develop a
spell and edit words
Engages in writing-like
behaviour using strings
of letters or scribble.
Writes at least one
simple writing vocabulary
including some high
frequency words and
words of personal
significance
recognisable sentence,
some words spelled
correctly, most letters
formed correctly and
some evidence of
sentence punctuation.
Accurately writes simple
Spells words with regular
spelling patterns correctly
and makes plausible
attempts at words with
irregular spelling patterns.
Writing shows evidence
of revision, editing and
proof-reading.
Uses simple word
recognisable word
(may not be spelled
correctly) related to a
story book that has been
read to them.
&
compound sentences
Demonstrates
elementary proof-reading
and editing, e.g. circles a
word that does not look
right.
processing functions such
Rereads and revises text
to check and improve
meaning, deleting
unnecessary information
or adding new information.
spelling generalisations,
meanings of base words
and word parts (prefixes
and suffixes) to spell new
words.
Integrates a range of
spelling strategies and
conventions to accurately
spell most words, including
words of many syllables.
Applies spelling
generalisations when
as spell check and
grammar check.
Attempts to spell high
writing.
Refines writing in
response to feedback.
frequency words that have
Vocalises words to
been taught
Attempts to form some
letters
approximate spelling.
Uses contraction
apostrophes and capitals
for proper nouns as well
as other simple
punctuation.
Rereads texts during and
after writing to check
accuracy, consistency of
meaning and fitness for
purpose.
Shows awareness of
accurately acknowledging
sources in relevant texts.
Creates well-planned,
extended teaxts that include
more complex and detailed
subject matter & language
features such as
nominalization.
Critically reflects on
effectiveness of own/others’
writing & seeks and responds
to feedback from others.
Engages in writing-like
behaviour using strings
of letters or scribble.
‘Writes’ from left to
Writes a recognisable
sentence, words may not
be spelled correctly,
some evidence of
sentence punctuation.
Produces some
Accurately writes simple
 Experiments with using
Includes different types
Creates meaningful
Selects appropriate
 Makes sentence level
right and leaves spaces
between words.
compound sentences
using conjunctions to join
ideas.
&
compound sentences.
some complex sentences
to enhance writing.
of verbs using appropriate
tense and demonstrates
subject-verb agreement.
Produces a range of
grammatically accurate
sentences.
Chooses verbs,
adverbials and adjectivals
to express specific ideas
and details.
sentences using a variety
of sentence beginnings,
including adverbial and
adjectival clauses to
language for purpose, eg.
descriptive, persuasive,
topic, technical,
evaluative, emotive, and
choices (e.g. short sentences
to
build tension; complex
Talks about own writing
and drawing.
Uses a range of
adjectives to provide more
sentences to add detail)
using a variety of sentence
Uses simple pronoun
information about nouns
Plans and organizes
ideas using headings,
graphic organizers,
questions and mind maps.
create complex sentences.
colloquial.
Uses simple noun
references.
beginnings and dependent
clauses.
Talks about intended
‘writing’ before attempting
to ‘write’.
groups and adverbial
phrases when writing.
Uses sentence and
Talks about the audience
and purpose for texts
being written.
. Selects vocabulary and
phrases modeled by the
teacher during whole class
planning to construct own
texts.
simple punctuation
correctly.
Draws on both personal
and imaginary
experiences to ‘write’
texts.
Uses topic sentences
and appropriately
organises main and
subordinate ideas.
Draws on personal
Locates resources and
accesses information
when planning.
experiences and topic
knowledge to create texts
Structures text using
paragraphs composed of
logically grouped
sentences that deal with a
particular aspect of a
topic.
of about 4-5 sentences for
Uses grammatical
features such as
pronouns, conjunctions &
connectives to accurately
link ideas and information.
Deliberately structures
language in a way that
creates more cohesive,
imaginative, informative
and persuasive texts.
a range of purposes.
Plans and designs more
complex
Writes a recognisable
sentence, words may not
be spelled correctly,
some evidence of
sentence punctuation.
Some evidence of
Uses sentence
punctuation and some
other simple punctuation.
Uses simple punctuation,
e.g. full stops, exclamation
and question marks.
Uses contraction
apostrophes and capitals
for proper nouns as well
as other simple
punctuation.
Uses quotation marks for
direct speech and
commas in lists
Uses sentence and
Experiments with using
Uses a range of
sentence punctuation.
simple punctuation
correctly.
complex punctuation to
engage the reader and
achieve purpose.
punctuation to enhance
meaning & clarity, including
the use of brackets to
enclose additional
information, quotation marks
commas to indicate
clauses.
&
Writes sustained texts for a
wide range of purposes.
Exposure
to
different
text
types
Begins to use text
features such as headings
and paragraphs to
organize information
Plans texts by making
notes, drawing diagrams,
planning sequences of
events or information etc.
Creates longer texts
supported by visual
information, e.g. diagrams,
maps, graphs on familiar
topics for known
audiences.
States purpose and
intended audience before
creating texts.
Creates longer texts (at
least one page) that
achieve the intended
purpose and are
appropriate for less
familiar audiences.
Constructs well-
sequenced imaginative
informative and
persuasive texts using
language appropriate to
the purpose and audience.
Draws ideas from
personal experiences,
other texts and research to
create imaginative,
informative and
persuasive texts for
different audiences.
Writes coherent,
structured texts for a
range of purposes and
contexts.
Writes for a wider range
Makes choices about the
type and form of texts,
including combinations of
forms and types to suit
purpose and audience.
of purposes, including to
Writes short connected
Selects some sophisticated
Shows understanding
Writes to express one or
two ideas.
explain and to express an
opinion.
Rereads texts during and
after writing to check
accuracy, consistency of
meaning and fitness for
purpose.
Shows awareness of the
need to justify opinions
with supporting evidence.
&
subtle language features,
that their “writing” conveys
meaning
literary devices (eg irony,
Reads own text aloud to
and sequenced texts to
narrate events or convey
information.
Using
different
text
types
check that it makes sense
to others.
humour) & grammatical
features (eg modality) to
engage & influence an
audience.
Experiments with
computer mouse and
keyboard.
Experiments with
creating simple texts on
the computer
With support uses
computer software
programs to create simple
texts.
Engages in the joint
production of texts using a
variety of mediums, e.g.
podcasts, films.
Uses computer functions
when editing
Uses a computer to
produce texts with
graphics.
Experiments with
producing/ publishing texts
using an increasing range
of mediums and modes.
Experiments with
Uses word processing
Uses visuals to extend or
creating simple multimodal
texts using digital text
creation programs.
programs confidently &
accurately, integrating
various functions.
clarify meaning, selects from
a
range of media and
experiments creatively with
the production of multimodal
texts for audience impact.
Holds a pencil or crayon
effectively to draw or
scribble.
‘Writes’ from left to
Begins to demonstrate
understanding of pencil
grip, paper placement and
posture.
Uses correct pencil grip,
paper placement, posture
and knows how to self-
correct.
 Writes lower/upper case
letters of consistent size
and formation in NSW
Foundation Style.
Uses a refined pencil
grip, correct posture and
paper placement to write
more fluently and legibly.
. Fluently writes letters of
consistent size and
formation in NSW
Foundation Style.
Uses joined letters of
consistent size.
Consolidates
Writes fluently with
right and leaves spaces
between words
handwriting that is
consistent in form.
appropriate size, slope
and spacing.
Attempts to form some
letters.
Forms most letters
correctly.
HAND
COMPUTER
AUDIENCE & PURPOSE
Text features
PUNCTUATION
GRAMMAR, VOCAB &
STRUCTURE
SPELLING & EDITING
WRITING