English Developmental Continuum P–10 – Writing
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Ideas Communicated in Writing Scaffolding learning from 1.25
Indicators of Progress
- Students continue to write about familiar events and personal experiences or feelings but use a greater range of ideas in a coordinated way, for example, they support topic with data, and reasons or opinions with simple detail or comments. They extend their use of topic-relevant and high-frequency vocabulary. They combine their personal writing with supportive drawings.
- Students texts begin to identify a main idea and subordinate or particular ideas. They may write multiple sentences on a particular topic. Their texts have a beginning, a body and an end. Their texts begin by defining or describing the topic. They begin to sequence ideas, data, reasons and opinions.
- Students begin to attempt to write directly for a particular audience. They write for different purposes: to tell a story, to entertain, to inform, to reflect, to describe or to observe.
Teaching Strategies
The learning and teaching approach for writing is illustrated for students responding within the context of Mini-beasts.
Organising phase
Establishing a purpose for writing
Students say that they are writing to tell other people about their favourite minibeast. What they will do is describe what their favourite minibeast is like, for example: My favourite minibeast is a slater. I am going to tell you all about slaters.
To begin, students in small groups can decide the questions their writing might answer. What are some who / what / how / why/ when / where questions?
