Lower Primary Years P-2 - Writing Stage A2

Indicators of progress – Stage A2: texts and responses to texts

At the end of Stage A2, students can routinely write the following kinds of texts and respond in the following ways to texts they have read or heard:

  • write simply for a variety of authentic purposes related to classroom topics, using known and modelled structures and features, e.g. a personal recount, simple description
  • initiate writing for own particular purposes, e.g. label drawings, make a birthday card, write a recount about a recent experience
  • write for a ‘real task’, e.g. make a list, write a letter, write a story at home
  • write beyond the immediate environment and beyond known language only if patterning and modelling has been provided by the teacher
  • use vocabulary, modelled writing or ideas from texts read or viewed in class in own writing or drawing.

Indicators of progress – Stage A2: cultural conventions of language use

At the end of Stage A2, students’ understanding of the contexts and purposes of texts they write is shown when they:

  • use a variety of simple text structures, e.g. a title, an opening, ending, caption
  • write, using a text type appropriate to the purpose, e.g. a story, a list, a procedure, a report
  • describe the purpose of a text, e.g. to inform, to describe an event, to tell a story
  • demonstrate an understanding that written texts usually need to be planned, edited and presented
  • use a range of writing implements and writing styles for different purposes, e.g. work for display, first draft on a computer, making a poster
  • use size of writing, colour, layout and choice of media to help transmit messages, e.g. making a sign or a poster.

Indicators of progress – Stage A2: linguistic structures and features

At the end of Stage A2, students’ understanding of the linguistic structures and features of the texts they write is shown when they:

  • write, reflecting spoken English in vocabulary and structure
  • write sentences based on simple repetitive, modelled patterns, e.g. I went …
  • write simple sentences and begin to rely less on copying
  • use some common imperatives appropriately, e.g. draw, cut, stop, run, Mix the …, Cook the ...
  • use some common irregular past tense verbs correctly, e.g. went, saw
  • use a mixture of tenses within one text
  • link sentences using common conjunctions and connectives, e.g. but, after, when
  • use small range of reference items, e.g. definite article and pronouns, with some accuracy in short written texts, e.g. Once there was a monster. The monster was hungry.  It eats my lunch
  • spell high frequency words correctly appropriate to year level
  • attempt to spell unknown words
  • use some punctuation consistently, e.g. full stops, question marks, commas
  • demonstrate that a sentence starts with a capital letter and ends with a full stop
  • use upper and lower case letters appropriately
  • write legibly.

Indicators of progress – Stage A2: maintaining and negotiating communication

At the end of Stage A2, students may use the following strategies to assist them to write texts:

  • use pictures, drawings or graphic organisers to develop a simple plan for writing
  • use a simple framework to write a particular text type, e.g. a recipe, a report
  • begin simple editing and redrafting of their writing
  • read own writing aloud to check meaning
  • model writing on other texts, e.g. use words, phrases or sentence patterns from a teacher model or favourite story
  • write repetitive patterns to produce longer texts, e.g. I like ..., and I like ...
  • create and use a bank of known words appropriate to year level in own writing
  • ask how to write new words
  • attempt to spell new words, based on known spelling patterns and base words, e.g. walk, walked, walking
  • use sound or visual features of words to attempt own spelling, e.g. vae/very, ar/are, perpl/purple
  • use a range of resources to find words or phrases needed for own writing or to check spelling, e.g. simple dictionaries, vocabulary lists, modelled texts, familiar books and environmental print