Middle/Upper Primary Years 3-6 - Writing Stage B1
Indicators of progress – Stage B1: texts and responses to texts
At the end of Stage B1, students can routinely write the following kinds of texts and respond in the following ways to texts they have read or heard:
- contribute ideas in simple sentences to shared writing activities
- contribute to shared simple brainstorming of ideas and identifying relevant vocabulary to be incorporated into the written work
- write simple imaginative or personal texts modelled on familiar forms and repetitive patterns, e.g. journal/weekend diary, stories
- write simple factual texts for a variety of classroom purposes, e.g. to give information, to keep records, to inform
- write short description or report on a topic of interest that has been covered in class
- write simple texts that approximate various text types
- initiate own writing for particular purposes with support, e.g. based on teacher suggestions, previous writing tasks
- write for a ‘real task’, e.g. make a list, write a letter, write a story at home
- write text incorporating common spoken and written phrases, with support
- write learned phrases and complete short cloze activities around familiar language
- write short texts with simple sequencing of ideas.
Indicators of progress – Stage B1: cultural conventions of language use
At the end of Stage B1, students’ understanding of the contexts and purposes of texts they write is shown when they:
- use appropriate basic text types based on models when writing, e.g. recounts, descriptions, reports
- present writing in appropriate formats for different audiences or for display, e.g. letters, stories with illustrations
- use a range of formats to record basic information, e.g. graphs, lists, tables
- use media appropriately, e.g. pens for headings, computers for final draft.
Indicators of progress – Stage B1: linguistic structures and features
At the end of Stage B1, students’ understanding of the linguistic structures and features of the texts they write is shown when they:
- write texts that reflect everyday spoken English, such as sentences that use subject-verb-object patterns, e.g. ‘I read books.’ ‘She watch video.’
- write simple sentences and phrases using appropriate word order
- use illustrations to support simple narrative or recount sentences
- use some conjunctions, e.g. and, after
- use pronoun references with limited noun/pronoun agreement, e.g. Yesterday the class went …, We went …
- use simple present or present continuous tense for a range of tenses, e.g. Yesterday teacher talking about cooking, I go to beach Saturday.
- use some irregular past tense verbs, e.g. went, said, bought, etc.
- use simple past tense with some consistency
- use adjectives and adverbs, e.g. run class fast
- spell accurately some high frequency words encountered in the classroom, e.g. the, and, is, it
- use basic punctuation, e.g. full stop, capital letter appropriately.
Indicators of progress – Stage B1: maintaining and negotiating communication
At the end of Stage B1, students may use the following strategies to assist them to write texts:
- use modelled forms and repetitive patterns to generate and structure writing, e.g. On Saturday I …, We went, We saw
- use formulaic structures, e.g. time markers such as ‘On Monday …’ ‘First …’ ‘Then …’ ‘Next …’ ‘After that …’ ‘Last …’
- use repetition for effect, e.g. many, many
- provide some detail through additional information, e.g. illustrations, diagrams, story maps, lists
- rewrite after correction, discussion or prompting, i.e. delete or add words to clarify
- develop vocabulary and phrase lists with first language translations, or pronunciation guides
- translate literally from first language to English, e.g. use a bilingual dictionary
- copy words from dictionary correctly
- ask how to write certain words in English
- use a range of strategies to find the correct spelling of new or unknown words, e.g. dictionaries, charts, other students, own spelling lists
- use sound or visual features to spell words, e.g. evry.