Middle/Upper Primary Years 3-6 - Writing Stage B2

Indicators of progress – Stage B2: texts and responses to texts

At the end of Stage B2, students can routinely write the following kinds of texts and respond in the following ways to texts they have read or heard:

  • write creative texts based on models, e.g. poems, dialogues, raps
  • write simple personal texts, e.g. letters of invitation, thanks to visitors, journals, emails
  • write simple factual texts, e.g. report, procedure, explanation
  • write simple texts that present a point of view, e.g. statement of opinion
  • write simple descriptions of items or events, captions for pictures or photographs.

Indicators of progress – Stage B2: cultural conventions of language use

At the end of Stage B2, students’ understanding of the contexts and purposes of texts they write is shown when they:

  • plan, with support, the format of a text according to its communicative purpose, e.g. a recipe
  • discuss the sequencing of events or ideas in own writing
  • use some conventions for separating ideas or sections in a text, e.g. starting a new idea on a new line, starting a new section on a new page
  • use heading and text format appropriate to the task
  • enhance own writing with appropriate layout and visual information, e.g. draw a diagram to accompany an information report, choose appropriate computer applications for particular purposes
  • include appropriate amount of information or detail for the audience
  • write using language which is beginning to reflect less the features of spoken language and more the features of written language
  • write texts which include key features of common text types relevant to school learning.

Indicators of progress – Stage B2: linguistic structures and features

At the end of Stage B2, students’ understanding of the linguistic structures and features of the texts they write is shown when they:

  • orient the reader by including relevant details, e.g. characters, time and place
  • use headings to group information, e.g. in a report on an animal
  • use a number of common conjunctions to link ideas between sentences, e.g. and, because, but, when
  • use simple time sequence markers when describing a process or event, e.g. first, next, at last
  • use pronoun references with some appropriate noun/pronoun agreement, e.g. Yesterday the class went …. We went …; Koalas live in trees. They live …
  • select some descriptive vocabulary appropriate to context, e.g. ‘huge’ for ‘big’
  • use simple extended noun groups, e.g. a big, black dog
  • use simple phrases to express basic comparisons, e.g. the same as, bigger than
  • make expository statements using introductory ‘there’, ‘it’, e.g. There is …, There are …, It has …
  • use correctly some forms of the verbs to be, to have
  • use verb endings with some consistency, e.g. –ing, -ed
  • write with ESL features, e.g. omission of articles and verb endings, varied tenses
  • experiment with more complex punctuation, e.g. commas, question marks, exclamation marks
  • spell frequently used words and one and two syllable words with common patterns with increased accuracy.

Indicators of progress – Stage B2: maintaining and negotiating communication

At the end of Stage B2, students may use the following strategies to assist them to write texts:

  • use knowledge of sentence patterns to form new sentences, e.g. base a new story on repetitive formulas from a known story, from written or spoken texts
  • plan before writing, e.g. discuss ideas and topics in first language or English or write notes in a framework
  • write a first draft focusing on meaning and revise after rereading or discussion, e.g. add or delete ideas, correct simple errors in spelling and punctuation
  • use a framework to complete a writing task and reflect on it, e.g. guiding questions, headings.