Middle/Upper Primary Years 3-6 - Writing Stage B3

Indicators of progress – Stage B3: texts and responses to texts

At the end of Stage B3, 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, e.g. imaginative recounts, descriptions, poems
  • write sequenced and ordered factual texts based on personal experience or topic areas, e.g. report on an excursion, science report
  • write narrative texts maintaining a cohesive storyline and characterisation
  • write a range of texts across the curriculum incorporating information from different sources.

Indicators of progress – Stage B3: cultural conventions of language use

At the end of Stage B3, students’ understanding of the contexts and purposes of texts they write is shown when they:

  • use own experience and perspectives to elaborate and support a viewpoint
  • use text type appropriate to task
  • present work appropriately to purpose and audience, e.g. write final draft using publishing software
  • gather and present information appropriately in texts, e.g. diagrams, mind maps, illustrations, dot points
  • begin to create mood and feeling by the selection of appropriate vocabulary
  • use some colloquial and idiomatic language appropriately in texts
  • organise texts in simple logically ordered paragraphs with a topic sentence.

Indicators of progress – Stage B3: linguistic structures and features

At the end of Stage B3, students’ understanding of the linguistic structures and features of the texts they write is shown when they:

  • write text using a framework and identifiable topic sentences
  • combine simple sentences using common conjunctions, e.g. We need trees so we should not cut them all down
  • use some antonyms and synonyms
  • use appropriate conjunctions to join two or more clauses, e.g. When we went to the zoo the lions were sleeping. After lunch they woke up and then they roared.
  • use relative pronouns, e.g. The girl who was late had to go to the office
  • use direct or indirect speech appropriately in context
  • use a range of negatives, e.g. can’t, could not
  • maintain appropriate tense throughout a text
  • use present and past tense with reasonable consistency
  • write using extended noun groups, e.g. a large shark with sharp teeth
  • spell most words accurately drawing on a range of strategies, however some invented spelling will still be evident.

Indicators of progress – Stage B3: maintaining and negotiating communication

At the end of Stage B3, students may use the following strategies to assist them to write texts:

  • confer and cooperate in groups or pairs when planning, writing or reviewing, e.g. add to information contained in the text after discussion
  • plan individually and review own writing, e.g. use spell-check to edit for accuracy, consider alternative words for effect
  • participate actively in discussions
  • reflect on writing considering criteria set by teacher.