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

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

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

  • draw pictures to communicate activities/events and orally dictate sentence for teacher to scribe
  • write explanatory labels or captions for drawings with support
  • write some familiar words, and attempt to write sentences
  • copy words, phrases or sentences accurately and carefully
  • label drawings or illustrations
  • use drawings, symbols and strings of letters and some words in writing
  • complete simple repetitive modelled sentences, e.g. ‘My name is ...’
  • complete short cloze activities with support
  • contribute ideas to shared writing activities
  • contribute ideas to shared writing activities using topic specific vocabulary encountered in classroom activities.

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

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

  • show awareness that English writing consists of words formed by letters, and sentences made up of words, e.g. leave spaces between words
  • use the terms writing and drawing appropriately
  • have an awareness that words have consistent spelling
  • discuss the purpose of a text and its audience in simple language.

Indicators of progress – Stage BL: linguistic structures and features

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

  • write or dictate in sentences or phrases that match oral sentence structures, e.g. go to school, go home, come from
  • show evidence of some layout or planning, e.g. place text appropriately on a page, leave space for drawing
  • show awareness of sound-letter relationships, e.g. represent words by their initial letter such as ‘b’ for ‘book’
  • consistently write the same letters and numbers the same way
  • identify common letters consistently, e.g. point to all the ‘t’s in a sentence
  • spell a number of high frequency words accurately
  • copy basic punctuation as part of ‘writing’
  • copy/write text from left to right, top to bottom
  • include some well-known words spelt accurately from charts, books or word banks.

Indicators of progress – Stage BL: maintaining and negotiating communication

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

  • use illustrations as a prompt or to provide more detail
  • dictate sentences about a drawing or an experience for others to write
  • copy sentences, short paragraphs, words or illustrations from a range of texts
  • check copied writing for accuracy against the original text
  • practise writing letters of the English alphabet
  • ask for the English word and how to write it
  • copy words from a range of sources, e.g. environmental print, books.