Secondary Years 7-10 - Writing Stage S1

Indicators of progress – Stage S1: Texts and responses to texts

At the end of Stage S1, students can routinely write the following kinds of texts and respond in the following ways to texts they have read or heard:

  • participate in shared/modelled writing activities, e.g. joint editing
  • label pictures with vocabulary learnt or practised in class
  • write correctly simple sentences about pictures or experiences using vocabulary and structures practised orally
  • use models to write simple texts for different purposes, e.g. recount, description, instruction, procedure, narrative
  • use and experiment with known structures in familiar writing contexts
  • write short, simple texts for social purposes, e.g. thank you letter
  • write short simple texts made up of simple sentences or statements approximating sentences relating to familiar topics encountered in class
  • write narratives with incomplete or uninteresting endings
  • write short factual texts on familiar content made up of simple sentences or statements approximating sentences
  • write to communicate personal ideas as well as some subject-based text types, e.g. narratives, descriptions, explanations, recounts
  • write short texts for different academic purposes, based on modelled structures, e.g. recounts, descriptions, instructions.

Indicators of progress – Stage S1: Cultural conventions of language use

At the end of Stage S1, students’ understanding of the contexts and purposes of texts they write is shown when they:

  • use modelled features appropriate to text type, e.g. attempt to use past tense in a recount
  • use text types that are appropriate to particular purposes and audiences
  • choose appropriate format for a writing task, e.g. letter, essay
  • show some organisation of subject matter, e.g. beginning, middle, end, and write according to structure of text genre
  • use simple text formats with support, e.g. genre structures and features
  • suggest vocabulary items appropriate to the topic and text in jointly constructed texts
  • represent relevant information/findings in a diagram
  • choose format appropriate for data being displayed, e.g. map, table
  • use headings/labels appropriate to content/diagram type
  • begin to identify purpose of text type
  • choose appropriate layout.

Indicators of progress – Stage S1: Linguistic structures and features

At the end of Stage S1, students’ understanding of the linguistic structures and features of the texts they write is shown when they:

  • attempt paragraphs and topic sentences
  • write using short sentences/statements; conjunction and references are explicit and repetitive, typical of spoken mode
  • use subject-verb-object (SVO) word order in simple sentences, e.g. ‘I learn English’, ‘Yesterday we watch video’
  • use single clauses or coordinating and subordinating conjunctions to combine clauses, e.g. ‘when they arrive, they knocked on door but nobody answer’
  • draw on the clause types practised orally to carry out writing tasks which relate to the same topics
  • write language practised orally
  • use formulaic phrases, however these may contain errors as students experiment with English, e.g. Once upon a time in a far, far away
  • use common time markers to link and sequence ideas
  • link ideas using simple conjunctions, e.g. and, then
  • use a limited number of advanced subordinating conjunctions, e.g. as, when, until
  • show logical sequence of ideas or events using simple sequence markers, e.g. ‘First we ... , Then ...’
  • use pronouns and basic referents to maintain cohesion and avoid repetition, e.g. ‘Mary came to school early.  She felt very tired.’
  • show varying accuracy in tense, subject-verb agreement and articles
  • use single word subjects
  • use noun-pronoun agreements with few errors
  • use some common irregular past tense verbs correctly, e.g. went, bought, woke
  • experiment with different tenses but with limited accuracy
  • use imperative form
  • use basic qualifiers and quantifiers to express a range of meaning, e.g. very, some, all
  • incorporate introduced subject-specific vocabulary into simple sentences, e.g. ‘Tadpoles have gills but frogs have lungs’
  • use time adverbials plus the simple present to show past time, e.g. yesterday we go to the library
  • rely on phonetic spelling to write unfamiliar words
  • spell frequently used words and one and two syllable words with common patterns with reasonable accuracy
  • use punctuation with some consistency, e.g. full stops, capitals, commas and question marks.

Indicators of progress – Stage S1: Maintaining and negotiating communication

At the end of Stage S1, students may use the following strategies to assist them to write texts:

  • contribute to a shared plan
  • make suggestions on how to begin a simple text about a familiar experience or topic studied in class, with appropriate elicitation from the teacher, e.g. ‘Yesterday we went to zoo’, ‘There are nine planets in solar system’
  • use simple repeated formulae to generate and structure writing, e.g. ‘I went ... then I ... and then ...’
  • use limited language resources to create desired effects, e.g. ‘very, very sad’
  • draw on experience of language patterns in controlled writing activities to express ideas rather than relying on a dictionary to translate from the first language
  • use familiar vocabulary, structures, phrases
  • model writing on other texts
  • use text proformas to guide writing
  • write a text focusing more on meaning than grammatical accuracy
  • read text to an audience, either teacher or peer and make changes to the original text in light of the audience’s comments
  • with support redraft text, incorporating corrections and suggestions, e.g. correct spelling, change word order on electronic text
  • attempt to correct some of own writing, e.g. spelling, structures
  • refer to dictionary, class lists, previous work to record and find words
  • use graphophonic knowledge to attempt to spell unknown words
  • overgeneralise spelling patterns.