Secondary Years 7-10- Writing Stage SL

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

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

  • contribute ideas, words or sentences to a class or group story
  • communicate simple messages, ideas and experiences through drawing
  • make some comments about their drawings
  • combine writing and drawing to create a short, simple text about a familiar topic
  • show awareness that English writing consists of words formed by letters, and sentences made up of words, e.g. leave spaces between words
  • use copied words or sentences to write simple messages
  • write familiar words and simple sentences independently with enough accuracy to convey meaning
  • complete simple modelled sentences with information about self and experiences, e.g. ‘My name is ...’
  • show some understanding of the purpose of simple writing tasks
  • construct simple tables of information, e.g. students’ countries of origin, ages, with assistance
  • label familiar pictures and simple maps
  • approximate conventional letter formation
  • trace/draw shapes and lines, e.g. letters, straight lines, circle, square
  • use computer as a writing tool
  • use a range of drawing and writing implements to communicate, e.g. pens, pencils, crayons, rulers.

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

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

  • show an awareness of purpose and audience when presenting work, e.g. preparing a birthday card or poster
  • begin to use appropriate layout conventions with familiar text types, e.g. write a heading
  • write from left to right
  • complete simple personal information forms
  • plan and write simple short texts for specific purposes, e.g. a list for shopping, a caption for an illustration or photograph
  • use appropriate materials for a particular writing task, e.g. chart, diary, formats, map or poster
  • size writing appropriately for different tasks when provided with a model, e.g. paper or line size, length of text used.
  • expect to write as part of school learning
  • form and place letters on the line, e.g. aware of shape and positioning of letters
  • demonstrate basic keyboard skills, e.g. use shift key, space bar.

Indicators of progress – Stage SL: Linguistic structures and features

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

  • write dictated letters of the alphabet relating the sound to the letter
  • demonstrate awareness of some sound-letter relationships, e.g. represent new words by initial letter
  • consistently write the same letters and numbers the same way
  • experiment with punctuation and use of capital letters
  • leave suitable spacing between copied or written words
  • spell familiar simple words correctly
  • attempt to spell unknown words phonetically, initial sound/letter usually correct
  • use language reflecting early stage of oral language development to label personal drawings, e.g. live here, go to play
  • experiment with punctuation and use of capitals, leave suitable spacing between copied or written words
  • use basic conjunctions to connect ideas, e.g. and, but
  • write sentences which may not follow standard word order, e.g. car blue
  • demonstrate basic mouse manipulation skills
  • reproduce a simple hand written text in word-processed format with some assistance
  • draw on conventions for organising information, e.g. write on lines, group information within a sentence
  • draw on the language practised daily to write about a familiar topic
  • write language practised orally.

Indicators of progress – Stage SL: Maintaining and negotiating communication

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

  • copy correctly, e.g. words, sentences, short paragraphs, illustrations from reading texts
  • check accuracy, i.e. of copied text against an original
  • use illustrations to provide more detail to a written text
  • use ‘look, say, cover, write, check’ strategy to memorise new words
  • initiate writing tasks, e.g. copy words from environmental texts, record new words in personal dictionary
  • seek assistance from teachers or peers for an English word or phrase and how to write it
  • incorporate familiar patterns in own writing
  • use structures from group writing, such as wall stories or shared books as the basis for independent writing activities
  • use class-produced letter-sound book, dictionary and topic books to recall language covered in class as the basis for independent writing activities
  • use a personal journal to experiment with expressing ideas
  • practise writing, e.g. practise tracing and writing letters, words, numbers, from charts or an alphabet strip
  • imitate modelled handwriting.