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These kid-speaked writing progressions are available for your use. They have
been created by a group of teachers from throughout NZ. They have gone
through a rigorous moderation process. Please download or copy them from this
website.
The following people have made these possible:
Juliet Dickinson - Te Kowhai School
Tash Jacobs - Irongate School (secondered to Te Toi Tupu - Waikato University)
Aaron Frost - Pukete School
Sam Hamilton- Matata School
Mary-Anne Murphy - CORE Education
A link to a wiki created by Rochelle Jensen and a group of facilitators from the
BOP that link the progressions with e-tools.
http://elearningbop.wikispaces.com/Literacy+Progressions
Links to e-asTTle
The underlined kid speak progressions from Level 2 onwards show where easTTle has links.
see below for further information;
http://e-asttle.tki.org.nz/Teacher-resources/Marking-resources-fore-asTTle-writing#Marking
letters
o can write all consonant sounds
and some vowel sounds
o try to write the sounds I hear
in words in the order I hear
them
o use what I know about sound
chunks and word patterns to
write words I dont know (eg:
-at words)
Writing Processes:
reread what they write as they
are writing and read (or retell)
their writing to themselves and
others.
After 1 year
Teacher speak
progressions
ham-bur-ger)and
o letter sounds in one
syllable words (eg:
b/a/n/d; sh/i/p)
I use blends, word chunks and
word endings to try to spell
words I am not sure of
I can recognise and write most
sounds in at least one way (eg:
s,t, ch, k, f, oy)
I know that there are different
ways of writing the same sound
(eg: phone/father; keep/cat)
I can sound out new words I
want to write using my soundletter knowledge (eg: catapulla)
I can write word endings
correctly (eg: jump/jumped,
boy/boys)
I can ask others for help to spell
words
Writing Processes:
I can plan for writing using talk,
words or pictures
I can reread my story as I write
it to check that it makes sense
I can listen to feedback about
my writing and:
o add or take out bits
o add or take out full stops
or capital letters
o change spelling
Level 1iii
After 2 Years
Teacher speak progressions
I can:
know in my writing
I can:
- Using my knowledge of
sounds that sound the same but are
written differently (eg:
photo, laugh, friday)
Writing Processes:
I can:
Level 2
End of Year 3
After three years at school, students will create texts in order to meet the writing demands of the New
Zealand Curriculum as they work towards level 2. Students will use their writing to think about, record,
and communicate experiences, ideas, and information to meet specific learning purposes across the
curriculum.
writing
create ideas that link with the
topic and each other and
include:
- several experiences
- items of information
- ideas relating to the topic or
task
- details and /or comment
I can:
Writing Processes:
I can:
Level 2
End of Year 4
By the end of year 4, students will create texts in order to meet the writing demands of the New
Zealand Curriculum at level 2. Students will use their writing to think about, record, and communicate
experiences, ideas, and information to meet specific learning purposes across the curriculum.
I can:
Organisation: (deeper
feature)
I can:
Vocabulary: (deeper
feature)
I can:
Sentence Structure:
(surface feature)
I can:
Punctuation: (surface
feature)
I can:
Use the following correctly:
speech marks
Writing Processes:
I can:
Level 3
The text and task demands of the curriculum are similar for students in year 5 and year 6.
Teacher speak
progressions
word derivations
Writing Processes:
I can:
Level 4
The text and task demands of the curriculum are similar for students in year 7 and year 8.
Teacher speak
progressions
understand their purposes for writing and how
to achieve those purposes (e.g., by using
different ways to examine and present their
own thinking and knowledge);
create content that is concise and relevant to
Writing Processes:
I can:
plan effectively, where appropriate, by using
strategies such as mind mapping or skills
such as information-literacy skills to nd and
record the information they need for their
writing;