ESF

Writing Scope and Sequence

Phase 1 Phase 2 Phase 3

Phase 4

Phase 5 Conventional

Role Play Kindergarten

Experimental . Year 2

Early Year 4

Transitional Year 6

Year 1

Year 3

Year 5

Year 7

Writing conveys meaning. People write to tell about their experiences, ideas and feelings. Everyone can express themselves in writing. Talking about our stories and pictures helps other people to understand and enjoy them.

People write to communicate. The sounds of spoken language can be represented visually (letters, symbols, characters). Consistent ways of recording words or ideas enable members of a language community to understand each others writing. Written language works differently from spoken language.

We write in different ways for different purposes. The structure of different types of texts includes identifiable features. Applying a range of strategies helps us to express ourselves so that others can enjoy our writing. Thinking about storybook characters and people in real life helps us to develop characters in our own stories. When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.

Writing and thinking work together to enable us to express ideas and convey meaning. Asking questions of ourselves and others helps to make our writing more focused and purposeful. The way we structure and organise our writing helps others to understand and appreciate it. Rereading and editing our own writing enables us to express what we want to say more clearly.

Stories that people want to read are built around themes to which they can make connections. Effective stories have a purpose and structure that help to make the authors intention clear. Synthesizing ideas enables us to build on what we know, reflect on different perspectives, and express new ideas. Knowing what we aim to achieve helps us to plan and develop different forms of writing. Through the process of planning, drafting, editing and revising, our writing improves over time.

* Distinguish between - Use writing with the - Attempt a small different marks they intention of range of familiar make communicating a texts, either teacher- * Sometimes give message directed or self- meanings to marks as selected Read their own they draw and paint writing to the teacher Contribute to shared Demonstrate awareness writing, observing and to classmates, that writing and drawing the teachers model, realizing that what are different asking questions and they have written offering suggestions Know that print carries a remains unchanged - With assistance, find message, but may read - Experiment with information in texts writing differently each familiar forms of and record through time writing, e.g. list, drawing or writing * Experiment with captions, retells key words familiar forms of writing Choose to write as Write informally e.g. Lists, captions, re- play, or in informal about their own tells, books situations, for ideas, experiences Make random marks on example, filling in and feelings paper or screen. forms in a pretend Makes horizontal, post office, writing a circular or linear menu or wish list for scribbles with some a party breaks Write their own name Contribute to shared writing, observing the

Write a small range of Write range of texts for familiar texts, either a variety of purposes, teacher-directed or using forms and self-selected structures modelled by the teacher and/or Find information in encountered in reading texts and records it through drawing or Attempt to transfer writing key words knowledge of text organisation to writing Innovate on familiar e.g. includes sentences and text headings/diagrams in a patterns report Organise ideas in a logical sequence, for Begin to show evidence of personal example, write simple voice narratives with a Use written language beginning, middle as a means of and end reflecting on their own learning

Write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing Write independently demonstrating a personal voice as a writer - Includes essential information and brief elaboration or description Use written language as a means of reflecting on their own learning

Write using a range of text types in order to communicate, for example, narrative, instructional, persuasive - Compose texts by finding, recording and organising information appropriate to purpose Write independently, showing the development of their own voice and style Use written language as a means of reflecting on their own learning

Write independently clearly showing their own voice and style Compose texts by retrieving, recording and organising information appropriate to purpose and audience Establishes place, time and situation in literary texts Craft a wide range of texts, demonstrating control over all elements

Use of Texts

independently

Contextual Understanding

State purpose or audience for own writing e.g. this is a card for Dad Identify and talk about characters from literary texts

teachers writing and making suggestions Begin to write informally about their own ideas, experiences and feelings using simple sentence structures e.g. I like, I can Provide reasons why Begin to explain the people write e.g. purpose of a piece of remember to say writing and the ideas thank you that need to be included Create illustrations to match their own Create diagrams to written text match their own written text Show curiosity and ask questions about Talk about how written language characters or people and events and ideas Express a personal are represented in opinion within a texts written text Talk about how characters and events are represented in literary texts

Explain the purpose of a small range of familiar text forms, e.g. jokes are to entertain Imitate the use of simple devices used in texts, e.g. print size, colour Discuss alternatives about how to represent characters or people, events and ideas in familiar texts

- Explain the purpose and - Explain the purpose and Explain the purpose of audience of a range of audience of a range of text a range of familiar text familiar text forms forms. forms - Recognise and use Select ideas to include Select ideas to include in figurative language to own text to suit purpose and in own text to suit enhance writing, for audience purpose example, similes, Discuss alternatives about Experiment with the metaphors, idioms, how to represent characters use of devices, e.g. alliteration or people, events and ideas repetition of words or - Select ways to represent when composing texts phrases characters or people, - Explain why characters events and events to or people, events and create specific effects in ideas, are represented texts in a particular way Experiment with the use when composing texts of devices, e.g. repetition of words or phrases

Explain why a particular text form may be more appropriate to achieve a purpose for an intended audience Select ways to represent people and ideas to create specific effects in informational texts Use devices when attempting to influence the reader, e.g. flattery, humour Adjust the language and ideas to include in own texts to suit purpose and audience

Experiment with writing Discriminate between Demonstrate the using different writing letters/characters, conventions of implements and media numbers, symbols written text, for and words example, sequence, Differentiate between spacing, illustrations and written Demonstrate an directionality text awareness of directionality and Know simple letter Begin to demonstrate an spacing patterns and the awareness of sounds they directionality Demonstrate one-to- represent, e.g. sh, one correspondence Use known letters or ch, ee between written and approximations of (square) Use visual spoken word, e.g. letters to represent memory to word-pointing when writing accurately write reading back own Write letters randomly

(square) Apply their (square) Use their expanding knowledge knowledge of diverse of graphemes to phoneme-grapheme write words correctly relationships e.g. ship, chef, ocean, station, Spell and use a bank special of known words (square) Use visual correctly e.g. spelling memory to spell patterns, high- personal vocabulary frequency words, and high frequency high-interest words words correctly Experiment with Vary vocabulary to add words drawn from a interest variety of sources, e.g. literature, media, oral Group related

- Know and use less - Is aware of the many Know less common letter common letter patterns letter patterns that are patterns and the sounds correctly, e.g. aisle, reign, characteristic of the they represent, e.g. tion, ph information English spelling system Use knowledge of written - Spell and use a large Use standard spelling for code patterns to accurately bank of known words most words and use spell high-frequency and correctly appropriate resources to familiar words - Select vocabulary to check spelling Select vocabulary and supporting details to achieve Use a range of vocabulary create precise meaning (square) Use a range of and relevant supporting desired effects tools and techniques to details to convey meaning Work independently, to produce written work and create atmosphere produce written work that is that is effectively and mood legible and well-presented presented (square) Use a range of (square) Use basic

Conventions

or as strings on the page - Draw lines and circles using gross motor movements * Begin to show some control in use of tools and equipment * Use one handed tools and equipment * Manipulate objects with increasing control * Begin to use anti- clockwise movements and re-trace vertical lines *Begin to form recognisable letters

writing Know all letters by name and their common sound (square) Use visual memory to accurately write some key personal words and some high frequency words (square) Use vocabulary drawn from their own oral language or encountered in their reading or other classroom activities (square) Form all upper-case and lower-case letters and numerals correctly (square) Use capital letters and full stops to begin and end sentences (square) Compose simple sentence - Voice thoughts before and during writing Use their own experience as a stimulus when drawing and writing - Begin to draw upon semantic, graphophonic and syntactic knowledge when writing, e.g. topic knowledge, sound-symbol relationships -Use a limited range of strategies to spell e.g. sounding out, sight words - Use words from the environment in own writing e,g. word wall

Processes and Strategies

Voice thoughts before writing Relies upon personal experiences as a stimulus for writing - Copies print from the environment - Asks questions about printed words, signs and messages - Use letters from own name to generate writing

some key personal language of peers information using words and high Form conventions of frequency words letters/characters paragraphing (square) Use conventionally and (square) Write legibly vocabulary drawn legibly in a consistent style from their reading or (square) Use capital (square) Use capital other classroom letters, full stops, letters, full stops, activities question marks and question marks and (square) Form all exclamation marks exclamation marks lower-case and correctly correctly and use upper-case letters (square) Use simple speech marks, commas correctly with and compound for lists and increasing speed and sentences, varying apostrophes for automaticity their beginnings and contractions correctly (square) Use full length most of the time stops, question (square) Use mainly marks or simple and compound exclamation marks sentences, along with to end sentence and some complex use capital letters sentences, that vary in correctly to begin their beginnings, sentences and for structures and lengths familiar proper and are mostly names grammatically correct (square) Use simple Use increasingly conjunctions accurate correctly with grammatical constructs subject-verb e.g. subject/verb agreement and agreement noun-pronoun agreement - Talk or draw as a - Talk or draw as a - Begins to organise means of planning means of planning ideas before writing before writing before writing e.g. e.g. brainstorming, -Use a limited range drawing, jotting graphic organisers of strategies - Use a small range of - Use an increasing throughout the strategies throughout range of strategies writing process, e.g. the writing process, throughout the writing connecting e.g. self-questioning process, e.g. creating -Draw upon semantic, - Draw upon semantic, images graphophonic and graphophonic and -Draw upon semantic, syntactic knowledge syntactic knowledge graphophonic and when writing, e.g. when writing, e.g. text syntactic knowledge topic knowledge, organisation, word when writing, e.g. sound-symbol order vocabulary knowledge, relationships - Use a small range of text-structure -Use a limited range strategies to spell knowledge of strategies to spell, unknown words -Use a range of e.g. sounding out, appropriate spelling Use a dictionary, and sight words, visual strategies e.g. memory word banks to self- memory correct spelling errors aids and rules -Decide how own text and extend their use Use a dictionary, a will be presented of language thesaurus and word

punctuation that is mostly correct e.g. when punctuating dialogue Organise ideas and paragraphs in logical sequence (square) Use simple and compound sentences that are grammatically correct and have a variety of structures, beginnings and lengths and use some complex sentences that are mostly grammatically correct - Attempt to use passive voice

tools and techniques to Accurately uses less produce written work common punctuation that is effectively marks e.g. hyphen, colon, presented semi-colon, brackets, ellipsis Use appropriate (square) Use complex punctuation to support sentences that are meaning e.g. hyphen grammatically correct colon, ellipsis - Uses and punctuates dialogue effectively in texts - Develop a paragraph by writing a topic sentence and include supporting information (square) Consolidate use of simple and compound sentences that are grammatically correct and have a variety of structures, beginnings and lengths and use some complex sentences that are mostly grammatically correct - Writes effectively in both first and third person

- Select appropriate Use planning aids to plan planning aids to plan and and organise writing, e.g. organise writing e.g. flow charts, storyboards cause and effect - Use an increasing range of organiser, flow chart, strategies throughout the fishbone writing process, e.g. - Select appropriate determining importance strategies to use - Draw upon semantic, throughout the writing graphophonic and syntactic knowledge when writing, e.g. process - Draw upon semantic, vocabulary knowledge, text- graphophonic and structure knowledge syntactic knowledge when -Use an increasing range of writing, e.g. vocabulary strategies to spell unknown knowledge, text-structure words, e.g. using visual knowledge memory - Use a range of strategies Use a dictionary and thesaurus to check accuracy, to spell unknown words Use a dictionary, broaden vocabulary and thesaurus, spellchecker, enrich their writing confidently and Check punctuation, variety effectively to check

(dot) Use planning, drafting, editing and reviewing processes independently -Draw upon semantic, graphophonic and syntactic knowledge when writing, e.g. world and cultural knowledge, linguistic features - Select appropriate strategies to spell unknown words Locate, organise, synthesize and present written information obtained from a variety of valid sources (citing sources) - Independently proofread, edit and revise own writing

-Begin to proofread and edit own writing when directed e.g. deleting words, adding punctuation Participate in writing conferences and note new learning goals Publish written work, in handwritten form or in digital format

banks to extend their use of language Proofread their own writing and make some corrections and improvements Use feedback from teachers and other students to improve their writing Experiment with various ways to publish texts

of sentence starters, spelling, presentation Realise that writers ask questions of themselves and identify ways to improve their writing, for example, Is this what I meant to say? Is it relevant? Work with a partner to discuss and improve each others work, taking the roles of authors and editors - Plan for and create a published text that reflects the intended purpose and needs of the audience

Experiment with familiar forms of writing, e.g. list, captions, retells Begin to write informally about their own ideas, experiences and feelings using simple sentence structures e.g. I like, I can Provide reasons why people write e.g. remember to say thank you Create illustrations to match their own written text Know all letters by name and their common sound

Use writing with the intention of communicating a message

Attempt a small range of familiar texts With assistance, find information in texts and record through drawing or writing key words Write informally about their own ideas, experiences and feelings Begin to explain the purpose of a piece of writing and the ideas that need to be included Create diagrams to match their own written text Know simple letter patterns and the sounds they represent, e.g. sh, ch, ee

Write a small range of familiar texts Find information in texts and records it through drawing or writing key words Organise ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end

Explain the purpose of a small range of familiar text forms, e.g. jokes are to entertain

Spell and use a bank of known words correctly e.g. spelling patterns, high- frequency words, high-interest words Form letters/characters conventionally and

Write range of texts for a variety of purposes, using forms and structures modelled by the teacher and/or encountered in reading Attempt to transfer knowledge of text organisation to writing e.g. includes headings/diagrams in a report Explain the purpose of a range of familiar text forms Spell personal vocabulary and high frequency words correctly Vary vocabulary to add interest Group related information using conventions of paragraphing

Reporting To ParentsReport

Write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing Write independently demonstrating a personal voice as a writer

Explain the purpose and audience of a range of familiar text forms Use knowledge of written code patterns to accurately spell high-frequency and familiar words Select vocabulary and supporting details to achieve desired effects Produce written work that is legible and well-presented Use basic punctuation that is mostly correct e.g. when punctuating dialogue

accuracy, broaden vocabulary and enrich their writing Locate, organise and present written information obtained from a variety of sources and begin to cite sources Use planning, drafting, editing and reviewing processes independently and with increasing competence Critique the writing of peers and offer constructive suggestions Use a range of tools and techniques to publish work effectively Write using a range of text types in order to communicate, for example, narrative, instructional, persuasive Compose texts by finding, recording and organising information appropriate to purpose Write independently, showing the development of their own voice and style

- Select appropriate publication formats to enhance audience understanding and impact

Explain the purpose and audience of a range of text forms Recognise and use figurative language to enhance writing, for example, similes, metaphors, idioms, alliteration

Use standard spelling for most words and use appropriate resources to check spelling

Use visual memory to accurately write some key personal words and some high frequency words Use vocabulary drawn from their own oral language or encountered in their reading or other classroom activities Form all upper-case and lower-case letters and numerals correctly Use capital letters and full stops to begin and end sentences Compose simple sentence Use their own experience as a stimulus when drawing and writing

Use vocabulary drawn from their reading or other classroom activities Form all lower-case and upper-case letters correctly with increasing speed and automaticity Use full stops, question marks or exclamation marks to end sentence and use capital letters correctly to begin sentences and for familiar proper names Use simple conjunctions correctly with subject-verb agreement and noun-pronoun agreement Use a limited range of strategies throughout the writing process, e.g. connecting Use a limited range of strategies to spell, e.g. sounding out, sight words, visual memory

Use a small range of strategies throughout the writing process, e.g. self-questioning Use a dictionary, and word banks to self- correct spelling errors and extend their use of language Begin to proofread and edit own writing when directed e.g. deleting words, adding punctuation Publish written work, in handwritten form or in digital format

legibly Use capital letters, full stops, question marks and exclamation marks correctly Use simple and compound sentences, varying their beginnings and length

Organise ideas and Write legibly in a paragraphs in logical consistent style sequence Use capital letters, full Use simple and compound stops, question marks sentences that are and exclamation marks grammatically correct and correctly and use have a variety of structures, speech marks, commas beginnings and lengths and for lists and use some complex sentences apostrophes for that are mostly contractions correctly grammatically correct most of the time Use an increasing range of Use mainly simple and strategies throughout the compound sentences, writing process, e.g. along with some determining importance complex sentences, that vary in their beginnings, Use an increasing range of structures and lengths strategies to spell unknown and are mostly words, e.g. using visual grammatically correct memory Use increasingly Use a dictionary and accurate grammatical thesaurus to check accuracy, constructs e.g. broaden vocabulary and subject/verb agreement enrich their writing Use an increasing range Check punctuation, variety of of strategies sentence starters, spelling, throughout the writing presentation process, e.g. creating images Plan for and create a published text that reflects Use a range of the intended purpose and appropriate spelling needs of the audience strategies e.g. memory aids and rules Use a dictionary, a thesaurus and word banks to extend their use of language Proofread their own writing and make some corrections and improvements Experiment with various ways to publish texts

Use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood Use a range of tools and techniques to produce written work that is effectively Use appropriate punctuation to support meaning e.g. hyphen colon, ellipsis Uses and punctuates dialogue effectively in texts Develop a paragraph by writing a topic sentence and include supporting information Consolidate use of simple and compound sentences that are grammatically correct and have a variety of structures, beginnings and lengths and use some complex sentences that are mostly grammatically correct Writes effectively in both first and third person

Select appropriate strategies to use throughout the writing process Use a range of strategies to spell unknown words Use a dictionary, thesaurus, spellchecker, confidently and effectively to check accuracy, broaden vocabulary and enrich their writing Locate, organise and

IBO Overall Expectations

Learners show an understanding that writing is a form of expression to be enjoyed. They know that how you write and what you write conveys meaning; that writing is a purposeful act, with both individual and collaborative aspects.

Learners show an understanding that writing is a form of expression to be enjoyed. They know that how you write and what you write conveys meaning; that writing is a purposeful act, with both individual and collaborative aspects.

Learners show an understanding that writing is a means of recording, remembering and communicating. They know that writing involves the use of codes and symbols to convey meaning to others; that writing and reading uses the same codes and symbols. They know that writing can describe the factual or the imagined world.
In this phase, writers are aware that speech can be written down. Experimental writers rely on familiar topics to generate a variety of texts such as greeting cards, lists and letters. They demonstrate an understanding of one-to- one correspondence by representing most spoken words in their written texts. These words may consist of one, two or three letters, and reflect their developing understanding of sound- symbol relationships.

Learners show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their stories to enhance the meaning and to make it more enjoyable to write and read. They understand that writing can produce a variety of responses from readers. They can tell a story and create characters in their writing.
Early writers produce a small range of texts that exhibit some of the conventions of writing. Texts such as retells, reports and emails are composed to share experiences, information or feelings. Early writers have a small bank of frequently used words they spell correctly. When writing unknown words, they choose letters on the basis of sound, without regard for conventional spelling patterns.

Learners show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their stories to enhance the meaning and to make it more enjoyable to write and read. They understand that writing can produce a variety of responses from readers. They can tell a story and create characters in their writing.

Learners show an understanding of the role of the author and are able to take on the responsibilities of authorship. They demonstrate an understanding of story structure and are able to make critical judgments about their writing, and the writing of others. They are able to rewrite to improve the quality of their writing.

present written information obtained from a variety of sources and begin to cite sources Use planning, drafting, editing and reviewing processes independently and with increasing competence Use a range of tools and techniques to publish work effectively Learners show an understanding of the conventions pertaining to writing, in its different forms, that are widely accepted. In addition, they demonstrate a high level of integration of the strands of language in order to create meaning in a manner that suits their learning styles. They can analyse the writing of others and identify common or recurring themes or issues. They accept feedback from others.
Transitional writers show increasing control over the conventions of writing such as punctuation, spelling and text organisation. They consider audience and purpose when selecting ideas and information to be included in texts. They compose a range of texts, including explanations, narratives, brochures and electronic presentations. Writing shows evidence of a bank of known words that are spelt correctly. Transitional writers are moving away from a heavy reliance on sounding out and are beginning to integrate visual and meaning-based strategies to spell unknown

Learners show an understanding of the conventions pertaining to writing, in its different forms, that are widely accepted. In addition, they demonstrate a high level of integration of the strands of language in order to create meaning in a manner that suits their learning styles. They can analyse the writing of others and identify common or recurring themes or issues. They accept feedback from others.
Conventional writers demonstrate control over the conventions of writing and most components of the writing process. While composing, they take responsibility for adjusting the language and content to suit specific audiences and purposes. Conventional writers craft a variety of literary and informational texts, such as biographies, web pages and documentary scripts. In this phase, writers use an increasing bank of known words and select from a wide vocabulary. They integrate a range of strategies to spell unknown words.

First Steps Global Statements

In this phase, writers emulate adult writing by experimenting with marks to represent written language. Role Play writers are beginning to understand that writing is used to convey meaning or messages; however, as understandings about sound-symbol relationships are yet to develop, their messages are not readable by others. Role Play writers rely heavily on topic knowledge to generate text.

In this phase, writers are aware that speech can be written down. Experimental writers rely on familiar topics to generate a variety of texts such as greeting cards, lists and letters. They demonstrate an understanding of one-to- one correspondence by representing most spoken words in their written texts. These words may consist of one, two or three letters, and reflect their developing understanding of sound- symbol relationships.

Early writers produce a range of texts that exhibit some of the conventions of writing. Texts such as retells, reports and emails are composed to share experiences, information or feelings. Early writers have a small bank of frequently used words they spell correctly. When writing unknown words, they choose letters on the basis of sound, without regard for conventional spelling patterns.

Transitional writers show increasing control over the conventions of writing such as punctuation, spelling and text organisation. They consider audience and purpose when selecting ideas and information to be included in texts. They compose a range of texts, including explanations, narratives, brochures and electronic presentations. Writing shows evidence of a bank of known words that are spelt correctly. Transitional writers are moving away from a heavy reliance on sounding out and are beginning to integrate visual and meaning-based strategies to spell unknown words.

words. Notes: Bullet point= IB Language Scope and Sequence Hyphen= First Steps Indicators Star = other Kindergarten source Square = New Zealand Literacy Learning Progression