Outcome

Indicator Organisers Joint and Ind Writing

Crite ria Writes a procedure

Limited Achievement 0 Writes key words.

Basic Achievement - 1

Sound Achievement - 2

High Achievement - 3

Outstanding Achievement - 4

W1.9 Producing Texts

W1.10 Skills and Strategies Grammar

Planning drafts, edits, publishes, proofreads and re edits. Uses correct sentence structure for different types of sentences

Needs sentence starter and copies ending from models and charts.
Simple sentences with appropriate adverbial/adjectival phrases. For eg In the morning I will go to school Uses appropriate action and saying verbs.

Writes a simple sentence on topic with teacher assistance. Needs teacher direction to use charts and other classroom resources as models for own Attempts to use effective writing.
conjunctions to join simple sentences.

Independently writes short Procedures. Uses charts and other classroom resources as models for own writing. Writes compound sentences using effective conjunctions.

Can write 2 sentences per element of a procedure. Uses a simple plan to draft WTA. Recognises errors in writing WTA
use conjunctions to indicate time, eg then, later

Can write 3 sentences per element of a procedure. Plans using a scaffold. Drafts writing. Reads own writing aloud and makes some corrections use a variety of MSV.
conjunctions to show cause and effect, eg but, of, so, because

Uses accurate tense and number in verb groups Combines clauses by using a variety of conjunctions. Uses appropriate adverbs and adverbial phrases in own writing. Uses correct punctuation

Attempts to use action, saying and sensing verbs(nonmundane) Writes independent clauses experimenting with more effective conjunctions (so, or). Correct S/V/O order. Uses when, where and how adverbial phrases, most of the time. Uses most common punctuation, capital full stop, correct spacing and experiments with question marks and commas in lists. Spells some high frequency words correctly.

Writes independent clauses joined by simple conjunctions (and, but). Correct S/V/O order.when, where Uses adverbial phrases, some of the time. Uses most common punctuation, capitals, full stops, correct spacing and experiments with

Effectively uses more descriptive verbs for action, saying and sensing. - Uses tense appropriate to text type most of the time. clauses Writes independent
joined by appropriate conjunction (so, or etc.) - single use. No run-on sentences.

Effectively uses Adverbs when, where, how, why consistently.

Uses common punctuation eg upper & lower case, correct spacing, question mark, exclamation mark. Experiments with speech marks. Spells most high frequency words correctly.

Demonstrates the ability to express finer distinctions, eg wriggle, slither, twist or turn instead of move use statements with a few questions, commands and exclamations in written narratives (particularly in dialogue) use adverbials of place, time, manner cause and Uses common punctuation eg accompanimen
upper & lower case, correct spacing, question mark, exclamation mark, speech marks and commas.

Uses the range of possibilities in verb tenses use modal verbs to indicate degrees of definiteness be relatively accurate in term of their structure of clauses and use of syntax, Polluting the environment is bad. be using simple forms of degree adverbs and focusing/ emphasising Uses common punctuation eg adverbs
upper & lower case, correct spacing, question mark, exclamation mark, speech marks and commas. Experiments with commas between phrases. Spells all high frequency

Punctuation

Spelling

Correctly spells most high frequency words in own writing, at grade appropriate level. Recognises most misspelt words in own writing and uses a variety of strategies for correction, at grade Uses a range of strategies to spell unknown words, at grade appropriate level. Handwriting

Attempts high frequency words.

Spells all high frequency words correctly.

words correctly and also spells more difficult words. Recognises misspelt words in own writing and uses independent strategies for correction. Uses knowledge of letter patterns and spelling rules to spell unknown words.

Recognises few misspelt words in own writing and relies on teacher correction. Rarely attempts to spell unknown words. Forms most letters of the alphabet correctly using consistent size and slope

Recognises some misspelt words in own writing and uses a limited range of strategies for correction. Attempts unknown words using beginning and either medial or finals sounds.

Recognises most misspelt words in own writing and uses a variety of strategies for correction. Uses knowledge of letter combination and blends to spell unknown words.

Recognises misspelt words in own writing and uses a variety of strategies for correction. Beginning to use knowledge of letter patterns and spelling rules to spell unknown words Develop handwriting of constant size and spacing in NSW Foundation Style.

Handwriting

Writes most upper case and lower case letters, but may not use it in correct context, eg between the guideline or using capitals incorrectly.

Building handwriting skills such as forming most letters of the alphabet correctly, using uniform size shape and spacing moving left to right.

Attempts to join letters when writing text using NSW foundation style.

R. Ernsteins 2013.

R. Ernsteins 2013.