Writing Developmental Continuum/Individual Student Profile

Indicators For Writing Developmental Continuum

Teachers can identify a childs phase of development by observing that the child is exhibiting all the key indicators of that phase. It should ne noted however, that most Students Name
children will also display indicators from other phases
PHASE 1: Role Play Writing Novice Competent Expert PHASE 2: Experimental Writing Novice Competent Expert PHASE 3: Early Writing Novice Competent Expert
Content, Organisation and Contextual Content, Organisation and Contextual Content, Organisation and Contextual
Understandings Understandings Understandings
assigns a message to own symbols reads back own writing uses a small range of familiar text forms
understands that writing and drawing are different, e.g. attempts familiar forms of writing, e.g. lists, letters, chooses topics that are personally significant
points to words while reading recounts, stories, messages uses basic sentence structures and varies sentence beginnings
is aware that print carries a message writes using simplified oral language structures, e.g. brt loles uses writing to convey meaning
can explain in context, some of the purposes of using writing,
orally recounts own experiences uses writing to convey meaning e.g. shopping list or telephone messages as a memory aid
knows some favourite parts of stories, rhymes, jingles or songs voices thoughts while writing uses a partial organisational framework, e.g. simple orientation
and story development
reads text from memory or invents meaning (the meaning may writes to communicate messages, experiences or feelings often writes a simple recount of personal events and comments
change each time) assumes that reader shares the context so may not give uses time order to sequence and organise writing
writes and asks others to assign meaning to what has been written sufficient background information, e.g. may tell who but not is beginning to use some narrative structure
when is beginning to use some informational text structures, e.g.
talks about own drawing and writing
tells adults what to write, e.g. 'This is my cat often begins sentence with I or We recipes, factual description
is beginning to use written language structures. Has a writes simple factual accounts with little elaboration
role plays writing message for purpose, e.g. telephone sense of sentence, i.e. writes complete sentences with or
messages includes irrelevant detail in dawn-to-dark recounts
without punctuation attempts to orient, or create a context for the reader, but
states purpose for own writing, e.g This is my shopping list may assume a shared context
repeats familiar words when writing, e.g. cat, cat, cat
recognises own name (or part of it) in print, e.g. My name starts rewrites known stories in sequence
with that generates writing by repeating the same beginning patterns, includes detail in written retell
e.g. I like cats, I like dogs, I like birds' includes several items of information about a topic
attempts to write own name
thinks own writing can be read by others recognises some words and letters in context is beginning to use book language, e.g. By the fire sat a cat
recognises that people use writing to convey meaning Joins simple sentences (often overusing the same
Concepts and Conventions connectors, e.g. and, then)
uses known letters or approximations of letters to represent Concepts and Conventions uses knowledge of rhyme; rhythm and repetition in writing
written language realises that print contains a constant message repeats familiar patterns, e.g. In the jungle I saw...'
shows beginning awareness of directionality; i.e. points to Word Usage
uses left to right and top to bottom orientation of print experiments with words drawn from language experience activi-
where print begins
demonstrates one-to-one correspondence between written and tes, literature, media and oral language of peers and others
draws symbols consisting of straight, curved or intersecting spoken word discusses word formations and meanings; noticing similarities
lines that simulate letters uses upper and lower case letters indiscriminately and differences
makes random marks on paper transfers words encountered in talk, or reading, to writing
distinguishes between numerals and letters highlights words for emphasis, e.g. BIG
produces aimless or circular scribble
leaves a space between word-like clusters of letters Editing
makes horizontal or linear scribble with some breaks
dictates slowly so teacher can keep up while scribing
begins to develop editing skills
places letters randomly on page deletes words to clarify meaning
writes random strings of letters Strategies adds words to clarify meaning
begins to proofread for spelling errors
mixes letters, numerals and invented letter shapes relies heavily on the most obvious sounds of a word
responds to requests for clarification
flips or reverses letters tells others what has been written attempts the use of a proofreading guide constructed jointly by
makes organisational decisions about writing. e.g. Ill start here asks others what has been written students and teacher
so it will fit Language Conventions
traces and copies letters with some successful formations attempts to use some punctuation
copies layout of some text forms, e.g. letters or lists
points to words while reading own writing sometimes uses full stops
Strategies sometimes uses a capital letter to start a sentence
voices thoughts while writing uses capital letters for names
experiments with upper and lower case letters. May show a attempts use of question marks
preference for upper case reads back what has been written to clarify meaning
attempts use of exclamation marks
repeats a few known alphabet symbols frequently using letters experiments with, and over-generalises, print conventions, e.g.
puts a full stop after each word sometimes uses apostrophes for contractions
from own name over-generalises use of print conventions, e.g. overuse of
copies print from environment uses knowledge of rhyme to spell words written apostrophes, full stops, dashes and commas
uses print resources in classroom, e.g. charts, signs, word banks often writes in the first person
Attitude attempts writing in both first and third person
Attitude usually uses appropriate subject verb agreements
enjoys stories and asks for them to be retold or reread
listens attentively to the telling or reading of stories and usually maintains consistent tense
listens attentively to the telling or reading of stories and other other texts writes a title which reflects content
texts writes spontaneously for self or chosen audience Strategies
writes spontaneously tor self rather than for an audience talks with others to plan and revise own writing
re-reads own writing to maintain word sequence
attempts to transfer knowledge of text structure to writing, e.g.
imitates form of a familiar big book
shares ideas for writing with peers or teacher
participates in group brainstorming activities to elicit ideas and
information before writing
in consultation with teacher, sets personal goals for writing
development
discusses proofreading strategies with peers and teacher and
Year: Teacher: Year: Teacher: Year: Teacher: Year: Teacher: attempts to use them in context
Attitudes
Year: Teacher: Year: Teacher: Year: Teacher: Year: Teacher: perseveres to complete writing tasks
 Writing Developmental Continuum/Individual Student Profile
Indicators For Writing Developmental Continuum
Teachers can identify a childs phase of developement by observing that the child is exhibiting all the key indicators of that phase. It should ne noted however, that most Students Name
children will also display indicators from other phases

PHASE 4: Conventional Writing Novice Competent Expert PHASE 5: Proficient Writing Novice Competent Expert PHASE 5: Proficient Writing Novice Competent Expert
Content, Organisation and Contextual Content, Organisation and Contextual Attitudes
Understandings Understandings writes for enjoyment, to get things done and for personal
expression
uses text forms to suit purpose and audience selects text forms to suit purpose and audience,
demonstrating control over most essential elements shows interest in the craft of writing
can explain why some text forms may be more appropriate is resourceful in gathering information
than others to achieve a specific purpose can explain the goals in writing a text and indicate the extent to
which they were achieved
writes a range of text forms including stories, reports, writes to define, clarify and develop ideas and express
procedures and expositions creativity. e.g. stories, poems, reports, arguments
uses a variety of simple, compound and extended sentences writes a topic sentence and includes relevant information to
groups sentences containing related information into paragraphs develop a cohesive paragraph PHASE 6: Advanced Writing Novice Competent Expert
takes account of some aspects of context, purpose and audience organises paragraphs logically to form a cohesive text
considers the needs of audience and includes background information uses a variety of simple, compound and complex sentences
appropriate to text form Content, Organisation and Contextual
uses rhyme, rhythm and repetition for effect (where appropriate)
identifies likely audiences and adjusts writing to achieve impact Understandings
demonstrates the ability to develop a topic conveys a sense of personal involvement in imaginative writing controls effectively the language and structural features of a
demonstrates knowledge of differences between narrative and conducts research effectively in order to select appropriate
informational text when writing large repertoire of text forms
information to fulfill task demands
organises the structure of writing more effectively, e.g. uses demonstrates success in writing a wide range of forms, e.g. controls and manipulates the linguistic and structural
headings, subheadings stories, reports, expository texts, poems, plays components of writing to enhance clarity and impact
can write from anothers point of view has sufficient quality ideas to fulfill task demands generates, explores and develops topics and ideas
shows evidence of personal voice (where appropriate) develops topic fully may choose to manipulate or abandon conventional text
is developing a personal style of writing uses a plan to organise ideas forms to achieve impact
establishes place, time and situation sustains coherence and cohesion throughout text maintains stylistic features throughout texts
often includes dialogue demonstrates ability to view writing from a reader's perspective makes critical choices of tone and point of view to suit
uses dialogue to enhance character development expresses a well reasoned point of view in writing different purposes and to influence audiences
shows evidence of the transfer of literary language from reading can write about the same topic from different points of view writes exploring and developing abstract ideas
to writing writes a complete, succinct orientation and develops relevant makes informed choices about the linguistic features,
organises paragraphs logically ideas and events organisation and development of ideas and information
uses complex sentences with embedded clauses or phrases, e.g. according to audience and purpose
Word Usage My friend Jane, who lives next door
is beginning to select vocabulary according to the demands of discusses and uses a range of linking words, e.g. thus, deliberately structures sentences to enhance a text and
audience and purpose, e,g. uses subject-specific vocabulary furthermore, in addition according to audience and purpose
uses some similes or metaphors in an attempt to enhance meaning signals cause and effect using if, then, because, so, since, result develops ideas and information clearly, sustaining coherence
varies vocabulary for interest in, brings about, hence, consequently, subsequently throughout complex texts
includes specific vocabulary to explain or describe, signals comparisons using like, different, from, however,
e.g. appropriate adjectives resembles, whereas, similar conceals personal bias where appropriate
uses adverbs and adjectives to enhance meaning signals alternatives using on the other hand, otherwise. Word Usage
uses simple colloquialisms and cliches conversely, either. instead (of), whether
Signals time order using later, meanwhile, subsequently, initially, selects and manipulates words, phrases or clauses, for their
Editing shades of meaning and impact
uses proofreading guide or checklist to edit own or peers writing Word Usage
uses a wide range of words that clearly and precisely convey successfully involves the reader by the use of literary devices
edits and proofreads own writing after composing such as metaphor, simile and onomatopoeia
meaning in a particular form
reorders text to clarify meaning, e.g. moves words, phrases and clauses discusses selection of words, clauses or phrases for their shades uses abstract and technical terms appropriately in context
reorders words to clarify meaning of meaning and impact on style Editing
attempts to correct punctuation chooses appropriate words to create atmosphere and mood
recognises most misspelled words and attempts corrections elaborates ideas to convey coherent meaning modifies and restructures phrases, clauses, paragraphs or
Language Conventions sustains appropriate language throughout, e.g. formal language whole texts to clarify and achieve precise meaning
punctuates simple sentences correctly in a business letter Language Conventions
uses capital letters for proper nouns uses humour, sarcasm or irony
uses capital letters to start sentences controls the conventions of writing but may make a
uses idioms and colloquialisms to enhance writing deliberate choice to break them to enhance meaning
uses capital letters for titles attempts to involve the reader by the use of metaphor. Simile,
Uses full stops to end sentences imagery and other literary devices that require commitment Strategies
uses question marks correctly from the reader takes responsibility for planning revising and proof reading to
sometimes uses commas Editing ensure that writing achieves its purpose
uses apostrophes for possession edits own writing during and after composing reflects on, and critically evaluates own writing to ensure that
writes apostrophes for contractions attempts to re-order words, phrases, clauses and paragraphs to content and organisation suit the purpose for writing
writes effectively in both first and third person clarify and achieve precise meaning and the audience
uses appropriate subject-verb agreements uses a revising and editing checklist to improve own writing evaluates and synthesises information from a variety of
uses appropriate noun-pronoun agreements Language Conventions sources to support view
maintains appropriate tense throughout text demonstrates accurate use of punctuation Attitudes
Strategies demonstrates accurate use of: responds to a compulsion to write
uses a range of strategies for planning, revising and capital letters reflects on, and critically evaluates and critiques own writing and
publishing own written texts full stops that of others
selects relevant information from a variety of sources before writing commas, for a variety of purposes
can transfer information from reading to writing, takes notes for project quotation marks
exclamation marks
brainstorms to elicit ideas and information before writing apostrophes for contractions
attempts to organise ideas before writing apostrophes for ownership
plans writing using notes, lists of diagrams or other relevant information paragraphing Year: Teacher: Year: Teacher:
sets and monitors goals for writing brackets and clashes
uses knowledge of other texts as models for writing uses punctuation to enhance meaning Year: Teacher: Year: Teacher:
rereads and revises while composing Strategies
Attitudes takes notes, selects and synthesises relevant information Year: Teacher: Year: Teacher:
writes for enjoyment and plans text sequence
writes to get things done evaluates writing of others Year: Teacher: Year: Teacher:
experiments with calligraphy, graphics and different formats
manipulates language for fun, e.g. puns, symbolic character or
placenames (Ms Chalk, the teacher, Pitsville)