e-asTTle Writing
Ideas - learning to think about ideas and write about them
a few simple ideas on the topic (L1)
many simple ideas, but no detail OR one idea with detail (L2)
- simple ideas are about the writer's personal world only.
ideas are on the topic and are beginning to show some complexity AND one idea has been elaborated on OR several ideas have some elaboration (L3)
- complexity is deeper thinking - ideas show relationships about things. They explore issues outside of the writer's personal world. Ideas are reflected on and are abstract (not concrete)
- elaboration is background information, facts and details that describe and explain the idea more.
- it may also include the writer's analysis or evaluation. eg
- use personal voice to add effect
- Planning - list, flow chart, mind map, sketch, storyboard or brainstorm key words for main events and descriptive vocab for each main event - identify how best to plan, write and present writing to suit purpose, audience and topic
Structure and Language - learning how to structure writing and use the correct language
some parts of the structure are evident AND/OR some language features for the purpose (L1)
some parts of the structure are evident AND most of the language features for the purpose (L2)
- show understanding of purpose, audience and topic
- structure - report, recount, narrative, poetry, explanation, procedural, persuasive structures
- simple introduction/orientation, past, present or future tense, pronouns, variety of sentence beginnings eg use linking words of time, adverbial, present participle, etc, correct tone is formal or informal, linking words to join ideas, simple paragraphs, problem and solution in narrative, simple conclusion, use of higher level (L3) descriptive or technical vocabulary
- illustrations, headings, charts, diagrams or maps enhance the writing
- evidence of editing and re-crafting can be seen between the 1st draft and the 2nd draft - eg paragraphing
all parts of the structure are evident and one part is well developed AND appropriate language features for the purpose are evident (L4)
- show understanding of purpose, audience and topic
- structure - report, recount, narrative, poetry, explanation, procedural or persuasive
- higher level introduction/orientation, past, present or future tense, pronouns, variety of sentence beginnings eg use linking words of time, adverbial, present participle, etc, correct tone is formal or informal, more complex paragraphs, problem and solution in narratives, conclusion that relates to the earlier part of the text, use of higher level (L4) descriptive or technical vocabulary
- illustrations, headings, charts, diagrams or maps enhance the writing
- evidence of editing and re-crafting can be seen between the 1st draft and the 2nd draft - eg paragraphing
Organisation - learning how to organise ideas in writing
writer has tried to put ideas in order AND tried to group ideas together
ideas are in order, ideas are grouped together and simple words are used to link ideas (L2)
- eg first, and, then, next, finally
ideas are in order or groups, paragraphs are attempted, words to link ideas are used and pronouns make it clear who is being written about (L3) (text as a whole rather than individual sentences)
- paragraphs show the beginning, middle and end, or each new sub-heading in a report/explanation
- linking words eg - because, but, as well, however, while, after, so
- eg the topic begins the paragraph and a pronoun is used for this in the rest of the paragraph
Vocabulary - learning to use vocabulary effectively in writing
write a lot of simple everyday words already known (L1)
- words that are related to the personal world of the writer or words that are used frequently
a lot of simple words and some extra words to add detail (L2)
- powerful picture-in-the-mind nouns and verbs, exciting adjectives and adverbs eg microscopic thundering young cheerfully gently
a variety of words and phrases to add detail, and words chosen to make the reader want to read the writing (L3)
- powerful picture-in-the-mind nouns and verbs, exciting adjectives and adverbs, similes, metaphors, synonyms, onomatopoeia, personification, assonance, alliteration
- precise words - descriptive, expressive, academic, technical, abstract - higher level Level 3 words
- evidence of editing and re-crafting can be seen between the 1st draft and the 2nd draft - better vocabulary can be seen
Sentence Structure - learning to write sentences for effect
write simple sentences that have 1 idea and write compound sentences with 2 ideas using a joining word like and but because (L1)
beginning to write sentences of different lengths - simple, compound and complex sentences and beginning to use various types of sentences eg statement, question, command, exclamations (L2)
most sentences are correct - correct tense and subject/verb, and the sentence makes sense. A variety of sentence structures is used (simple, compound and complex), lengths of sentences are varied for effect, and various sentence types are used - statement, question, command and exclamation (L3)
- longer sentences to create atmosphere and short simple sentences create pace
- evidence of editing and re-crafting can be seen between the 1st draft and the 2nd draft - better variety of sentences
Punctuation - learning to use punctuation in writing
try to use fullstops at the end of sentences, try to use capital letters at the start of sentences, and try to use other punctuation eg question mark and exclamation mark (L1)
use fullstops at the end of some sentences, use capital letters at the start of some sentences and try to use other punctuation eg capital letters to begin all words in Proper Nouns, apostrophes, commas, speech marks, and they are sometimes used correctly (L2)
capital letters are used at the start of sentences, fullstops/question marks/exclamation marks/ellipses are used correctly for most sentences and some other punctuation is used correctly eg capital letters to begin all words in Proper Nouns, apostrophes, commas, speech marks OR capital letters are used to begin sentences correctly always, fullstops/question marks/exclamation marks/ellipses are used correctly always, and no other punctuation has been used (L3)
- commas for clauses and phrases and semicolons
Spelling - learning to spell correctly in writing
lots of Essential List words are spelt correctly eg where friend school outside playing and words with more than 2 syllables eg amazing (L1)
By the end of Year 4, most of Lists 1-4 are spelt correctly and some of Lists 5-7. (L2)
Most Essential List words are spelt correctly and some difficult words using knowledge of spelling rules eg carry carrying, try tries, calf calves, believe ceiling, hope hoping, hop hopping. Some difficult words using knowledge of morphemes are spelt correctly and all sounds heard in a word are written correctly. Words with prefixes and suffixes are spelt correctly (L3)
- multi-syllable words are spelt correctly
- evidence of proofreading can be seen between the 1st draft and the 2nd draft - spelling has been corrected
- Give appropriate feedback and feed forward to others based on knowledge of criteria
- Respond to and use feedback and feed forward to improve writing
- Can tell what you are good at in Writing
- Have clear current goals, Success Criteria and Next Steps
- Know that it is ok to be in the learning pit because that is where the learning happens, but it is not ok to give up
- Feel proud of yourself when you are challenging yourself in your learning and achieving
- Create a good learning environment for yourself to be able to do your best learning - choice of time, place and being independent or in a group
