Writing IndicatorsYear: 3

Unpacked Curriculum Statement / I Can Statements... / Suggested Teaching Strategies
Text Structure & Organisation /
  • Understands different text types have suitable language choices*tense, types of sentences*factual/formal & creative
  • Uses & understands paragraphs to organise texts
  • Understands that word contractions & that apostrophes of contraction are used to signal missing letters
  • Identifies features of online texts that enhance navigation
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  • I can use the correct format for a specific writing genre.
  • I use the correct tense most of the time.
  • I know when to begin a new paragraph.
  • I can use conjunctions to join phrases together.
  • I can use contractions correctly most of the time.
  • I know where to place the apostrophe.
  • I can use quotation marks in the correct place.
  • I can use exclamation marks correctly most of the time.
  • I can use a variety of software to enhance my text, including Word, Publisher and Power-point
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  • Explicit teaching of the different writing genres; recount, exposition, narrative, procedural etc (being mindful of learning styles.)
  • Explicit teaching of grammar, punctuation and sentence structure according to text type.
  • Provide opportunities for students to access and use software editing tools; font, colour, underlining, spell check, thesaurus and visual elements.

Creating Texts /
  • Plans, drafts and publishes for an appropriate audience
  • Edits for meaning, text structure & grammar
  • Writes using joined letters with consistent size & are clearly formed
  • Growing speed & ability to edit on computer based software
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  • I can plan my writing before I begin with my audience in mind.
  • I can use my plan to draft my writing.
  • I can proof read my writing, checking for spelling, grammar, sensibility and rich vocabulary.
  • I can join letters using the Victorian Cursive Script.
  • I can identify and edit most errors.
  • I can publish my writing with the corrections made.
  • I can use the keyboard efficiently to type a text.
  • I can efficiently use keyboard skillsto type the text, and other applications to enhance presentation. For example, manipulating font, layout, etc.
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  • Model the use of graphic organisers to plan writing.
  • Provide the correct format for each writing genre.
  • Provide explicit teaching and visual prompts in proof reading; peer editing, provide a checklist, use of dictionaries, thesaurus.
  • Model correct handwriting and provide opportunities to practice.
  • Provide opportunities for students to practice with and use software editing tools.

Creating Literature /
  • Creates imaginative texts based on characters, settings & events drawing on own & other cultures
  • Creates texts that adapt language features & patterns Characterisation, rhyme, rhythm, mood, music sound effects & dialogue
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  • I can write a narrative text with a sense of audience.
  • I can include descriptive characters.
  • I can include descriptive settings
  • My narrative includes a conflict and resolution.
  • I can use past tense verbs correctly.
  • I can include adverbs, adjectives, conjunctions and time and sequence words.
  • I can use quotation marks correctly.
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  • Explicit teaching of a narrative text, including PM Writing for Teachers and Students
  • Provide rich and regular opportunities for writing.
  • Provide feedback through peer and teacher conferencing.
  • Provide visual cues to support language features.

Expressing and Developing Ideas /
  • Understands that clause is a unit of grammar, containing a subject and verb
  • Understands that verbs represent different processes doing, thinking, saying & relating
  • Understands verbs are connected through tense
  • Uses different visual techniques to represent different effectsShot size, picture layout, advertisement
  • Learns extended and technical vocabulary
  • Expresses opinion including modal verbs & adverbs
  • Recognises high frequency words
  • Understands how to use sound-letter relationships and spelling rules, compound words, pre/suffixes
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  • I can write a sentence with a clause that contains a subject and verb.
  • I can use the correct verb for the correct writing task, eg: think, thought, was, is
  • I can change a verb to match the tense.
  • I can use my ICT skills to add illustrations, enlarge photos, and format my work.
  • I can use the correct vocabulary to match the genre, eg: science report – hypothesis
  • I can express my opinion using words such as may, might, must, shall, should.
  • I can recognize high frequency words such as where, we’re, were.
  • I can apply my knowledge of the sound and letter relationships to spell words correctly.
  • I can use compound words
  • I can use pre/suffixes to base words.
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  • Explicit teaching with a weekly focus on a specific element of grammar.
  • Provide real opportunities for students to practice and apply correct use of grammar during literacy sessions.
  • Ensure an ICT focus is included in the Literacy teaching plan.
  • Develop visual cues with the students and display for maximum use and benefit.
  • Explicit teaching of writing genres and specific vocabulary.
  • Specific teaching of spelling and associated rules.
  • Record and analyse spelling progress.

Writing IndicatorsYear: 4

Unpacked Curriculum Statement / I Can Statements... / Suggested Teaching Strategies
Text Structure & Organisation /
  • Writes with an audience in mind. Uses more specific & complex language suited for purposescientific terms
  • Understands & uses linking devices pronouns, text connectives, clauses & phrases
  • Recognises quotation marks to signal dialogue, titles & direct speech
  • Identifies features of online texts including graphics & navigation
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  • I can plan my writing before I begin with my audience in mind.
  • I can use the correct format for a specific writing genre.
  • I can use conjunctions to join phrases together.
  • I can use contractions correctly most of the time.
  • I can edit my work to identify and use the correct tense.
  • I know how to organize text by using new paragraphs appropriately.
  • I know where to place the apostrophe and can explain why.
  • I can use quotation marks appropriately for dialogue and titles, and includeaccompanying punctuation.
  • I can use a variety of software to enhance my text, including Word, Publisher and Power-point
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  • Explicit teaching of the different writing genres with an audience and purpose in mind; recount, exposition, narrative, procedural etc
  • Explicit teaching of grammar, punctuation and sentence structure and sequence, according to text type.
  • Direct teaching of editing skills, utilizing editing checklists, peer editing and teacher conferencing.
  • Identify and teach the technology skills required to navigate digital applications/software and produce digital text. For example, to use editing tools; font, colour, underlining, spell check, thesaurus and visual elements.

Creating Texts /
  • Writes using key information, more detail and new vocabulary
  • Adds, deletes & moves words to improve text
  • Displays increased legibility & fluency in joined writing
  • Publishes work using variety of software
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  • I can use my plan to draft my writing.
  • I can improve my writing by proofreading and editing so that it makes sense, checking for spelling, grammar, and rich vocabulary.
  • I can fluently join letters using the Victorian Cursive Script.
  • I can publish my corrected writing verbatim.
  • I can publish my final draft using a variety of software, such as Powerpoint, Word, Publisher, Excel, etc.
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  • Model the use of graphic organisers and proformas to plan writing.
  • Provide explicit teaching and visual prompts for proof reading. Provide checklists and encouragethe use of dictionaries and thesauruses.
  • Model correct handwriting and provide opportunities to practise.
  • Provide opportunities for students to practise with and use software editing tools.

Creating Literature /
  • Creates own texts based on their own experiences & imagination
  • Develops storylines, characters & settings
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  • I can write a text of any genre based on my experiences or using my imagination (narrative, recount, procedural, expositions, reports) with a sense of audience.
  • I can plan and create a narrative that includes orientation, complication and resolution
  • I can include descriptive characters.
  • I can include descriptive settings.
  • I can use past tense verbs correctly.
  • I can include adverbs, adjectives, conjunctions and time and sequence words.
  • I can use quotation marks correctly.
/
  • Explicit teaching of text types, including PM Writing for Teachers and Students
  • Provide meaningful, rich and regular opportunities for writing.
  • Provide feedback through peer and teacher conferencing.
  • Provide visual cues to support language features.
  • Explicitly teach grammatical skills and ways to enhance writing.

Expressing and Developing Ideas /
  • Understands that sentences can be enriched through extended use of noun & verb groups, phrases
  • Uses direct/indirect speech through writing
  • Understands adverb groups/phrases, prepositional phrases work in different ways
  • Explores the effects when framing an image placement of element in a range of text types
  • Incorporates new vocabulary from a range of sources
  • Uses spelling strategies
  • Recognises homophones
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  • I can write a sentence with a clause that contains a subject and verb.
  • I can use the correct verb for the correct writing task, eg: think, thought, was, is
  • I can identify and change a verb to match the tense.
  • I can use my ICT skills to add illustrations, enlarge photos, and format my work to enhance presentation.
  • I can use the correct vocabulary to match the genre, eg: science report – hypothesis
  • Extend reading to a variety of specialist texts including science, history, geography, etc. with reference to glossary, thesaurus and dictionary.
  • I can recognise high frequency words such as where, we’re, were.
  • I can apply my knowledge of the sound and letter relationships and syllables to spell words correctly.
  • I can use compound words and homophones
  • I can add pre/suffixes to base words.
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  • Explicit teaching with a weekly focus on a specific element of grammar.
  • Provide real opportunities for students to practise writing skills and apply correct use of grammar during literacy sessions.
  • Ensure an ICT focus is included in the Literacy teaching plan.
  • Develop visual cues with the students and display for maximum use and benefit.
  • Expose students to a variety of specialist texts
  • Explicit teaching of writing genres and specific vocabulary.
  • Specific teaching of spelling and associated rules.
  • Develop word walls, immerse students in vocabulary (relevant to inquiry topics)
  • Create a print rich environment
  • Record and analyse spelling progress to reflect upon and improve teaching and learning outcomes.