Outcome

Indicator Organisers

Criteria

Limited Achievement - 0

Basic Achievement - 1

Sound Achievement - 2

High Achievement - 3

Outstanding Achievement - 4

W1.9 Producing Texts

Joint and Ind Writing

Writes a procedure Planning drafts, edits, publishes, proofreads and re edits.

Writes key words.

Needs sentence starter and copies ending from models and charts.

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

Independently writes short Procedures. Uses charts and other classroom resources as models for own writing.

Can write 2 sentences per element of a procedure. Uses a simple plan to draft WTA. Recognises errors in writing WTA

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

W1.10 Skills and Strategies Grammar

Uses correct sentence structure for different types of sentences

Uses accurate tense and number in verb groups

Simple sentences with appropriate adverbial/adjectival phrases. For eg In the morning I will go to school Uses appropriate action and saying verbs.

Writes compound sentences using effective conjunctions.

use conjunctions to indicate time, eg then, later

Attempts to use action, saying and sensing verbs(nonmundane)

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

Combines clauses by using a variety of conjunctions. Uses appropriate adverbs and adverbial phrases in own writing. Punctuation Uses correct punctuation

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

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.

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 accompaniment
Uses common punctuation eg 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 adverbs
Uses common punctuation eg upper & lower case, correct spacing, question mark, exclamation mark, speech marks and commas. Experiments with commas between phrases.

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 appropriate level. Uses a range of strategies to spell unknown words, at grade appropriate level. Handwriting

Attempts high frequency words.

Spells all high frequency words correctly.

Spells all high frequency words correctly and also spells more difficult words. Recognises misspelt words in own writing and uses independent strategies for correction.

Recognises few misspelt words in own writing and relies on teacher correction. Rarely attempts to spell unknown words.

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.

Uses knowledge of letter Beginning to use knowledge of letter patterns patterns and spelling rules to spell unknown words. and spelling rules to spell unknown words Attempts to join letters Develop handwriting of constant size and spacing in when writing text using NSW foundation style. NSW Foundation Style.

Handwriting

Forms most letters of the Writes most upper case alphabet correctly using and lower case letters, but may consistent size and slope 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.