Speaking, Writing, Presenting

LEVEL 1

Speaking, Writing, Presenting

Processes and strategies

Students will:

  • Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

Indicators:

      –      has an awareness of the connections between oral, written, and visual language when creating  text;

      –      creates texts by using meaning, structure, visual and grapho-phonic sources of information,               prior knowledge, and some processing strategies with some confidence;

      –      seeks feedback and makes changes to texts;

      –      is becoming reflective about the production of own texts;

      –      begins to monitor, self-evaluate, and describe progress.

By using these processes and strategies when speaking, writing, or presenting, students will:

Purposes and audiences

  • Recognise how to shape texts for a purpose and an audience.

Indicators:

      –      constructs texts that demonstrate some awareness of purpose and audience through appropriate choice of content, language, and text form;

      –      expects the texts they create to be understood, responded to, and appreciated by others;

      –      is developing and conveying personal voice where appropriate.

Ideas

  • Form and express ideas on a range of topics.

Indicators:

      –      forms and expresses simple ideas and information, usually drawing from personal experience and knowledge;

      –      begins to support ideas with some detail.

Language features

  • Use language features, showing some recognition of their effects.

Indicators:

      –      uses some oral, written, and visual language features to create meaning and effect;

      –      uses a range of high-frequency, topic-specific, and personal-content words to create meaning;

      –      spells some high-frequency words correctly and begins to use some common spelling  patterns;

      –      begins to use some strategies to self-correct and monitor spelling;

      –      writes most letters and number forms legibly when creating texts;

      –      begins to gain control of text conventions such as: capital letters and full stops; some basic grammatical conventions; volume, clarity, and tone; and simple symbols.

Structure

  • Organise texts, using simple structures.

Indicators:

      –      uses knowledge of word and sentence order to communicate meaning in simple texts;

      –      begins to sequence ideas and information;

      –      uses simple sentences with some variation in beginnings;

      –      may attempt compound and complex sentences.

LEVEL 2

Speaking, Writing, Presenting

Processes and strategies

Students will:

  • Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas.

Indicators:

      –      shows some understanding of the connections between oral, written, and visual language when creating texts;

      –      creates texts by using meaning, structure, visual and grapho-phonic sources of information, and processing strategies with growing confidence;

      –      seeks feedback and makes changes to texts to improve clarity and meaning;

      –      is reflective about the production of texts: monitors, self-evaluates, and describes progress with some confidence.

By using these processes and strategies when speaking, writing, or presenting, students will:

Purposes and audiences

  • Show some understanding of how to shape texts for different purposes and audiences.

Indicators:

      –      constructs texts that demonstrate a growing awareness of audience and purpose through
appropriate choice of content, language, and text form;

      –      expects the texts they create to be understood, responded to, and appreciated by others;

      –      develops and conveys personal voice where appropriate.

Ideas

  • Select, form, and express ideas on a range of topics.

Indicators:

      –      forms and expresses ideas and information with reasonable clarity, often drawing on personal
experience and knowledge;

      –      begins to add or delete details and comments, showing some selectivity in the process.

Language features

  • Use language features appropriately, showing some understanding of their effects.

Indicators:

      –      uses oral, written, and visual language features to create meaning and effect;

      –      uses a large and increasing bank of high-frequency, topic-specific, and personal content words
to create meaning;

      –      spells most high-frequency words correctly and shows growing knowledge of common
spelling patterns;

      –      uses a range of strategies to self-monitor and self-correct spelling;

      –      writes legibly and with increasing fluency when creating texts;

      –      gains increasing control of text conventions, including some grammatical conventions.

Structure

  • Organise texts using a range of structures.

Indicators:

      –      uses knowledge of word and sentence order to communicate meaning when creating text;

      –      organises and sequences ideas and information with some confidence;

      –      begins to use a variety of sentence structures, beginnings, and lengths.

Level 3

Speaking, Writing, Presenting

Processes and strategies

Students will:

  • Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas.

Indicators:

      –      uses a developing understanding of the connections between oral, written, and visual language when creating texts;

      –      creates a range of texts by integrating sources of information and processing strategies with   developing confidence;

      –      seeks feedback and makes changes to texts to improve clarity, meaning, and effect;

      –      is reflective about the production of own texts: monitors and self- evaluates progress, articulating learning with growing confidence.

By using these processes and strategies when speaking, writing, or presenting, students will:

Purposes and audiences

  • Show a developing understanding of how to shape texts for different purposes and audiences.

Indicators:

       –      constructs texts that show a growing awareness of purpose and audience through careful
choice of content, language, and text form;

       –      conveys and sustains personal voice where appropriate.

Ideas

  • Select, form, and communicate ideas on a range of topics.

Indicators:

       –      forms and expresses ideas and information with increased clarity, drawing on a range of sources;

       –      adds or changes details and comments to support ideas, showing some selectivity in the process;

       –      ideas suggest awareness of a range of dimensions or viewpoints.

Language features

  • Use language features appropriately, showing a developing understanding of their effects.

Indicators:

       –      uses oral, written, and visual language features to create meaning and effect and engage interest;

       –      uses a range of vocabulary to communicate meaning;

       –      demonstrates good understanding of all basic spelling patterns and sounds in written English;

       –      uses an increasing range of strategies to self-monitor and self-correct spelling;

       –      writes legibly, fluently, and with ease when creating texts;

       –      uses a range of text conventions, including most grammatical conventions, appropriately and with increasing accuracy.

Structure

  • Organise texts, using a range of appropriate structures.

Indicators:

       –      organises written ideas into paragraphs with increasing confidence;

       –      organises and sequences ideas and information with increasing confidence;

       –      uses a variety of sentence structures, beginnings, and lengths.