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Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Cluster 2
The student:
Knows that writing is a means of communication and is curious about print.
Is able to differentiate between writing and drawing and experiments with marks,
often using drawing to contextualise their writing.
Is able to assign messages to texts they have recorded using a combination of known
letters and letter like symbols.
Is learning about directionality and spatial concepts.
Cluster 1
The student:
Engages in writing-like behaviour using scribble or strings of letters.
Attempts to write own name, e.g. one or two letters, scribble.
Holds a pencil or crayon effectively to draw and scribble.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Text Structure - 1
No clear message.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Sentence Structure - 1
No evidence of sentence structure.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Vocabulary- 1
Attempts to record words of personal significance e.g. name.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Spelling- 1
Random letter/letter-like symbols.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Punctuation- 1
No evidence of punctuation.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Handwriting Legibility- 1
Holds a pencil to draw and scribble.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Cluster 3
The student: Understands that thoughts and information can be recorded and that written symbols convey a constant message.
Composes and records simple texts about personally significant topics for their own purposes and audiences.
Often uses drawing to support and enhance their writing.
Writes using conventional letters and groups of letters and experiments with punctuation to communicate their
message.
Relies heavily on the most obvious sounds in words when writing, has established an understanding of
directionality and leaves spaces between words.
Has developed a simple writing vocabulary including high frequency words and words of personal significance.
Cluster 2
The student:
Knows that writing is a means of communication and is curious about print.
Is able to differentiate between writing and drawing and experiments with marks,
often using drawing to contextualise their writing.
Is able to assign messages to texts they have recorded using a combination of known
letters and letter like symbols.
Is learning about directionality and spatial concepts.
Cluster 1
The student:
Engages in writing-like behaviour using scribble or strings of letters.
Attempts to write own name, e.g. one or two letters, scribble.
Holds a pencil or crayon effectively to draw and scribble.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Text Structure - 2
Attempts to record their message.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Sentence Structure - 2
Random words.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Vocabulary - 2
Records words of personal significance e.g. their own name or those of family members.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Spelling - 2
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Punctuation - 2
Random use of capital letters and /or full stops
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Handwriting/Legibility - 2
Letter like forms with some recognisable letters
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Cluster 2
The student: Knows that writing is a means of communication and is curious about print.
Is able to differentiate between writing and drawing and experiments with marks, often using drawing to contextualise their writing.
Is able to assign messages to texts they have recorded using a combination of known letters and letter like symbols.
Is learning about directionality and spatial concepts.
Cluster 3
The student:
Understands that thoughts and information can be recorded and that written symbols convey a constant
message.
Composes and records simple texts about personally significant topics for their own purposes and audiences.
Often uses drawing to support and enhance their writing.
Writes using conventional letters and groups of letters and experiments with punctuation to communicate
their message.
Relies heavily on the most obvious sounds in words when writing, has established an understanding of
directionality and leaves spaces between words.
Has developed a simple writing vocabulary including high frequency words and words of personal significance.
Cluster 4
The student: Plans for writing by using talk, text or drawing
Conveys simple ideas, responses, opinions or questions
Uses capital letters and full stops to begin and end sentences
Forms all upper and lower case letters correctly
Rereads what they have written, as they write, to maintain meaning
Responds to feedback by making changes such as adding or deleting details or changing punctuation or spelling.
Accurately writes key personal words and an increasing number of high frequency words
Uses early spelling strategies such as segmenting words into syllables, hearing and recording sounds in words and using classroom
resources, to spell unknown words.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Text Structure - 3
One or more ideas (maynot be related).
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Sentence Structure - 3
Shows an awareness of correct sentence parts. Meaning may be unclear.Uses simple noun groups and adverbial phrases
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Vocabulary - 3
Uses familiar, common words and simple high frequency words.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Spelling - 3
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Punctuation - 3
Some use of capital letters and /or full stops.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Handwriting/Legibility - 3
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Cluster 4
The student:
Plans for writing by using talk, text or drawing.
Conveys simple ideas, responses, opinions or questions.
Uses capital letters and full stops to begin and end sentences.
Mostly forms upper and lower case letters correctly.
Rereads what they have written, as they write, to maintain meaning.
Responds to feedback by making changes such as adding or deleting details or changing punctuation or
spelling.
Accurately writes key personal words and an increasing number of high frequency words.
Uses early spelling strategies such as segmenting words into syllables, hearing and recording sounds in
words and using classroom resources, to spell unknown words.
Cluster 5
The student: Uses a range of modelled, simple planning strategies.
Composes texts on an expanding range of topics, considering purpose and audience.
Begins to independently reread own texts in order to revise meaning and check spelling and punctuation.
Has a base vocabulary of high frequency words and demonstrates a range of strategies when attempting to spell unfamiliar words.
Attempts to represent all sounds in a word and is beginning to use conventional letter patterns.
Cluster 3
The student: Understands that thoughts and information can be recorded and that written symbols convey a constant message.
Composes and records simple texts about personally significant topics for their own purposes and audiences.
Often uses drawing to support and enhance their writing.
Writes using conventional letters and groups of letters and experiments with punctuation to communicate their message.
Relies heavily on the most obvious sounds in words when writing, has established an understanding of directionality and leaves spaces
between words.
Has developed a simple writing vocabulary including high frequency words and words of personal significance.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Text Structure – 4
Two or three related ideas. May also include other unrelated ideas
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Sentence Structure – 4
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions. Uses simple pronoun references
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Vocabulary – 4
Uses everyday vocabulary including proper nouns particular to cultural context.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Spelling – 4
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g. went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Punctuation – 4
Evidence of capital letters and full stops at the start and end of sentences.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Handwriting/Legibility - 4
Most letters formed correctly, mostly well-spaced and positioned.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Cluster 5
The student:
Uses a range of modelled, simple planning strategies.
Composes texts on an expanding range of topics, considering purpose and audience.
Begins to independently reread own texts in order to revise meaning and check spelling and
punctuation.
Has a base vocabulary of high frequency words and demonstrates a range of strategies when
attempting to spell unfamiliar words.
Attempts to represent all sounds in a word and is beginning to use conventional letter patterns.
Cluster 6
The student: Uses simple planning strategies to organise their ideas and then apply their planning as they turn ideas into connected sentences.
Composes texts with content that is related to the topic with relevant detail
Revises their text, often in response to feedback and edits it for clarity and accuracy of meaning
Proofreads their text, to check punctuation and spelling
Cluster 4
The student: Plans for writing by using talk, text or drawing.
Conveys simple ideas, responses, opinions or questions.
Uses capital letters and full stops to begin and end sentences.
Mostly forms upper and lower case letters correctly.
Rereads what they have written, as they write, to maintain meaning.
Responds to feedback by making changes such as adding or deleting details or changing punctuation or spelling.
Accurately writes key personal words and an increasing number of high frequency words.
Uses early spelling strategies such as segmenting words into syllables, hearing and recording sounds in words and using classroom
resources, to spell unknown words.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Text Structure - 5
Four or more sequenced ideas clearly connected
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Sentence Structure - 5
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Vocabulary - 5
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Spelling - 5
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking. Correctly spells more complex HFW e.g. they, after, your.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Punctuation - 5
Consistent use of sentence punctuation (capital/fullstop). Some evidence of simple punctuation e.g. question mark, exclamation mark.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Handwriting/Legibility - 5
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Cluster 6
The student:
Uses simple planning strategies to organise their ideas and then apply their planning as they turn ideas
into connected sentences.
Composes texts with content that is related to the topic with relevant detail
Revises their text, often in response to feedback and edits it for clarity and accuracy of meaning
Proofreads their text, to check punctuation and spelling
Cluster 7
The student: Uses a range of more sophisticated modelled planning strategies that organise ideas eg drawing diagrams, making notes.
States purpose and audience before composing text.
Begins to use literary devices to enhance and enrich meaning.
Proofreads for correct punctuation, grammar and spelling and revises to clarify the message, adding or deleting for improvement.
Cluster 5
The student: Uses a range of modelled, simple planning strategies.
Composes texts on an expanding range of topics, considering purpose and audience.
Begins to independently reread own texts in order to revise meaning and check spelling and punctuation.
Has a base vocabulary of high frequency words and demonstrates a range of strategies when attempting to spell unfamiliar words.
Attempts to represent all sounds in a word and is beginning to use conventional letter patterns.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Text Structure - 6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Sentence Structure - 6
A variety of sentence structures: simple, compound and complex. Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Vocabulary - 6
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actions.Selects a variety of powerful verbs e.g. scrambles, slithers.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Spelling - 6
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Punctuation - 6
Uses fullstops, quotation marks, exclamation marks to end sentences and uses capital letters correctly to begin sentences and for familiar proper nouns.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Handwriting/Legibility - 6
Correct, consistent, legible, appearing to be fluent.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Cluster 7
The student:
Uses a range of more sophisticated modelled planning strategies that organise ideas eg drawing
diagrams, making notes.
States purpose and audience before composing text.
Begins to use literary devices to enhance and enrich meaning.
Proofreads for correct punctuation, grammar and spelling and revises to clarify the message, adding or
deleting for improvement.
Cluster 8
The student: Uses planning strategies to organise ideas for writing (eg by using lists and mind maps that distinguish main ideas from details) and to
generate language for writing.
Creates relevant content that conveys several experiences, items of information, and or ideas relating to the topic or task, sometimes
including a comment.
Revises and edits their writing for sense and impact and gives their peers feedback on their writing.
Proofreads their writing to check the spelling, grammar and punctuation, drawing on their own developing knowledge about words and
sentence construction and classroom resources such as junior dictionaries.
Publish, where appropriate, in a variety of media, depending on their purpose and audience.
Uses simple written language features (such as alliteration and similes) and visual language features (such as labelled diagrams) to
support meaning.
Cluster 6
The student: Uses simple planning strategies to organise their ideas and then apply their planning as they turn ideas into connected sentences.
Composes texts with content that is related to the topic with relevant detail
Revises their text, often in response to feedback and edits it for clarity and accuracy of meaning
Proofreads their text, to check punctuation and spelling
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Text Structure - 7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Sentence Structure - 7
Include different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Vocabulary - 7
Experiments with literary devices such as alliteration andonomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging texts in own writing.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Spelling - 7
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Punctuation - 7
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions, apostrophes and commas.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Handwriting/Legibility - 7
Writes legibly with growing fluency using upper and lower case letters.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Cluster 8
The student:
Uses planning strategies to organise ideas for writing (eg by using lists and mind maps that distinguish
main ideas from details) and to generate language for writing.
Creates relevant content that conveys several experiences, items of information, and or ideas relating
to the topic or task, sometimes including a comment.
Revises and edits their writing for sense and impact and gives their peers feedback on their writing.
Proofreads their writing to check the spelling, grammar and punctuation, drawing on their own
developing knowledge about words and sentence construction and classroom resources such as junior
dictionaries.
Publish, where appropriate, in a variety of media, depending on their purpose and audience.
Uses simple written language features (such as alliteration and similes) and visual language features
(such as labelled diagrams) to support meaning.
Cluster 7
The student: Uses a range of more sophisticated modelled planning strategies that organise ideas eg drawing diagrams, making notes.
States purpose and audience before composing text.
Begins to use literary devices to enhance and enrich meaning.
Proofreads for correct punctuation, grammar and spelling and revises to clarify the message, adding or deleting for improvement.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Text Structure - 8
Composes complex texts which shows strong evidence of the text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Sentence Structure - 8
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Vocabulary - 8
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Spelling - 8
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Punctuation - 8
Demonstrates control over a variety of punctuation to enhance text meaning. e.g. quotation marks for direct speech and commas in lists.
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message No evidence of sentence structure Attempts to record words of
personal significance. E.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance. Such as their own name or those of family members.
Writes approximate letters for some soundsClear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops
Letter like forms with some recognisable letters
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominate sounds.Spells simple HFW correctly e.g. to my is can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct sequence. Correctly spells HFW e.g.went, come, saidUses word endings e.g. boy/boys looked/looking
Correct use of capital letters and full stops at the start and end of sentences.
Letters correctly formed, mostly well spaced and positioned
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentencesUses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific wordsSelects and uses vocabulary and phrases from shared literary experiences and class discussion
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly look/looks/looked/looking Correctly spells of more complex HFW e.g. They after, your
Consistent use of sentence punctuation (capital/fullstops) Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, Some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas eg first next
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of powerful verbs e.g. scrambles, slithers
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. Ly est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house friend because
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Include different types of verbs using appropriate tense and demonstrates subject verb agreementWrites sentences that are connected and sequenced to narrate events of convey information.
Experiments with literary devices such as alliteration, onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch know, boat, bread, green. could
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contraction apostrophes and commas
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, coughApplication of spelling rules e.g.. Hope/hoping skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Clu
ste
r
Text StructureSentence Structure
Grammatical FeaturesVocabulary Spelling Punctuation Handwriting/Legibility
1No clear message. No evidence of sentence structure. Attempts to record words of
personal significance e.g. name.Random letter/letter like symbols. No evidence of punctuation. Holds a pencil to draw and scribble.
2
Attempts to record their message. Random words. Records words of personal significance e.g. their own name or those of family members.
Writes approximate letters for some sounds.Clear attempt to write name or a recognisable word.
Random use of capital letters and /or full stops.
Letter like forms with some recognisable letters.
3
One or more ideas. (may not be related).
Shows an awareness of correct sentence parts.Meaning may be unclear.Uses simple noun groups and adverbial phrases.
Uses familiar, common words and simple high frequency words.
Records dominant sounds.Spells simple HFW correctly e.g. to, my, is, can and words of personal significance.Begins to use environmental print to write unknown words.
Some use of capital letters and /or full stops.
Mix of upper and lower case letters and/or some reversals/distortions May contain inconsistent spacing, positioning or messy corrections.
4
Two or three related ideas. May also include other unrelated ideas.
Writes simple sentences, meaning is clear.Produces some compound sentences using conjunctions.Uses simple pronoun references.
Uses everyday vocabulary including proper nouns particular to cultural context.
Spells unknown words phonetically with most letters in the correct. sequence. Correctly spells HFW e.g.went, come, said.Uses word endings e.g. boy/boys, looked/looking.
Evidence of capital letters and full stops at the start and end of sentences.
Most letters formed correctly, mostly well spaced and positioned.
5
Four or more sequenced ideas clearly connected.
Accurately writes 4 or more simple and compound sentences.Uses a range of adjectives and adverbial phrases.
Uses a range of vocabulary, including topic specific words.Selects and uses vocabulary and phrases from shared literary experiences and class discussion.
Spells unknown words phonetically with letters in the correct sequenceUses word endings correctly e.g. look/looks/looked/looking Correctly spells more complex HFW e.g. They, after, your.
Consistent use of sentence punctuation (capital/fullstop).Some evidence of simple punctuation e.g. question mark, exclamation mark.
Regularity of letter size, shape, placement, orientation and spacing.Writes lower and upper case letters correctly.
6
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
A variety of sentence structures: simple, compound and complex, some variation in beginnings.Correct pronoun referencing. Time connectives to sequence ideas e.g. first, next.
Demonstrates the use of more precise vocabulary choices to describe feelings, experiences and actionsSelects a variety of stronger verbs e.g. scrambles, slithers.
Spells unfamiliar words using strategies such as using analogy and known chunks and rimes.Uses more complex word endings, e.g. ly, est, ist, es.Accurately spells an increasing number of HFW and topic words e.g. house, friend, because.
Uses fullstops, quotation marks, exclamation marks to end sentences and use capital letters correctly to begin sentences and for familiar proper nouns.
Correct, consistent, legible, appearing to be fluent.
7
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Includes different types of verbs using appropriate tense and demonstrates subject verb agreement.Writes sentences that are connected and sequenced to narrate events or to convey information.
Experiments with literary devices such as alliteration and onomatopoeia to enhance and enrich meaning.Uses words from increasingly challenging text in own writing.
Spells words using consonant blends, vowel diagraphs and silent letters that have been taught as part of the reading program, e.g. catch, know, boat, bread, green, could.
Uses a range of sentence punctuation correctly.Consistently uses capitals for proper nouns.Some evidence of contractions apostrophes and commas.
Writes legibly with growing fluency using upper and lower case letters.
8
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Demonstrates variety in sentences structures, sentence length, and uses a range of sentence beginnings.Sentences flow with logical sequence showing consistent use of tense.Experiments with direct and indirect speech.
Correct use of unique field or technically specific vocabulary.Use of figurative language such as metaphor and/or simile.Uses words and phrases for effect, to create atmosphere or add emphasis.
Use of some irregular spelling patterns e.g. light, cough.Application of spelling rules e.g. Hope/hoping, skip/skipping.Correct spelling of more complex common words e.g. there, their, where, were, why, who.
Demonstrates control over a variety of punctuation to enhance text meaning. E.g. quotation marks for direct speech and commas in lists.
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
Handwriting/Legibility - 8
Fluently writes letters of consistent size and formation in NSW Foundation Style.Demonstrates understanding that handwriting and presentation of work needs to reflect audience and purpose.
TEXT STRUCTURE - AuthorialHow information/ideas are organized in the text. May include features of text types.
No clear message.
Attempts to record their message.
One or more ideas. (may not be related).
Two or three related ideas. May also include other unrelated ideas.
Four or more sequenced ideas clearly connected.
Evidence of structure and features of imaginative, persuasive and informative texts, reflecting purpose and audience.Begins to use text features such as headings and paragraphs to organise information
Selects a text structure to suit purpose and audience.Consistently uses paragraphs to group ideas.
Composes complex texts which shows strong evidence of the features of text type, purpose and audience.Begins paragraphs with topic sentences introducing the theme or idea.
Adapted from Mackenzie, Scull and Munsie 2013
SENTENCE STRUCTURE AND GRAMMATICAL FEATURES - AuthorialHow sentences or sentence parts are constructed, e.g. simple, compound and complex sentence usage.
Mackenzie, Scull and Munsie 2013
Early Stage 1 Stage 1 BOSTES Document
sentence
one or more clauses; a key unit for expressing ideas. A written sentence begins with a capital letter and ends with a full stop, question mark or exclamation mark, eg Kim broke the vase. Kim tripped on the step and she broke the vase
conjunction
joining word, eg and, so, but
compound sentence
two or more clauses usually linked by a coordinating conjunction, eg The bell rang and Kim went home
complex sentencean independent (main) clause and a dependent (subordinate) clause linked by a subordinating conjunction (indicating time, place, manner, reason, condition), eg We all went outside when the sun came out. When the sun came out, we all went outside
quoted (direct) speech
eg, Kim said, ‘I want to go home’
reported (indirect) speech
eg, Kim said that she wanted to go home
coordinating conjunction
a word or words that link phrases and clauses, eg as, and, or, either/neither, but, so, and, then
paragraph
two or more sentences centred on the same theme or idea; begins with a ‘topic sentence’ (introducing the theme or idea) in factual texts
CLAUSE LEVEL – STRUCTURE OF THE CLAUSE
statement
provides information, eg I am leaving now
question
asks for an answer, eg Are you busy?
command
tells us to do something, eg Close the door
exclamation
for emphasis, eg I won!
clause
a complete message or thought expressed in words:
a clause includes at least one noun and one verb
a clause may be a sentence on its own (main clause) or may be combined with a main clause to form a sentence
a clause may tell us about an action and those involved in the action, eg Mark (noun – doer) opened (verb – action verb) the door (noun – done to)
BOSTES
VOCABULARY - AuthorialRange and precision of word choices, e.g. everyday language, topic specific language, descriptive language.
Attempts to record words of personal significance. E.g. name.
Records words of personal significance. Such as their own name
or those of family members.
Uses familiar, common words and simple high frequency words.
Uses everyday vocabulary including proper nouns particular to
cultural context.
Uses a range of vocabulary, including topic specific words
Selects and uses vocabulary and phrases from shared literary
experiences and class discussion.
Demonstrates the use of more precise vocabulary choices to
describe feelings, experiences and actions.
Selects a variety of powerful verbs e.g. scrambles, slithers
Experiments with literary devices such as alliteration,
onomatopoeia to enhance and enrich meaning.
Uses words from increasingly challenging text in own writing.
Correct use of unique field or technically specific vocabulary.
Use of figurative language such as metaphor and/or simile.
Uses words and phrases for effect, to create atmosphere or add
emphasis.
Adapted from Mackenzie, Scull and Munsie 2013
SPELLING - SecretarialAccuracy, complexity of words attempted, attempts (prephonetic or phonetic), use of orthographic patterns and spelling
rules. Mackenzie, Scull and Munsie, 2013
2013
Early Stage 1 Stage 1 BOSTES Document
Phonetic spelling (ENe-5A)
understand that initial approximations canlead to correct formal spelling
spell unknown words phonetically (as theysound), with most of the letters in the correctsequence
Segmenting to spell (ENe-5A)
use onset and rime to spell words
vocalise or subvocalise words when tryingto write them
say and sound while writing the letter for thefirst sound in a word
say and write letters for some of the sounds ina word beyond the initial sound,identifying thesounds through stretching the word
Sight words (ENe-5A)
write their own name using correct spelling
copy the sequence of letters from models ofhigh-frequency, topic and personal words
write high-frequency words independently (egis, I, am, the)
One-syllable words (EN1-5A)
write cv, vc and cvc words that contain known letter–sound relationships
use knowledge of letter–sound relationships to spell regular one-syllable words
Sound–letter relationships (EN1-5A)
isolate and write the initial, medial and final sound of a word
understand how to use digraphs, long vowels, blends and silent letters to spell words
choose phonetically appropriate letters to represent most of the sounds in unknown words (students mayhave difficulty with consonant blends)
spell words using consonant blends, digraphs and long vowel sounds that have been introduced as acomponent of the reading program
spell words using silent letters that have been introduced as a component of the reading program
use double consonants where appropriate, eg hopping
exchange one letter in a written word with a different letter to make a new word
Segmenting to spell (EN1-5A)
break simple words into morphemes to aid in spelling
break simple words into syllables to aid spelling
use rime analogy to spell new words, eg mop, hop
use knowledge of familiar letter patterns to spell words, eg -ed, -ing
Sight words (EN1-5A)
use visual memory to write high-frequency words
use visual memory to write irregular verbs
focus on letter sequences and their sounds when copying and learning high-frequency, topic and personalwords
spell high-frequency and common sight words accurately
spell known words using letter names
Word origins (EN1-5A)
begin to understand how knowledge of word origins supports spelling BOSTES
PUNCTUATION - SecretarialUse of conventional and appropriate punctuation to indicate the structure and organisation of the text to aid the reader.
Mackenzie, Scull and Munsie 2013
Early Stage 1 Stage 1
capital letter
used for names and to signal the beginning of a sentence
full stop
used to signal the end of a sentence
question mark
used to signal a question
exclamation mark
used to provide emphasis
capital letter
used for proper nouns
question mark
used to signal the end of a question
exclamation mark
used to signal the end of an exclamation
comma
separates items in a list
quotation marksused to signal quoted (direct) speech
a list
Stage 2
quotation marks
used to signal dialogue, titles and quoted (direct) speech
apostrophe
used to signify a contraction
HANDWRITING AND LEGIBILITY- SecretarialHow sentences or sentence parts are constructed, e.g. simple, compound and complex sentence usage.
Holds a pencil to draw and scribble.
Letter like forms with some recognisable letters
Mix of upper and lower case letters and/or some
reversals/distortions
May contain inconsistent spacing, positioning or messy
corrections
Letters correctly formed, mostly well-spaced and positioned
Regularity of letter size, shape, placement, orientation and spacing.
Writes lower and upper case letters correctly.
Correct, consistent, legible, appearing to be fluent.
Writes legibly with growing fluency using upper and lower case
letters.
Fluently writes letters of consistent size and formation in NSW
Foundation Style.
Demonstrates understanding that handwriting and presentation of
work needs to reflect audience and purpose.
Adapted from Mackenzie, Scull and Munsie 2013