CLUSTER 1 WRITING

am learning to .

Write my own nameyou can see 1 or 2 letters and

scribble writing in my attempts.

Engage in writing like behaviouryou can see scribble

and strings of letters in my writing.

Hold my pencil correctly to draw and scribble write.

CLUSTER 2 WRITING

am learning to .

Write my namemy spelling is not always accurate. Write a recognisable word in response to a book that has

been read to me. My spelling is not yet correct.

Write from Left to Right across my page. Leave spaces between my attempts at words. Form some letters accurately. Plan my writingtalk about what my writing will say

before I start.
Talk about what I write and draw. Use the keyboard and mouse in writing.

CLUSTER 3 WRITING

am learning to .

Write my name correctly. Write a readable sentence. Use a capital and full stop correctly. Use personal and imaginary experiences as ideas for my writing. Show my understanding that writing conveys meaning. Stretch my words to approximate spelling. Use my known words correctly in my writing. Use noun groups and adverbial phrases to improve my writing. Show correct pencil grip, paper placement and posture when I
write.

Use computer programs to write simple texts.

CLUSTER 4 WRITING

am learning to .

Write more that 1 readable sentence. Attempt punctuation in my writing. Express 1 or 2 ideas in my writing. Read my writing aloud to check it makes sense to others. Talk about purpose and audience for my writing. Use tricky words I have been taught in my writing. Write a compound sentence using a conjunction to join my ideas. Use pronouns and reference them correctly through my writing. Form most letters correctly. Self correct my pencil grip, paper placement and posture. Create simple multi modal text on computer with support.

CLUSTER 5 WRITING

am learning to .

Use words and ideas modelled by my teacher during whole class

planning to write my own text.

Make contributions to joint construction of texts using a variety

of mediums, e.g. podcasts, digital stories.

Use my personal experiences and topic knowledge to create texts

of about 4-5 sentences for a range of purposes.

Reread my writing to check it makes sense and make some

changes to the text.

Use sentence punctuation and some simple punctuation. Accurately write simple and compound sentences. Use a range of adjectives to provide more information about
nouns.

Writes lower/upper case letters of consistent size and formation

in NSW Foundation Style.

CLUSTER 6 WRITING

am learning to .

Create longer texts using visual information, including diagrams,

maps, graphs on familiar topics for known audiences.

Use text features such as headings and paragraphs to organise

information in my writing.

Demonstrate proof-reading and editing, e.g. circles a word that

does not look right.

Accurately spells an increasing number of high frequency and

topic words.

Use simple punctuation with accuracy , e.g. full stops,

exclamation marks and question marks.

Write a sequence of thoughts and ideas. Experiment with using some complex sentences to enhance the
quality of my writing.

Use a refined pencil grip, correct posture and

paper placement to write more fluently and legibly.

CLUSTER 7 WRITING

am learning to .

State the purpose and intended audience before creating texts. Spell words with regular spelling patterns correctly and make
close attempts at words with irregular spelling patterns.

Apply spelling rules and generalisations when writing. Use contraction apostrophes and capitals for proper nouns as
well as other simple punctuation.

Write short, connected and sequenced texts to narrate events or

convey information.

Include different types of verbs using appropriate tense and

demonstrate subject-verb agreement.

Use a computer to produce texts with graphics. Plan texts by making notes, drawing diagrams, planning sequence
of events or information, etc.

CLUSTER 8 WRITING

am learning to .

Create longer texts (at least one page) that achieve the intended
purpose and are appropriate for less familiar audiences.

Experiment to produce and publish texts using an increasing

range of mediums and modes.

Accurately proof read and edit my own writing. Write for a wider range of purposes, including to explain and to
express an opinion.

Demonstrate a range of spelling strategies to spell unfamiliar

words.

Use quotation marks for direct speech and commas in lists. Produce a range of grammatically accurate sentences. Fluently writes letters of consistent size and
formation in NSW Foundation Style.

CLUSTER 9 WRITING

am learning to .
Use comprehension strategies to improve writing with support.

Construct well-sequenced imaginative, informative and

persuasive texts using language appropriate to its purpose and intended audience.

Plan and organise my ideas using headings, graphic organisers,

questions and mind maps.

Reread my writing during and after to check accuracy, consistency

of meaning and fitness for purpose.

Structure texts using paragraphs composed of logically grouped

sentences that deal with a particular aspect of a topic.

Use a variety of spelling strategies to spell high frequency words

correctly.

Use simple word processing functions such as spell check,

grammar check.

Choose verbs, adverbs, nouns and adjectives to express specific

ideas and details.

Use joined letters of consistent size. Create simple multimodal texts using digital text
creation programs.

CLUSTER 10 WRITING

am learning to .
Use comprehension strategies independently to improve writing.

Draws my ideas from personal experiences, other texts and

research to create imaginative, informative and persuasive texts for different audiences.

Show an awareness of the need to justify my opinions with

supporting evidence.

Locate resources and access information when planning. Reread and revise my writing to check and improve meaning,
deleting unnecessary information or adding new information.

Create meaningful sentences using a variety of sentence

beginnings, including adverbial and adjectival clauses to create complex sentences.

Use sentence and simple punctuation correctly. Use morphemic, visual, phonic knowledge and knowledge of
prefixes and suffixes to spell and edit words.

Use grammatical features such as pronouns, conjunctions and

connectives to accurately link ideas and information.

Consolidate handwriting that is consistent in

form.

CLUSTER 11 WRITING

am learning to .
Use comprehension strategies to improve my writing with minimal support from others.

Write coherent, structured texts for a range of purposes and

contexts.

Deliberately structure language in a way that creates more

cohesive imaginative, informative and persuasive texts.

Show an awareness of accurately acknowledging sources in

relevant texts.

Refine my writing in response to feedback. Select appropriate language for purpose, e.g. descriptive,
persuasive, topic, technical, evaluative, emotive, and colloquial.

Use topic sentences and appropriately organise my main ideas

and subordinate ideas.

Experiment with using complex punctuation to engage the

reader and achieve my purpose.

Apply my knowledge of generalisations, meanings of base words

and word parts (prefixes and suffixes) to spell new words.

Writes fluently with appropriate size, slope and

spacing. Use word processing programs confidently and accurately,

CLUSTER 12 WRITING

I am learning to .
Independently use comprehension strategies to improve my writing.

Write sustained texts for a wide range of purposes. Make appropriate choices about the type and form of texts, including
combinations of forms and types, to suit purpose and audience.

Create well planned, extended texts that include more complex and
detailed subject matter and language features such as nominalisation.

Critically reflect on the effectiveness of my own/others writing and seek

and respond to feedback from others.

Select some sophisticated and subtle language features, literary devices

(e.g. irony, humour) and grammatical features (e.g. modality) to engage and influence an audience.

Make sentence level choices (e.g. short sentences to build tension;

complex sentences to add detail) using a variety of sentence beginnings and dependent clauses.

Use a range of punctuation to enhance meaning and clarity, including the

use of brackets to enclose additional information, quotation marks and commas to indicate clauses.

Integrate a range of spelling strategies and conventions to accurately spell

most words, including words of many syllables.

Use visuals to extend or clarify meaning, selecting from

a range of media and experiments creatively.