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WRITING SKILLS (YEAR 1)

CONTENT STANDARD FOCUS LEARNING STANDARD

4.1.1
Develop prewriting i) Demonstrate fine motor control of hands and
skills fingers by using pen or pencil correctly
**Preliterate ii) Demonstrate correct posture and pen hold grip
children only iii) Develop hand-eye coordination through drawing
4.1
lines and patterns
Form letters and words
in neat legible 4.1.2
print using cursive i) Form upper and lower case letters of regular size
writing and shape**
**preliterate children only
Develop early ii) write letters and words in a straight line from left
writing skills* to right with regular spaces between words and
*all children spaces*
*all children
iii) copy letters and familiar high frequency words
and phrases correctly*
*all children
Communicate basic
4.2.1 Give very basic personal information using fixed
personal
phrases
information clearly
4.2 Communicate basic 4.2.2 Greet, say goodbye, and express thanks using
Communicate basic information clearly suitable fixed phrases
information
Communicate basic
intelligibly for a range of 4.2.3 Express basic likes and dislikes
information clearly
purposes in
print and digital media Describe people 4.2.4 Name or describe objects using suitable words
and things clearly from word sets
Organise basic
information 4.2.5 Connect words and proper names using ‘and’
appropriately
4.3 Punctuate texts 4.3.1 Use capital letters appropriately in personal and
Communicate with appropriately place names
appropriate Spell high frequency
4.3.2 Spell familiar high frequency words accurately
language form and style words accurately
for a range of Plan, draft and edit
purposes in print and work appropriately 4.3.3 Plan, and write words and phrases
digital media on familiar topics

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PERFORMANCE STANDARDS GUIDE FOR YEAR 1 WRITING SKILLS

PERFORMANC
E DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL

 Hardly displays early writing skills to form letters as Requires support

1
demonstrated by the teacher. to achieve
 Hardly uses fixed phrases to communicate with curriculum target
appropriate language form and style even with a lot of (Working towards
support from the teacher. A1)

 Displays early writing skills to form letters as On track to

2
demonstrated by the teacher with some legibility. achieve
 Uses fixed phrases to communicate with appropriate curriculum target
language form and style with a lot of support from the (Working towards
teacher. A1)

 Displays early writing skills appropriately.

Achieves

3
 Writes comprehensible words and phrases with correct
expectations of
punctuation and spelling supported by the teacher.
curriculum target
 Organises words by using ‘and’ to communicate with
(Working towards
appropriate language form and style with some support
A1)
from the teacher.
 Writes comprehensible words and phrases with correct

4
punctuation and spelling with minimal support by the Working towards
teacher. exceeding
 Organises words by using ‘and’ to communicate with expectations
appropriate language form and style with minimal support (A1 Low)
from the teacher.

5
 Writes comprehensible words and phrases with correct
On track to exceed
punctuation and spelling confidently.
expectations
 Organises words by using ‘and’ to communicate with
(A1 Low)
appropriate language form and style without hesitation.

 Writes comprehensible words and phrases with correct

6
punctuation and spelling independently. Exceeds
 Organises words by using ‘and’ to communicate with expectations
appropriate language form and style independently. (A1 Low)
 Displays exemplary model of language use to others.

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YEAR 1 (2018) TRANSIT FORM FOR CLASSROOM ASSESSMENT

WRITING SKILLS
TEACHER’S NAME: CLASS:

LEARNING STANDARD
NO STUDENT’S NAME
4.1.1 4.1.2 4.2.1 4.2.2 4.2.3 4.2.4 4.2.5 4.3.1 4.3.2 4.33

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