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English Online. Every child literate - a shared responsibility.

Level 1 – Speaking, writing, presenting

Processes and strategies

Students will:

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

Indicators

  • Has an awareness of the connections between oral, written, and visual language when creating text
  • Creates texts by using meaning, structure, visual, and grapho-phonic sources of information, prior knowledge, and some processing strategies with some confidence
  • Seeks feedback and makes changes to texts
  • Is becoming reflective about the production of own texts
  • Begins to monitor, self-evaluate, and describe progress.

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

Purposes and audiences

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

Indicators

  • Constructs texts that demonstrate some awareness of purpose and audience through appropriate choice of content, language, and text form;
  • Expects the texts they create to be understood, responded to, and appreciated by others
  • Is developing and conveying personal voice where appropriate.

Ideas

  • Form and express ideas on a range of topics.

Indicators

  • Forms and expresses simple ideas and information, usually drawing from personal experience and knowledge
  • Begins to support ideas with some detail.

Language features

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

Indicators

  • Uses some oral, written, and visual language features to create meaning and effect
  • Uses a range of high-frequency, topic-specific, and personal-content words to create meaning
  • Spells some high-frequency words correctly and begins to use some common spelling patterns
  • Begins to use some strategies to self-correct and monitor spelling
  • writes most letters and number forms legibly when creating texts
  • Begins to gain control of text conventions such as capital letters and full stops; some basic grammatical conventions; volume, clarity, and tone; and simple symbols.

Structure

  • Organise texts, using simple structures.

Indicators

  • Uses knowledge of word and sentence order to communicate meaning in simple texts
  • Begins to sequence ideas and information
  • Uses simple sentences with some variation in beginnings
  • May attempt compound and complex sentences.

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