Write to Communicate

	Purpose and Audience Most adults will be able to:read more	Spelling Most adults will be able to:read more	Vocabulary Most adults will be able to:read more	Language and Text Features Most adults will be able to:read more	Planning and Composing Most adults will be able to:read more	Revising and Editing Most adults will be able to:read more
1.	have a simple purpose for writing, with one or more goals related to the text content (what the text will say). read more	have a bank of high-frequency words they can write automatically and accurately have in their spelling bank high-frequency words that have regular spelling patterns and irregular spelling patterns. read more	use a range of everyday, highly familiar words and phrases to write simple texts. read more	read more	write single words and simple phrases to convey information in a readable draft use a highly structured template or model to write a simple text on a very familiar topic. read more	use basic revision strategies, with support, to edit their writing in response to feedback. read more
2.		have a large bank of words they can write automatically and accurately use reliable strategies for spelling everyday words with some fluency and accuracy have an awareness of the accuracy of their spelling attempts use appropriate levelled dictionaries to check spelling attempts. read more	have a writing vocabulary that is adequate for communicating meaning in everyday writing tasks add detail to simple sentences, for example, by adding an adjective to a noun. read more	be able to use basic grammar and punctuation to construct short, simple sentences and compound sentences use punctuation effectively to show where sentences begin and end know and use the basic features of some common text types and visual text forms. read more	write a short, comprehensible text using simple sentences, with support if necessary use knowledge of text structure to identify and organise a limited number of ideas around a familiar topic. read more	review and revise their writing by making a few simple changes to the content, based on rereading and feedback make simple corrections to grammar, spelling and punctuation use electronic or print-based tools to help them identify and correct errors. read more
3.	have purpose-related goals for writing and use them to help plan, compose and revise begin to develop a sense of the audience (the reader) for whom they are writing. read more	use with confidence strategies for spelling most everyday words with fluency and accuracy use word analysis to spell common three and some four syllable words (for example, hospital, information). read more	have an extended writing vocabulary related to their personal, work and community tasks know about the connections between words, including collocations. read more	use effective sentence structures and more complex punctuation to write more complex sentences with detail and elaboration write longer texts that flow well and make sense have and apply a knowledge of the features and structures of a wider range of text types. read more	use simple planning strategies use knowledge of text structure to organise a limited number of ideas in a few short, well-linked paragraphs with several supporting details and/or examples write a simple, comprehensible text that conforms to an appropriate text type. read more	review their writing in terms of its appropriateness for the intended audience, its coherence and flow, the word choices, the sentence structure and the structure of the text as a whole make several simple changes to improve the text’s coherence and the way the content is organised proofread the text to correct the grammar, spelling and punctuation use appropriate tools to aid proofreading. read more
4.	have an audience in mind and consider the appropriateness of the choices that they make in relation to that audience. read more	use strategies to spell more specialised words, including words of many syllables, with fluency use knowledge of how more complex words are built (prefix + Latin root + suffix) to spell more advanced words monitor their writing for accuracy and sense. read more	have a specialised writing vocabulary related to a range of topics know how to select vocabulary that is appropriate to the context know that words can be formed based on roots, prefixes and suffixes, and use this knowledge to extend their writing vocabulary. read more		use multiple planning strategies use knowledge of text types and their structures to select appropriate text forms and media for the purpose write text with some fluency, using a limited variety of complex sentence structures and rhetorical patterns use strategies to select and incorporate relevant information or ideas from one or more sources have an awareness of voice and know how to adapt their writing to express the voice they choose to use. read more
5.		have developed the ability to spell a wide range of unfamiliar, less familiar, or recently learnt words rapidly and accurately. read more		use complex sentence and paragraph structures across a wide range of complex texts use a full range of punctuation and discourse markers to communicate meaning structure longer texts by using paragraphs and sub-headings to present information and ideas effectively. read more		review the text to identify and address any problems, checking that the text meets its purpose and is likely to engage the intended audience proofread the text using appropriate print or computer-based tools. read more
6.	have a network of goals that relate to the purpose, the audience and the content reflect on their purpose and audience as they compose and revise. read more		have an extensive writing vocabulary of everyday and specialised words that relate to a wide range of topics and contexts. read more		select from and use a range of tools (including computer tools) for overall planning and organisation use their knowledge of text types, text structures and media to communicate information or ideas in the most effective ways fluently write extended, coherent texts of various types with appropriate detail, using a variety of sentence and text structures. read more	review texts to identify and address problems, add detail, or modify the tone. read more