Writing and Representing Essential Outcomes and Indicators
K
1
2
Use of Text
Students compose texts to convey meaning and represent
ideas
 Assigns a message to written and drawn symbols
Contextual Understanding
Students demonstrate knowledge of context through their
writing
 States purpose and audience for own writing
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Experiments with familiar forms that are teacher directed
Represents key ideas and feelings in different ways
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Provides reasons and purposes for why people write
Has awareness of audience for own writing
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Attempts a range of familiar text forms that are teacher
directed
Represents key ideas and feelings in various ways
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Explains the purpose of a small range of familiar text
forms
Justifies the ideas included in their text
Composes a range of familiar text forms, either teacherdirected or self-selected
Represents and communicates key ideas and information
for a topic, problem or inquiry
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3
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4
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Composes an increasing range of texts, either teacherdirected or self-selected
Clearly represents ideas and information relevant to the
topic, purpose and inquiry
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Explains the purpose of a range of familiar text forms
Experiments with the use of print devices to develop
impact
Selects ideas to suit purpose and audience in a range of text
Experiments with the use of print and linguistic devices to
enhance impact or influence audiences
Conventions
Students use knowledge of language structures and features
to facilitate writing
 Writes using a combination of scribbles, pictures and
approximations of numbers and letters
 Writes using known letters or approximations of letters that
represent the dominant sounds
 Writes using simple language structures
 Writes simple, legible sentences using correct punctuation
 Spells using limited strategies
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5
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Composes an increasing range of texts but may not fully
control all elements of the form
Represents understanding, ideas and inquiry in a variety of
ways
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Selects ideas to suit purpose and audience in a range of text
Includes print and linguistic devices to influence the
audience
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6
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7
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8
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Composes a range of texts using different organization,
structure and language features
Represents ideas, information and inquiry in a variety of
ways to inform, persuade or entertain an audience
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Composes a range of texts using different organization,
structure and language features
Represents ideas, information and inquiry through a variety
of ways to inform, persuade or entertain
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Controls the crafting of a large variety of texts
Critiques and analyzes own texts by evaluating the
information retrieved, recorded and organized
Represents understanding and inquiry through a variety of
visual and digital multimedia presentations
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Explains and compares why a particular text form may be
more appropriate to achieve a purpose for an intended
audience
Experiments with a range of print and linguistic devices to
influence the audience
Begins to manipulate text forms to suit audience and
purpose
Adjusts language and ideas to suit audience and purpose,
selects appropriate print and linguistic devices to include
Manipulates text forms to suit audience and purpose
Selects print and linguistic devices designed to enhance
impact or to influence a particular audience
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Experiments with words and language structures from a
variety of situations
Writes a string of simple sentences using correct
punctuation
Spells using a small range of strategies
Integrates correctly words and language structures from a
variety of sources
Groups together simple sentences with similar information
in paragraphs
Uses correct punctuation with increased fluency
Spells using a range of spelling strategies
Varies vocabulary to add interest
Paragraphs include a small range of appropriate
conjunctions, accurate punctuation and capitalization
Text has evidence of a good organizational plan with an
adequate lead
Spells using less common letter combinations and the
sounds they represent
Includes subject-specific vocabulary to achieve purpose
Paragraphs include a variety of simple and compound
sentences including conjunctions, accurate punctuation and
capitalization
Text has evidence of a good organizational plan with an
adequate lead and conclusion
Spells using close approximations
Uses specific word choice to suit intended audience and
purpose
Paragraphs include a variety of simple, compound and
complex sentences using accurate punctuation and
capitalization
Text is well organized with an strong lead and adequate
conclusion
Spells using etymological (word origin) knowledge
Includes specific vocabulary to enhance meaning
Paragraphs include sentences varying in length and
complexity
Text is well organized and has a strong lead and an
effective conclusion
Uses and explains a full range of spelling strategies
Selects vocabulary precisely
Paragraphs are organized; include effective word choice
and a variety of sentence structures.
Is aware of a writers obligations to readers by spelling
correctly using a range of strategies
Processes and Strategies
Students compose texts using a variety of processes and
strategies
 Relies upon personal experience as a stimulus for writing
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Draws upon semantic, syntactic, graphophonic cueing
systems
Experiments with a limited range of writing strategies
Experiments with writing processes
Draws upon semantic, syntactic, graphophonic cueing
systems
Experiments with a limited range of writing strategies
Experiments with writing processes
Draws upon semantic, syntactic, graphophonic cueing
systems
Composes using a range of strategies throughout the
writing process
Draws upon semantic, syntactic, graphophonic cueing
systems
Composes using a range of strategies throughout the
writing process
Draws upon semantic, syntactic, graphophonic cueing
systems
Composes purposefully using a range of strategies
throughout the writing process
Draws upon semantic, syntactic, graphophonic cueing
systems
Composes purposefully using a range of strategies
throughout the writing process
Draws upon semantic, syntactic, graphophonic cueing
systems
Selects appropriate strategies throughout the writing
process in order to enhance audience understanding
Draws upon semantic, syntactic, graphophonic cueing systems
Selects appropriate strategies throughout the writing process in
order to enhance audience understanding
Makes critical choices about the publication of texts to suit
different purposes