Download Links between the Literacy Learning Progressions and other

In the first year at school
STARTING SCHOOL- The oral language
foundation that supports children’s
reading & writing includes
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Curiosity about oral language & a
willingness to experiment with it,
e.g., by playing with rhyme &
alliteration
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A wide oral vocab of nouns & verbs
& also many adjectives &
prepositions
>
A willingness,& the confidence, to
talk about things happening now, in
the past, & in the future
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The ability to retell an experience, an
event, or a known text
An awareness of rhyme & of words that
start with the same sound, along with the
ability to hear & distinguish some other
phonemes in spoken words
After 1 year
Write about experiences & ideas as well
as writing to record information on
different topics.
After 2 Years
Write in order to think about, record &
communicate experiences, ideas &
information that relate to a curriculum
topic.
After 3 years
Write in order to think about, record,&
communicate experiences, ideas &
information .
Beginning to use specific processes to
create texts … Able to read & talk about
their completed texts.
Understand their purpose for writing &
use an appropriate process to help
achieve their purpose.
Generate ideas in many ways, including
brainstorming with peers, with the teacher
& independently.
Independently create texts using a
process that will help them achieve their
specific purpose for writing.
Where appropriate, their texts are clearly
directed to a particular audience…
However they may often assume that
their audience is familiar with the content.
Plan for writing, using talk, text, or
drawing
use some simple planning strategies to
organise their ideas & then apply
planning as they turn ideas into
connected sentences
use planning strategies to organise ideas
for writing (e.g., use lists and mind maps
that distinguish main ideas from details)
and to generate language for writing;
Convey simple ideas, responses,
opinions or questions.
Develop content that is related to the
curriculum topic, with some (mostly
relevant) detail.
Create content , mostly relevant, that
conveys several experiences, items of
information, and/or ideas relating to the
topic or task & that sometimes includes
details and/or comment
STARTING SCHOOL – They may “write”
by making purposeful marks that are not
recognizable as letters or words.
Can reread what they’ve written, as they
write to maintain meaning
revise text (often in response to
feedback) and edit it for clarity and
accuracy of meaning
Revise & edit writing for sense & impact &
give their peers feedback on their writing
Respond to feedback by making changes
such as adding or deleting details or
changing punctuation or spelling
Proofread text to check punctuation &
spelling (e.g. by using their previous
writing & other sources to find & verify
correct spellings)
proofread their writing, to check the
spelling, grammar & punctuation, drawing
on their own developing knowledge about
words, sentence construction & using
classroom resources such as junior
dictionaries
Many children will have mastered specific
skills that support writing, e.g.
> They write their own name using the
correct letters in the correct order
> They form some letters correctly
> They can securely hold a pencil,
crayon, or other writing & drawing
tool
LLP WRITING- after 1- after3 yrs
Joan Turner
Publish, where appropriate, in a variety of
media, depending on purpose & audience
Understanding simple text types (e.g.
personal recounts & simple descriptions)
& using them to meet their writing
purpose
Use appropriate text structures for text
types such as simple recounts,
descriptions & reports
Use a basic text structure to organise text
effectively for its purpose (e.g. a story
with a beginning , middle & end)
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IN THEIR IST YEAR AY SCHOOL
Initially high level of teacher scaffolding
to:
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Hold an idea in head long
enough to write it down
>
Say, hear & record
predominant sounds in words
they want to write
>
Write from left to right & leave
spaces between words
>
Form letters accurately
Gradually support alters … students
create longer, more complex texts.
Students learn to:
>
experiment with capturing
words from their oral
vocabulary
> hear & say the initial & final sounds
and some dominant medial sounds
in words they want to write
> recognise & identify common
sounds in different words
> use their developing visual memory
to consistently encode (spell) some
known words correctly
> make close attempts to encode
words, by using their developing
knowledge os phoneme- grapheme
LLP WRITING- after 1- after3 yrs
Joan Turner
Use simple written language features
(such as alliteration) & visual language
features (such as labeled diagrams) to
support meaning
compose simple sentences & some
compound sentences using conjunctions
such as and or but
Compose mainly simple & compound
sentences , with some variation in their
beginnings
Use both simple & compound sentences
that vary in their beginnings & lengths ( &
in the simple conjunctions used) & that
are usually grammatically correct.
Attempt some variety & precision in use
of adjectives, nouns & verbs
Attempt to write complex sentences
Use simple conjunctions correctly with
subject- verb agreement & noun –
pronoun agreement
Construct sentences in which the tenses
are mostly consistent.
Use vocabulary drawn from their own
&oral language or encountered in
reading or other classroom activities
Use personal content vocabulary of
written words as well as words & phrases
that are part of their expanding oral
vocabulary
Use increasingly specific words &
phrases(e.g. adjectives & more precise
nouns & verbs) that are appropriate to the
content of the text.
Use developing visual memory to
accurately write some key personal words
& some high frequency words
Use visual memory to spell personal
vocabulary as well as high frequency
words, which could include words in
essential lists 1 & 2 as well as some of
the high frequency words in essential lists
3&4
Use visual memory to spell personal
vocabulary & high frequency words, ( e.g.
many words from essential lists 1-4 and
some from lists 5 & 6)
Use developing phonemic awareness to
aurally segment words into syllables (e.g.
win- dow, ham-burger, ) & 1 syllable
words into individual phonemes (e.g.
b/a/n/d, sh/i/p)
Use developing phonemic awareness to
form new words aurally by changing or
taking out some of the sounds in a word
or by adding new sounds to words.
use classroom resources such as wall
charts and picture dictionaries
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relationships which enable them to:
 understand that words are made up of
sounds &that sounds are written with
letters
 write all consonant sounds, &
represent some vowel sounds, in at
least 1 way
 attempt to record the sounds within a
word in sequence.
> make close attempts to encode
words, by noticing visual similarities
to known words
>
attempt to use capital letters &
full stops as they develop their
understanding of sentences
>
reread what they write as they
are writing & read (or retell)
their writing to themselves and
others
LLP WRITING- after 1- after3 yrs
Joan Turner
Encode (spell) unfamiliar words by:
> Using knowledge of diverse phonemegrapheme relationships to write some
of the sounds in English in different
ways (e.g. photo, laugh, Friday)
> Apply strategies such as sounding out
words, making analogies to words that
sound or look the same, & using known
chunks & rimes
> Use increasing knowledge of
morphology to correctly spell word
endings & other morphemes (e.g.
greatest, florist)
Apply knowledge of simple
spelling rules (e.g. using –es for plural
nouns ending in s, such as buses)
Encode (spell) unfamiliar words by:
> Using knowledge of phonemegrapheme relationships along with
developing awareness of spelling
conventions, to select,correct spelling
patterns for sounds in words (e.g.
spelling the k sound correctly in both
catch & kitchen)
> Apply growing knowledge of useful
spelling rules (e.g. rules relating to
adding simple plural suffixes such as
those in baby/babies, & half/ halves) &
growing knowledge of morphology (e.g.
adding a d to hear to make heard)
>
Apply expanding knowledge of
graphemes (eg of graphemes
such as or, awe, oar, & oor,
which record similar sounds ) to
write words correctly
Form all upper-case & lower-case letters
and numerals correctly
Form all upper-case & lower-case letters
correctly with increasing speed &
automacity.
Writing all upper case & lower case
letters correctly, legibly & fluently.
Students will be learning in a range of
contexts across the NZC within level 1
Most students will be working at level 1
of the NZC
Students will be working towards level 2
of the NZC
Encode (spell) unfamiliar words by
using developing knowledge of
phoneme- grapheme relationships,
enabling child to:
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Recognise & write most sounds
of English in at least 1
appropriate way (e.g. s, t, ch,
ow, k, f, oy)
>
Recognise that there can be
different ways of representing the
same sound (e.g. phone/father,
keep/cat)
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Apply sound-letter relationships
in order to write words they want
to write (e.g. catapula)
Encode (spell) unfamiliar words by
using developing knowledge of
morphology to write word endings
correctly (e.g. jumped/jumped,
boy/boys)
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