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Creating texts description

The Creating texts sub-element describes how students become increasingly proficient at creating texts for an increasing range of purposes.  Students’ writing moves from representing basic concepts and simple ideas to conveying abstract concepts and complex …

Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

CrT4

Crafting ideas talks about the purpose and audience of familiar imaginative and informative texts writes one or more ideas which are not necessarily related, using sentence fragments (labels a drawing) writes texts in different forms (lists, story) combines …

CrT4 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

CrT5

Crafting ideas writes text for a familiar purpose (to recount a personal experience, to tell a story, to express thoughts and feelings, to give an opinion) writes two or three related ideas which may include other unrelated ideas uses ideas from informative …

CrT5 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

CrT6

Crafting ideas writes for a range of purposes (to recount a personal experience, to observe and describe, to provide a reason why, to express thoughts and feelings about a topic) writes four or more sequenced and clearly connected ideas includes a simple …

CrT6 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

CrT7

Crafting ideas writes informative, imaginative and persuasive texts using evidence of structure (to recount a personal experience or a sequence of events; to describe a person, thing or process; to provide a reason why; to provide an opinion backed up …

CrT7 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

CrT8

Generic indicators tense mostly correct throughout text (see Grammar) consistently writes compound sentences correctly and uses a greater range of complex sentences (see Grammar) uses a variety of sentence structures and sentence beginnings spells some …

CrT8 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

CrT9

Generic indicators maintains appropriate tense throughout the text (see Grammar) uses a range of sentences including correctly structured complex sentences (see Grammar) spells simple, most complex and some challenging words correctly (see Spelling) uses …

CrT9 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

CrT10

Generic indicators organises related information and ideas into paragraphs/sections uses a range of complex punctuation flexibly and correctly (see Punctuation) spells complex and most challenging words correctly (see Spelling) uses a range of sentence …

CrT10 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

CrT11

Generic indicators spells a range of challenging words correctly (see Spelling)

CrT11 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

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