VELS+Level+3+-+Writing

Learning focus
As students work towards the achievement of Level 3 standards in English, they speak, listen, read and write with some critical awareness, using a growing variety of text types and show some appreciation of the role of formal discourses in English. Students read an increasing range of [|texts] including imaginative texts such as chapter books, junior novels and poems, as well as informative texts, in print and electronic form. Texts typically have varied sentence patterns, written language structures and some specialised topic-related or literary vocabulary, and ideas and information extending beyond students’ immediate experience. Students use a range of strategies to interpret the main ideas and purpose of texts – for example, interpreting figurative language or linking information from headings – and explore characters’ qualities, motives and actions. Through discussion, students develop their understanding of why interpretations of a text may vary, and how the choice of subject matter is influenced by context, the author’s purpose, and the intended audience. They read more critically and learn about the use of some simple symbolic meanings and stereotypes in texts. Students develop confidence in writing a range of imaginative and informative texts, including simple narratives and descriptions, and texts that explain, inform and express a point of view. They draw on their knowledge of texts and language and learn to use a variety of sentences in appropriate grammatical order, using suitable vocabulary for the subject matter including nouns, verbs, adjectives and adverbs, and punctuating appropriately to support meaning including exclamation marks and quotation marks. They learn to spell most one- and two-syllable words with regular spelling patterns (for example, //growing//, //found//, //might//), frequently used words which have less regular spelling patterns (for example, //because//, //there//, //friends//), and some other words of more than one syllable (for example, //yesterday//, //afternoon//, //money//). They make plausible attempts at spelling new and more difficult words. They experiment with combining verbal and visual elements to enhance the texts they produce.

Students develop [|strategies for writing] to assist in planning and organising ideas prior to writing, and adapt their writing to suit their audience and purpose. They learn to use a range of resources, including information and communications technology, to revise written work and check spelling. Students recognise that speaking and listening provide opportunities to exchange information, to share and explore ideas, and to express opinions and listen to the opinions of others. They participate in discussions, conversations and presentations in small and large groups, learning to vary their speaking and listening to suit the context, purpose and audience. In spontaneous, planned and rehearsed situations they learn how to project their voice adequately for an audience and to use appropriate spoken language features such as sequence and past tense when recounting an event. When speaking, they recognise the need to rephrase statements to clarify meaning and information.

Students develop skills in listening attentively during class and group discussions, and to factual spoken texts such as audio, film and invited presentations. They practise identifying the topic, retelling information accurately, asking clarifying questions, volunteering information and justifying opinions.


 * **Writing*** composition of short, sequenced factual and imaginative texts in print and electronic forms
 * related ideas, linked in sequence, to convey meaning to known audiences
 * simple, and some compound, sentences joined by appropriate conjunctions
 * effective vocabulary to convey meaning, including nouns, verbs and adjectives
 * correct spelling of words with regular spelling patterns and plausible attempts at some words with irregular spelling patterns || **Writing*** composition of short texts of more than one paragraph to describe experiences, tell a story, express a point of view
 * appropriate ordering of events and ideas in print and electronic texts
 * compound sentences linking two ideas or events, with correct use of verb tenses
 * development of character, setting and plot in short narrative texts
 * correct use of full stops and question marks, and experimentation with other punctuation; for example, commas, quotation marks || **Writing*** composition of texts for different purposes; for example, to narrate, inform, describe, present a point of view or explain
 * composition of texts of three or four logically ordered paragraphs
 * composition of texts that take account of the needs and interests of familiar and some unfamiliar audiences
 * combinations of written and visual elements in print and electronic texts
 * correct spelling of two-syllable words with regular spelling patterns, and plausible attempts at spelling two-syllable words with irregular spelling patterns ||

At Level 3, students write texts containing several logically ordered paragraphs that express opinions and include ideas and information about familiar topics. They write narratives which include characters, setting and plot. They order information and sequence events using some detail or illustrative evidence, and they express a point of view providing some information and supporting detail. They combine verbal and visual elements in the texts they produce. They meet the needs of audiences by including appropriate background information. They write a variety of simple and compound sentences and use verb tenses correctly. They use punctuation to support meaning, including exclamation marks and quotation marks, and accurately use full stops, commas and question marks. They use vocabulary appropriate to context and spell most one- and two-syllable words with regular spelling patterns, and frequently used words which have less regular spelling patterns. They use sound and visual patterns when attempting to spell unfamiliar words.
 * Writing**