recognises some different purposes for writing and that own texts differ in various ways
- Develop and apply contextual knowledge
- discuss the possible audiences of imaginative and informative texts
- understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)
- discuss the different purposes of drawing and writing in simple texts
- Understand and apply knowledge of language forms and features
- understand that some language in written texts is unlike everyday spoken language (ACELA1431)
- identify some differences between imaginative and informative texts (ACELY1648)
- identify that imaginative texts are about 'characters' that are represented by nouns and noun groups
- demonstrate an awareness of written forms of communication, including labels, symbols, emails, letters and photographs
- compose texts for known audience, eg self, class, other classes, parents
- compose texts using drawings and other visual media to create meaning
- reread own texts with peers and known adults and explain the purpose for the writing
ESL scales links to the English syllabus
The level on the ESL scales needed to achieve this English syllabus outcome is Writing level 1.
An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Writing strand from Beginning level 1 to level 1. Teachers plan a learning pathway for EAL students using the ESL scales outcomes and pointers. Teachers assess EAL students' current level of English on the ESL scales then plan teaching and learning activities to scaffold learning for students working towards the achievement of English syllabus outcomes.
For EAL students to achieve this English syllabus outcome the teaching focus and pathway of learning will be within the Communication ESL scales strand organiser. See ESL scales outcomes B1.5, B2.5, 1.9.