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Student writing sample:
There’s a fish in sid the bowl
Theres’ a singh and it says No fhine!
The cat wans to eat the fish bcas cats love eating fishis.
Next the cat cam behine the bowl and then he put his hand in the bowl.
And the cat took the fish!
After the cat ate the fish he left and now the bowl is emte.
Level 3: Uses more utility words (fish, bowl, singh [sign], cat), descriptive words (inside, left) and subject-specific words (emte [empty]) related to curricular concepts.
Level 4: Uses a range of words including synonyms and words with multiple meanings related to curricular concepts.
Writes a range of grammatical structures demonstrating some control of word order (the cat came behind the bowl), plurals (cats), tense (says, put) and subject–verb agreement (the cat took).
Level: 3: Writes simple detailed and compound sentences (After the cat ate the fish he left and now the bowl is empty.).
Approaching Level 4: Writes complex sentences and simple paragraphs.
Level 3: Invents spelling that reflects learner’s own pronunciation (wans [wants], fishis [fishes]).
Level 4: Spells words according to pronunciation and knowledge of common spelling patterns.
Creates texts on specific topics using templates as a guide with some support.
Connects ideas in sentences using a range of conjunctions (and, bcas [because]), sequence markers (next, then) and time markers (after, now).
Edits for common punctuation (’), (.), (!), simple tenses (eat, eating) and regular spelling (fish, love, hand).
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