Essential Spelling List 1 (10 words, 25% of writing)
a I it the was and in my to we
Essential Spelling List 2 (20 words; 15% of writing)
at had of that up but he on then went for is she there when got me so they you
Essential Spelling List 3 (30 words; 10% of writing)
about be go into our after because going just out all came have like said are day her mum some as down his not were back get home one with
Essential Spelling List 4 (50 words; 10% of writing)
again do next people time an first night put took around food no ran two big from now saw us by good off school very can has old see well come him only started what could house or their will dad if other them would did little over this your
Essential Spelling List 5 (50 words; 5% of writing)
am door last once through another everyone left play told away family long really too bed five looked room walked been found made something want before friend man still way best fun more thing where brother heard morning think which called here name thought who car know never three year
Essential Spelling List 6 (70 words; 5% of writing)
also cool eyes head jump always dark fell hit knew asked decided felt how later
black dog find inside life boy eat four its live bus end gave it’s lot cat even getting I’ll lunch coming every great I’m make minutes place sister top water most ready sleep town while much ride suddenly tree why nice right take turned window opened run tell until woke outside say ten wanted yes each ground money soon
Essential Spelling List 7 (60 words; 3% of writing)
any each ground money soon baby ever guard mother stay bad everything hand myself stop ball face happened new swimming being fast happy parents tea bit father help picked than boat few hole playing tried bought finally hot presents under camp finished hour road wait dead game let side won died girl look small work doing gone many sometimes world
Essential Spelling List 8 (Commonly Misspelt Words)
allowed disappeared holidays stopped awhile doesn’t hopped straight believe dollars hospital they’re breakfast tomorrow instead threw brought everybody lightning don’t cannon everyday luckily video can’t everywhere nearly wasn’t caught excited police watch centre favourite present weren’t chocolate field probably we’re clothes friends quiet whole couldn’t front scared grabbed won’t didn’t second someone different having you’re
A guide for parents to follow - by the end of Y2 children should be expected to know all the words
in List 1-2 , the end of Y4 - Lists 1-4, the end of Y6 - Lists 1-6, the end of Y8 Lists 1-7. In some
cases children will have mastered all these words at an earlier stage. There are lots of other words
these children could be learning.
Writing Progressions
End
of Year 5 (Working towards Level 3)
By the end of year 5, students will create texts in order to meet the
writing demands of the New Zealand Curriculum as they work towards level 3.
Students will use their writing to think about, record, and communicate
experiences, ideas, and information to meet specific learning purposes across
the curriculum.
End
of Year 6 (Mastery of Level 3)
The difference in the standard for year 6 is the students’ increased
accuracy and fluency in writing a
variety of texts across the curriculum, their level of control and
independence in selecting writing
processes and strategies, and the range of texts they write. In
particular, by the end of year 6, students will be required to write more
complex texts than students in year 5 and to be more effective in selecting
different strategies for different writing purposes.
Ideas: (deeper feature)
I can: • understand the purpose for writing
• write content relevant to the task
• identify writing processes that are appropriate for that purpose
• support my ideas with detail
Structure and Language:
(deeper feature)
I can: • use personal voice to add effect
• use language that is suitable to the topic, audience and purpose.
• use a text structure that is
appropriate to the purpose e.g., an orientation, a problem, a climax, and a
satisfying resolution (for a narrative) organising related ideas into
paragraphs (e.g., paragraphs comprising a topic sentence with supporting
detail) and beginning to use cohesive devices to link paragraphs;
Organisation: (deeper
feature)
I can: • organise related ideas into paragraphs
·
use linking words and phrases to link some of my
paragraphs using written language features
(such as emotive vocabulary) and visual language features (such as headings,
charts, or maps)
Vocabulary: (deeper
feature)
I can: • use a range of written features to
engage the audience; e.g. metaphors, similes,
onomatopoeia
• use visual language features to
engage the audience; visual diagrams such as headings, charts or maps
• communicate precise meaning
related to the topic
Sentence Structure:
(surface feature)
I can: • use simple and compound sentences with a
variety of
o beginnings
o lengths
o structures
• use some complex sentences to
create pace, flow and interest
• make sure that most of my writing
is grammatically correct eg. tense, subject- verb agreement, consistent use of
pronouns, correct use of prepositions.
• use a variety of words to link events; later, following, after that
Spelling: (surface
feature)
I can: • write all the basic sound and spelling
patterns using knowledge of;
o phoneme–grapheme
relationships
o reliable
spelling rules and conventions
o meanings and
spellings of morphemes
o word derivations
Punctuation: (surface
feature)
I can: • Use basic punctuation that is mostly
correct;
o use capital
letters, full stops and commas,
o use question
marks and exclamation marks,
o use apostrophes,
o use speech marks
• attempt more difficult punctuation;
e.g. apostrophes for possession, commas for clauses, or semicolons)
Writing Processes:
I can: • plan my writing using a variety of methods
depending on purpose; flow charts, graphic
organisers
• independently revise and rework my
writing by: inserting and adding detail, crossing out unnecessary parts, using
a dictionary/thesaurus
• give and respond to feedback.
• proofread to check for spelling, grammar and punctuation.
• can present work in a wide
range of appropriate forms (digital and visual media)
Writing Progressions
End of Year 7 (working towards Level 4)
By the end
of year 7, students will create texts in order to meet the writing demands of
The New
Zealand
Curriculum as they work towards level 4. Students will use their writing to
think about, record,
and
communicate experiences, ideas, and information to meet specific learning
purposes across the
curriculum.
End of Year 8 (mastery of Level 4)
The
difference in the standard for year 8 is the students’ increased accuracy and
fluency in writing a
variety of
texts across the curriculum, their level of control and independence in
selecting writing
processes
and strategies, and the range of texts they write. In particular, by the end of
year 8, students need to be confidently and deliberately choosing the most
appropriate processes and strategies for writing in different learning areas.
Ideas: (deeper feature)
I can • select and explore significant ideas,
developing main points with specific detail
• select an appropriate text type for purpose and audience
• understand the purposes for writing and how to achieve those purposes
• confidently shape my ideas for effect
• create content that is concise and relevant to the curriculum task
• support my ideas with precise detail
• uses ‘show not tell’ when appropriate
Structure and Language:
(deeper feature)
I can: • deliberately choose a clear, controlled
and logical text structure to suit the audience and
purpose
• show creativity and innovation when creating texts for my audience
Organisation: (deeper
feature)
I can • write in structured, well developed paragraphs
that flow well from one to the next within the text
• use linking words and phrases to link paragraphs for effect
Vocabulary: (deeper
feature)
I can • maintain audience interest through
content, humour and language choices
• use language that is suitable to the topic and deliberately using
written language features
(e.g., rhetorical questions and
metaphors) and visual language features to engage the audience and/or convey
meaning; purpose, and discuss these choices with others
• deliberately use written and visual language features when
appropriate to enhance my
writing; e.g similes, metaphors, personification, hyperbole, rhetorical
question and diagrams
Sentence Structure:
(surface feature)
I can: • use a variety of sentence structures,
beginnings and lengths to give effect
• use complex sentences that are
grammatically correct
Spelling: (surface
feature)
I can: • write all basic sound and spelling
patterns and use spelling rules to write unknown words
• spell words correctly by drawing on knowledge of how words work
• spell essential word lists 1-7 and the commonly misspelled words list
Punctuation: (surface
feature)
I can: • use all basic punctuation independently
• attempt more complex punctuation (eg semicolons, colons,
parentheses).
Writing Processes:
I can: • plan effectively, where appropriate,
using a variety of strategies to find such as:
o mind mapping
o information
literacy
• revise and rework my writing independently by:
o inserting and
adding detail,
o crossing out
unnecessary parts and
o making sure my
writing meets the purpose and engages the audience
o check the
grammar, spelling and punctuation
• actively seek to feedback from a number and variety of sources
• action feedback in relation to my writing
• give specific feedback to others about their writing
• write with increasing speed and endurance
• independently develop writing over a series of days
• make informed choices about how
to present work (digital and visual media)
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