ELLP Years1-4 - ESOL - Literacy Online - Te Kete Ipurangi

Stage 1
Stage 1 texts are written by learners who have developed enough knowledge of vocabulary and
language structures in English to begin to write short original texts.
Typical features of writing at Stage 1
Topic development
– Texts are longer (at least 6–8 sentences), with some organisation of ideas.
– Ideas are not generally arranged into paragraphs.
– The main ideas may be expanded with details and will generally be clear to the reader.
Sentence development and language structures
– Sentences are mainly simple or compound (for example, linked with “and”).
– The writing shows a reduced reliance on formulaic structures.
– Sentence beginnings are likely to be repetitive.
– Words like “because” indicate that the learner is beginning to expand texts by using complex
sentence structures.
– Texts include linking words to signal the development of ideas (such as markers of time in a
narrative or of cause and effect in an explanation).
– Errors in words and structures are likely to be frequent and obvious. Texts that use modelled
structures will have fewer errors than texts that show more original use of language.
– Texts by learners who are literate in their first language may show attempts to use more complex
structures, including direct speech or questions, but will often have errors that impede successful
communication.
– Additional details may be presented through a series of short sentences or through subordinate
clauses.
Vocabulary development
– Texts use a greater range of vocabulary. Most familiar vocabulary is likely to be accurately spelt or
show phonemic awareness. Attempts to use vocabulary that learners know orally show evidence
of phonemic awareness.
– Texts use some learned, topic-specific or lower-frequency vocabulary. Words may be chosen to
create an effect.
Script control
– The script is generally readable. It may still be variable, especially with younger learners, but the
form and position of letters and words are generally clearer, more consistent, and more accurately
used than at earlier stages.
Editing, spelling, and punctuation
– There is some evidence of editing, usually teacher-directed.
– Spelling may show errors that impede successful communication.
– Punctuation use may range from accurate to weak or inconsistent.
– Writing may show some awareness of additional punctuation features (such as speech marks and
question marks) and control over full stops.
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