English Curriculum 'Glance Cards' - PDST

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Strand: Writing Strand unit: Receptiveness to Language Infants First and second Third and fourth Fifth and sixth Experience and enjoy a print-rich environment Receive help from the teacher, who will sometimes act as scribe to assist with accuracy and presentation Experience a classroom environment that encourages writing Observe the teacher as he/she models writing stories Seek help from the teacher in order to achieve accuracy and an appropriate standard presentation Experience a classroom environment that encourages writing Observe the teacher modelling different writing genres Use personal reading as a stimulus to writing Experience how a story structure is organised by reading and listening to fiction Write and draw frequently Explore different genres Write stories that explore a variety of genres Experience a classroom environment that encourages writing Observe the teacher model a wide variety of writing genres Express and communicate reactions to reading experiences Experience interesting and relevant writing challenges . Choose topics to write about Choose both the subject and form of his/her writing Read personal writing aloud and hear it read Work with other children when writing Receive and give positive responses to writing Receive and give constructive responses to writing Re-read his/her writing for pleasure Experience a level of success in writing that will be an incentive to continue writing Write for different audiences Write regularly for different audiences Choose the audience for which to write Write for an increasingly varied audience See personal writing displayed Have writing valued See his/her writing valued See his/her writing valued
Strand: Writing Strand unit: Developing confidence and competence and the ability to write independently Infants First and second Third and fourth Fifth and sixth Write and draw See the teacher model writing as an enjoyable experience Choose subjects for drawing and writing Experience an abundance of oral language activity when preparing a writing task Confer with the teacher and others on the quality of presentation Choose topics for writing after conferring with the teacher Have regular opportunities to write for himself/ herself or for others Experience varied and consistent oral language activity as a preparation for writing Give sequence to ideas and events in stories Regularly select his/ her own topics for writing Learn to use questions as a mechanism for expanding and developing a story Engage with the writing of one piece over a period Choose to write for himself / herself only Write regularly, and gradually extend the period over which a writing effort is sustained Co-operate in writing a record of class activities Experience varied and consistent oral language activity as part of the prewriting process Observe the teacher improving writing Write regularly on chosen topics . Write for a sustained length of time Engage in the writing of one piece over a period Write, without re-drafting, on a given or chosen topic within certain time constraints Take part in co-operative writing activities
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English Curriculum 'Glance Cards' - PDST

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