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Learning Outcomes & Indicators

At Middle Upper Primary: Stage B1 the student is able to:

Communication

B1.1 ESWRB101

Communicate familiar ideas, events and experiences using their beginning repertoires of spoken and written English, and based on classroom models. This is evident when the student is able to: create simple factual texts for a variety of classroom purposes, e.g. to give information, keep records, display create simple imaginative or personal texts, e.g. stories, journal writing write for particular classroom purposes, e.g. writes notes and labels, orders lunch, completes worksheets base texts on modelled forms and repetitive patterns, e.g. from books, songs participate in shared writing activities.

Aspects of language

Contextual understanding

B1.2 ESWRB102

Demonstrate awareness that information can be presented in different ways in written English. This is evident when the student is able to: write, taking into account purpose and audience, e.g. uses simple expository or narrative style where appropriate use appropriate basic text types when writing, e.g. recount, description, report use a range of formats to record basic information, e.g. graphs, lists, tables use media appropriately for different writing purposes, e.g. felt pens for greeting cards, computer for final draft ask for words for a particular purpose, checking on appropriateness of vocabulary, e.g. This OK Miss? Can write this?

Linguistic structures and features

B1.3 ESWRB103

Write simple coherent texts which incorporate features of oral English and some of the structures of basic written texts. This is evident when the student is able to: write text closely related to level of everyday spoken English, e.g. writes sentences that use subject–verb–object patterns, ‘I read books’ ‘She watch video’, use simple present or present continuous tense for a range of tenses, ‘Yesterday teacher talking about cooking’ use some common irregular past tense verbs, e.g. went, said, bought use simple cohesive devices to join ideas, e.g. and, and then, next, finish use some adjectives and adverbs interchangeably, e.g. Drive car quick spell accurately some high frequency words encountered in the classroom.

Strategies

B1.4 ESWRB104

Create simple texts that fulfil basic writing tasks, following models, and using a range of strategies to find and spell new words, and to check on accuracy of the text. This is evident when, for example, the student is able to: use repeated formulas to generate and structure writing, e.g. On the weekend I … provide additional information through illustrations, diagrams, story maps; provide detail by listing items use limited English resources to create an effect, e.g. repetition for emphasis use a range of strategies to find how to spell new or known words, e.g. asks for a word or phrase and how to spell it; records useful words in own dictionaries; checks labels, charts, books develop vocabulary and phrase lists with first language translations, or pronunciation guides translate text literally from first language to English, e.g. uses a bilingual dictionary rewrite after correction or discussion, e.g. deletes or adds words to clarify experiment with basic punctuation and practise handwriting use sound or visual features to spell words, e.g.rokit, evry.