Lower Primary Editing Chart is developed for lower primary to edit spelling, spacing, capital letters, full stops and reading to check if it makes sense.
Create and participate in shared editing of short written texts to record and report ideas and events using some learnt vocabulary, basic sentence boundary punctuation and spelling some consonant–vowel–consonant words correctly
Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words
Create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words
Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops
Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation
Re-read and edit text for spelling, sentence-boundary punctuation and text structure
Composes simple texts to convey an idea or message
Produces most lower case and upper case letters and uses digital technologies to construct texts
Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
Composes texts using letters of consistent size and slope and uses digital technologies
Creates written texts that include at least 2 related ideas and correct simple sentences
Applies phonological, orthographic and morphological generalisations and strategies to spell taught familiar and high-frequency words when creating texts
Understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts
Produces all lower-case and upper-case letters to create texts
Understands and responds to literature read to them
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts
Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts
Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure
Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts
Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops
Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge
Construct texts using software including word processing programs
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements
Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation
Construct texts that incorporate supporting images using software including word processing programs
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose
Reread and edit text for spelling, sentence-boundary punctuation and text structure
Construct texts featuring print, visual and audio elements using software, including word processing programs