Click on learning intention text to edit.
This set of Genre Paragraph Writing - Posters was created to demonstrate how to write a paragraph in a variety of different text types. These colourful posters include annotations to help students structure their own paragraphs when writing different text types.
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
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation
Understand how texts can be made cohesive by using the starting point of a sentence or paragraph to give prominence to the message and to guide the reader through the text
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features
Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation
Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words
Understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together
Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose
Understand that paragraphs are a key organisational feature of written texts
Re-read and edit text for spelling, sentence-boundary punctuation and text structure
Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
Composes, edits and presents well-structured and coherent texts
Uses effective handwriting and publishes texts using digital technologies
Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
Composes texts using letters of consistent size and slope and uses digital technologies
Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
Selects digital technologies to suit audience and purpose to create texts
Sustains a legible, fluent and automatic handwriting style
Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words
Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language
Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts
Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
Uses digital technologies to create texts
Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts
Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
Reread and edit own and others’ work using agreed criteria for text structures and language features
Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
Reread and edit own and others’ work using agreed criteria and explaining editing choices
Use a range of software, including word processing programs, learning new functions as required to create texts
Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements
Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose
Understand that paragraphs are a key organisational feature of written texts
Construct texts featuring print, visual and audio elements using software, including word processing programs
Reread and edit text for spelling, sentence-boundary punctuation and text structure
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
Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold
This posters will be very helpful. They are clearly written and easily understood.