The Wonder Wall display header has been developed to be used as a word wall display to introduce vocabulary associated with various units of study or to support your high-frequency sight word classroom displays.
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 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
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
Re-read and edit text for spelling, sentence-boundary punctuation and text structure
Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation
Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation
Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops
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
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
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
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
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
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
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
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
Construct texts that incorporate supporting images using software including word processing programs
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
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements
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
Construct texts using software including word processing programs
Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge
Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops
Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation