PYP Language scope and sequence of ISÄ (writing)
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5
• Uses a wide range of ambitious vocabulary accurately and precisely.
• Can develop ideas through controlled use of: elaboration or imaginative detail.
• Can use different techniques to conclude work appropriately, (e.g.
opinion, summary, justification, comment)
• Uses a range of stylistic features to create within the text e.g. rhetorical questions, repetition, figurative language, passive voice, metaphor, simile, alliteration, onomatopoeia, impersonal voice or universal appeal.
• Use planning, drafting, editing and reviewing processes independently and with increasing
competence.
• Can extend sentences using a wider range of connectives to clarify relationships between points and ideas (e.g.
when, because, if ,after, while, also as well)
Write engaging stories that have a recognizable and appropriate
structure
• Identify and describe elements of a story – setting, plot, character, and theme.
• Can use correct
grammatical structures in sentences (nouns, verbs)
Have a fluent and legible style of handwriting and show competency in word processing
• Can open and close writing in interesting, unusual or dramatic ways, when appropriate.
• Organize ideas in a logical sequence for example, write simple narratives with a beginning, middle and end.
Use standard spelling for most words and use appropriate resources to check spelling.
• Edit and proofread their own and peers’
writing before
completing a final copy.
• With teacher guidance, publish written work, in handwritten form or in digital format.
Use figurative language appropriately in writing (e.g. simile, metaphor, alliteration, idioms)
• Write independently and with confidence, showing the
development of their own voice and style .
• Use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high frequency words, high interest words.
Recognize and use the main parts of speech correctly (noun, verb, pronoun, adjective, adverb)
• Choose to publish written work in
handwritten form or in digital format
independently.
Beginning to use some common spelling patterns.
• Use increasingly accurate
grammatical constructs
Use appropriate punctuation and grammar (e.g.
semicolons, colons, apostrophes, quotation marks)
• Use a range of tools and techniques to produce written work that is attractively and effectively presented.
Can make recognizable attempts at the spelling words not known, (most decodable without child’s help)
• Use graphic organizers to
plan writing, for example, Mind Maps®, storyboards
Edit and proofread their own and peers’ writing before completing a final copy.
• Locate, organize, synthesize and present written information obtained from a variety of valid sources.
Uses capital letters for beginning of sentences, names.
• Use feedback from teachers and other students to improve their writing.
Use appropriate paragraphing.
• Write using a range of text types in order to communicate effectively, for example, narrative, instructional, persuasive Uses full stop when
necessary.
• Enjoy writing and value their own effort.
• Can use adjectives and adverbs for description.
Revise writing to clarify ideas, provide examples, change sequence and to improve smooth flow of ideas.
• Use written language as a means of reflecting on their own learning.
• Participate in shared writing, observing the teacher’s writing and making suggestions.
• Create illustrations to match their own written text.
• Engage confidently with the process of writing.
Use a variety of
strategies for collecting and organizing ideas, details and information.
• Adapt writing according to the audience and
demonstrate the ability to engage and sustain the interest of the reader.
• Listen and respond to shared books (enlarged
• Write an increasing number of frequently
• Use a dictionary, a thesaurus and word banks
Use a range of prewriting strategies.
• Vary sentence structure and length.
texts), observing conventions of print, according to the
language(s) of instruction
used words or ideas independently.
to extend their use of language.
• Show an awareness of sound–symbol
relationships and begin to recognize the way that some familiar sounds can be recorded-
• Demonstrate an awareness of the conventions of written text, for example, sequence, spacing, directionality.
• Proofread their own writing and make some corrections and
improvements.
Use a range of models in writing: Narrative, descriptive, persuasive, and expository.
• Demonstrate an increasing understanding of how grammar works.
• Begin to discriminate Between
letters/characters, numbers and symbols-
• Write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story.
• Write about a range of topics for a variety of purposes, using literary forms and structures modeled by the teacher and/or encountered in reading.
Use knowledge of written code patterns to accurately spell high- frequency and familiar words.
• Use a dictionary, thesaurus, spellchecker confidently and
effectively to check accuracy, broaden vocabulary and enrich their writing.
• Illustrate their own writing and contribute to a class book or collection of published writing.
• Form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community.
• Overtime, create examples of different types of writing.
Write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing Show individuality and creativity in writing styles.
• Use standard spelling for most words and use appropriate resources to check spelling
Writes from left to right. • Participate in shared and guided writing, observing
• Write legibly and in a consistent style.
Plan, organize and complete writing
• Use appropriate paragraphing to organize
the teacher’s model, asking questions and offering suggestions.
projects of increasing length and complexity
ideas
Leaves space between words
• Illustrate their own writing and contribute to a class book or collection of published writing.
• Can use interesting and varied word characters.
Reread, edit and revise to improve their own writing, for example, content, language, organization.(Use appropriate writing process independently and confidently to communicate effectively and fluently.)
• Can use the full range of punctuation, almost always accurately and precisely, including for sub- division, effect, listing, direct speech, parenthesis.
Prints all letters lower case formations.
• Discriminate between types of code, for
example, letters, numbers, symbols, words/
characters.
• Is experimenting with a wide range of
punctuation, although use may not be accurate (e.g.
commas, inverted commas, exclamation marks and apostrophes.
Participate in an appropriate writing process( e.g. group discussions,
brainstorming, webbing, planning, drafting, revising, editing)
• Can write neatly and accurately at speed, preferably in a joined style.
Prints all letters upper case formation with ascenders and decenders.
• Connect written codes with the sounds of spoken language and reflect this understanding when recording ideas.
• Can use sentence punctuation accurately, full stops, capitals and question marks.
Write independently and with confidence,
demonstrating a personal voice as a writer.
• Can vary front for the effect or emphasis when appropriate(italic or capitalization)
