Tell-A-tale supports children who are achieving or working towards level 3 in writing En3. The program engages children to construct sentences ranging in complexity. Children learn how to plan a story as introduction, middle and end. Children can progress to creating their story logically. Children learn how word order affects the meaning of the sentence and the use of basic punctuation.
Pupils' writing communicates meaning through simple words and phrases. In their reading or their writing, pupils begin to show awareness of how full stops are used.
Pupils' writing communicates meaning in both narrative and non-narrative forms, using appropriate and interesting vocabulary, and showing some awareness of the reader. Ideas are developed in a sequence of sentences, sometimes demarcated by capital letters and full stops. Simple, monosyllabic words are usually spelt correctly, and where there are inaccuracies the alternative is phonetically plausible.
Pupils' writing is often organised, imaginative and clear. The main features of different forms of writing are used appropriately, beginning to be adapted to different readers. Sequences of sentences extend ideas logically and words are chosen for variety and interest. The basic grammatical structure of sentences is usually correct. Spelling is usually accurate, including that of common, polysyllabic words. Punctuation to mark sentences full stops, capital letters and question marks is used accurately.
Pupils recognise familiar words in simple texts. They use their knowledge of letters and sound symbol relationships in order to read words and to establish meaning when reading aloud. In these activities they sometimes require support. They express their response to poems, stories by identifying aspects they like.
Pupils' reading of simple texts shows understanding and is generally accurate. They express opinions about major events or ideas in stories, poems. They use more than one strategy, such as phonic, graphic, syntactic and contextual, in reading unfamiliar words and establishing meaning.
Pupils read a range of texts fluently and accurately. They read independently, using strategies appropriately to establish meaning. In responding to fiction they show understanding of the main points and express preferences.
Last modified on 14/03/15 .
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