Some Goals For Writing
Often the complexity of the student’s writing does not keep pace with the complexity of the reading levels. The following targets are only suggestions for each reading level. Students will vary in ability. Some skills will lag behind others. Some skills might be well known, or partly known before the suggested level. Reading Recovery students usually (but not always) find writing to be harder than reading. Learning to write words independently can be a challenge. Hearing sounds within words (and then choosing the possible letters to represent those sounds) may be a particular challenge that will develop over time.
I can read back my own writing (with support).
I can hear and write the 1st consonant sound in each word, e.g. cat. (A consonant is a letter that is not a vowel- a e i o u.)
I can hear and write some long vowel sounds in words (with prompting), e.g. boat, apron, icecream.
I can remember how to write about 10 words, e.g. the, my, to, go, on, can, is, me, am, mum.
I am learning how to write each letter correctly.
I am learning to leave spaces between each word.
I can read back my own writing (with prompting).
I can hear and write some easy to hear consonants within words, e.g. up, like, sunhat.
I can hear and write long vowel sounds (with prompting), boat, apron, like, unit, even.
I can hear and write the short ‘a’ and short ‘o’ in words (with prompting), e.g. pat, dog.
I can write about 15-20 words.
I am learning to put a full stop at the end of each sentence.
I mostly leave spaces between words.
Levels 3 and 4
I can read back my own writing so far to think about what comes next.
I say each word slowly as I write it.
I can write about 30 words.
I can write words like cat, dog, man, sun.
I remember to put spaces between words.
I remember to put a full stop at the end of a sentence.
I begin sentences with a capital letter (with prompting).
Levels 5 and 6
I can reread my writing to check it makes sense.
I say some unknown words slowly so that I can hear the parts, e.g. r-an, h-it.
I can hear and write short vowels with little prompting, e.g. bin, hot, have, egg, but.
I can hear and write sh, th and ch in words.
I know not to write capital letters within words, e.g. From, taBle.
I can add endings to known words, e.g. looked, going, plays.
I can write 30-40 words.
I always remember to put spaces between words.
I always remember to use full stops without prompting.
Levels 7 and 8
I can write 2 or 3 sentences about a story.
I can write 40-50 words.
I can hear and write some initial blends, e.g. stop, tree.
I can hear and write ing, s, ed, er endings, e.g. likes, looking, played, faster.
I can hear and write known parts in words, e.g. fat, today, yesterday.
I know when I need to put a full stop.
I know that names begin with a capital letter.
Level 9 and 10
I can write a beginning, a middle, and an end. (3 sentences)
I can use my known words to help me to write unknown words, e.g. if I can write like, I can write bike.
I can write beginning and final blends in 1 syllable words, e.g. spot, last.
I am beginning to use talking marks, e.g. “Help me” shouted the lion.
Levels 11 to 14
I can write longer, more interesting stories with a beginning, a middle and an end.
I am beginning to add er, ly to known words, e.g. player, slowly.
I can use talking marks.
I know that some words end with an e, e.g. like, same.
I am writing more words by thinking about letters that go together, e.g. stay, small, farmer, keep, soon, for.
Levels 15 and 16
I can write 3 to 5 sentences in order of what happened.
I know that some words need an e on the end to look right, e.g. bike, came.
I am beginning to drop the e when I add ing, e.g. ride / riding.
I am using more known words to help me to write other words, e.g. look, shook, swim, swing.
I am using some vowel patterns, e.g. ew, ow, oa, ight, oy (with support).
I know that words may rhyme but may not look the same, e.g. bite, right.
Level 18 and above
I can write stories with several events including a beginning, a middle and an end.
I can write about characters (a wolf, pigs), a setting (forest), a problem (wolf wants to eat pigs), events (left home, house blown down, ran to next house) and an end (wolf tricked).
I can write many words by myself.
I listen to the parts of words and think about how they might look.
I try writing new and different words using what I have been learning.