Vocabulary & Grammar |
Discourse Structure |
 Has increasingly precise use of vocabulary which is
sufficiently broad so that a relevant word is almost always available for everyday
contexts. Uses and comprehends some complex and
compound sentences.
Produces and interprets texts which are likely to
be cohesive, especially in short texts or utterances.
Uses and comprehends simple grammatical forms and
vocabulary to give instructions, give explanations, ask questions, and express viewpoints.
Recognises and uses introductory phrases which
indicate that an opinion, or a fact, is being offered.
Recognises some common idioms.
Identifies how words and grammatical choices
carry particular shades of meaning in a familiar context.
Uses and comprehends dependent clauses introduced
by words such as although, when, if and while. |
Comprehends longer texts with limited complexity. Reads graphic information of limited complexity which
summarises data.
Uses basic models to produce a range of
text types, although may handle a particular text type more easily than another.
Has control of some basic generic structures and
can produce short written or spoken texts with accuracy in the defined genres.
Draws on knowledge of linguistic structures and
features to explain how texts are constructed.
Participates in casual conversations, e.g. about
current events, work, family and self.
Sequences writing.
Uses interactional strategies such as providing
verbal and non verbal feedback in order to show interest or attitude. |
Phonology & Graphology |
Meaning-Making Strategies |
| Uses a range of word identification strategies,
including: phonic and visual letter patterns; syllabification; word origins; and
background knowledge of text. Uses punctuation as
an aid to understanding, e.g. capitalisation, full stops, commas, exclamation marks,
speech marks.
Uses legible handwriting style as required by
audience and purpose for writing.
Uses page layout to support text structure.
Spells with reasonable accuracy, will attempt new
words, will use spelling references for support.
Speaks with pronunciation, stress patterns
and intonation which do not obscure meaning but may require verification from time to
time.
Uses pace of utterance to enhance meaning.
Can generally interpret stress and intonation.
May follow discourse patterns at normal
rate of utterance. |
Demonstrates some awareness of the need to vary spoken
and written language to meet requirements of audience and purpose. Demonstrates some awareness that when social relations
change, language may also change and makes choices about language use in familiar
contexts.
Recognises that discourse structure of a text is
determined by the writers or speakers to serve a particular purpose, e.g. to appeal to or
exclude a particular group or individual.
Makes notes from spoken or written texts on
familiar topics.
Uses knowledge of structure of text to
predict content.
Demonstrates awareness of choices for
register, especially in situations which are familiar.
Clarifies intended meaning by proof-reading own
writing, asking for repetition when listening, varying speed when reading or speaking and
changing tone or emphasis when speaking.
Experiments with interrelated ideas and
information when writing about familiar topics within a range of text types.
Recognises the significance and uses of languages
and language varieties other than standardised English in familiar contexts. |
|
