Writing at the end of Kindergarten

Students create texts in a range of contexts across the curriculum. The texts that students write largely by themselves usually meet specific instructional writing purposes. They write about their experiences and ideas as well as writing to record information on different topics. 

After one year at school, students begin to use specific processes to create texts, and these processes may vary depending on the particular purpose for writing. 

The students are able to read and talk about their completed texts. 

When creating texts, they: 

  • plan for writing, using talk, text, or drawing;
  • convey simple ideas, responses, opinions, or questions; 
  • reread what they have written, as they write, to maintain meaning; and 
  • respond to feedback by making changes such as adding or deleting details or changing punctuation or spelling. 

They draw on knowledge and skills that include: 

  • using vocabulary drawn from their own oral language or encountered in their reading or other classroom activities; 
  • using their developing phonemic awareness to aurally segment words into syllables (e.g., win-dow, ham-bur-ger) and one-syllable words into individual phonemes (for example, b/a/n/d; sh/i/p); 
  • using their developing visual memory to accurately write some key personal words and some high-frequency words; 
  • encoding (spelling) unfamiliar words by using their developing knowledge of phoneme– grapheme relationships, which enables them to: 
    • recognise and write most sounds of English in at least one appropriate way (for example, s, t, ch, ow, k, f, oy) 
    • recognise that there can be different ways of representing the same sound (for example, keep/cat, phone/forest) 
    • apply sound–letter relationships in order to write words they want to use (for example, catapilla) 
  • encoding (spelling) unfamiliar words by using their developing knowledge of morphology to write word endings correctly (for example, jump/jumped;boy/boys); 
  • using classroom resources such as wall charts and picture dictionaries; 
  • forming all upper-case and lower-case letters and numerals correctly; 
  • composing simple sentences and composing some compound sentences using conjunctions such as and or but; and
  • using capital letters and full stops to begin and end sentences.