| 1. |
Convey formatted and unformatted messages |
| · |
Choose, copy or write an
appropriate short message for |
|
Greeting cards
|
|
Happy
Birthday |
|
With Sympathy
|
|
Thank you |
|
Get Well |
| · |
A memo or notice |
| 2. |
Record formatted and unformatted information |
| · |
Copy information
from |
| - |
Advertisements (3-5
items) |
| - |
Table of Contents |
| - |
Directories |
| - |
Work schedules |
| 3. |
Present formatted and unformatted information |
| · |
Fill out |
| - |
Simplified registration
or application forms for school, doctor, or library |
| - |
Simplified bank
forms |
| · |
Match or write sentences
with corresponding pictures |
| · |
Write about personal
situations |
| · |
Match or write sentences
with corresponding pictures |
| 4. |
Express written ideas and feelings |
| · |
Descriptions
She
has black hair.
She is about 20 years old. |
| · |
Preferences
Do you
want to meet on Monday? I don’t need to buy apples. She likes to bake
cakes. I think winters are too long. |
| · |
Personal needs
You
need to wear a warm coat in winter. |
|
| Copy |
| · |
Dates, money, time |
| · |
Numerals or written form
of numbers |
| · |
Abbreviations with period
|
|
Mr., Mrs. |
|
Dr., St., Ave. |
| · |
Relevant and important
words from informational text |
| · |
Upper and lower case
letters |
| · |
Days and month in
order |
| · |
From blackboard |
| Use |
| · |
Appropriate space between
words |
| · |
Checkmarks, circles, and
X’s as instructed |
| · |
Capitals appropriately with
proper names and to begin sentences |
| · |
Time references correctly
Today, yesterday, tomorrow |
| · |
Correct form of punctuation
period, question mark |
| · |
Phonics to write short
vowels in initial and medial position |
| · |
Sight words |
| · |
Invented spelling |
Spell personal information correctly or know where to
reference
| Print |
| · |
On line and in spaces Begin
to print accurately, legibly and consistently |
| Demonstrate
understanding of |
| · |
Purpose, and layout of
various forms |
| · |
Where to write
information |
| · |
Need for short answer on
forms |
| · |
Different types of
sentences Statements, questions |
Take sentence dictations Sign name on appropriate line
Print address and return address in appropriate place on envelope |
Context is relevant and familiar.
Written work often relates to pictures and realia.
The text that is provided for writing task is short,
simplified and usually teacher-made.
A great deal of teacher guidance or scaffolding is
necessary Learners can complete a writing task if a model for writing is
provided such as
| · |
Student I.D. for forms |
| · |
Words, phrases or sentences
on blackboard or overhead |
| · |
A sample story that
provides a format to follow · |
| · |
A formulaic or well-known
phrase |
|