Writing Assessment

Transcription

1 YEAR 6 Formality Mostly accurate use of: Capital letters Full stops Question & exclamation marks Commas for lists Coordinating conjunctions Subordinating conjunctions Use paragraphs to organise my ideas Use some cohesive devices (e.g. fronted adverbials) Use different verb forms appropriately Subject/ verb agreement throughout the text Some description of setting and character (adjectives and adverbs) Spell most words from the year 3/4 list Spell words with prefixes and suffixes Use legible, joined handwriting Parenthesis using brackets, commas or dashes Some correct use colons and semi-colons between clauses or in a list Hyphens Punctuate dialogue Apostrophes for singular and plural possession Use a range of clause s with the correct use of commas for clarity Subordinate clauses Relative clauses Non-finite clauses Adverbials used to link ideas and paragraphs Adverbial phrases (e.g. however, furthermore) Create a sense of atmosphere Expanded noun phrases Before the noun After the noun Prepositional phrases Modal verbs Passive voice Spell most words from the year 5/6 list Spell words with silent letters Distinguish between homophones Maintaining fluency, legibility and speed Choice of writing implement Use a range of al devices Colons used to mark clauses Semi-colons used to mark clauses Full range of punctuation used consistently and accurately Use figurative language for effect Metaphors Similes Personification Writing shows a natural flare and style Managing shifts in the level of formality within a text Selective verb forms for meaning and effect Subjunctive form Perfect, progressive, passive

2 YEAR 5 Mostly accurate use of: Capital letters Full stops Question & exclamation marks Commas for lists Coordinating conjunctions Subordinating conjunctions Use paragraphs to organise my ideas Use some cohesive devices (e.g. fronted adverbials) Use different verb forms appropriately Subject/ verb agreement throughout the text Some description of setting and character (before the noun) Use of adverbs Spell most words from the year 3/4 list Spell words with prefixes and suffixes Use legible, joined handwriting Parenthesis using brackets, commas or dashes Hyphens Punctuate dialogue (including new line for a new speaker) Apostrophes for singular and plural possession Use a range of clause s with the correct use of commas for clarity Subordinate clauses Relative clauses Non-finite clauses Evidence of self-editing independent work Expanded noun phrases Before the noun After the noun Prepositional phrases Modal verbs Spell most words from the year 5/6 list Spell words with silent letters Distinguish between homophones Maintaining fluency, legibility and speed Choice of writing implement Use a range of al devices Correct use of colons and semi-colons in a list Some correct use of semi-colons between clauses Punctuate continued speech to progress the narrative Adverbials used to link ideas and paragraphs Adverbial phrases (e.g. however, furthermore) Using similes and personification Create a sense of atmosphere Writing has a natural flare and style Passive voice

3 YEAR 4 Mostly correct use of full stops, capital letter, exclamation marks and question marks Commas for lists Inverted commas used around spoken words Use a range of coordinating and subordinating conjunctions Group related information into paragraphs Correct use of articles (a/an) Some use of fronted adverbials Subject verb agreement (past and present) Expand before the noun with adjectives Beginning to use adverbs Some 3/4 words spelt Join, legible handwriting Commas for fronted adverbials Apostrophes for singular and plural possession Full use of punctuation for dialogue Beginning to use brackets for parenthesis Begin sentences with subordination Use a range of fronted adverbials (when, where, how) Start paragraphs with adverbials Use of formal and informal language when appropriate Evidence of self-editing independent work Expand before and after the noun (including prepositional phrases) Use adverbs in different places of the sentence Range of tenses including present perfect and progressive Correct use of homophones Most 3/4 words spelt Joined, legible handwriting Knowing when not to join (contractions) Use of al devices (bullet points, subheadings) Use of comma after a subordinate opener Use of a colon after a main clause to introduce a list Use a new line for a new speaker for dialogue Use adverbial phrases (e.g. furthermore, moreover, however) Writer is beginning to develop their own style Create a sense of atmosphere Spelling generally accurate

4 YEAR 3 Most sentences use full stops and capital letters Exclamation marks and question marks used Capital letter for I Capital letter for proper nouns Use of coordinating conjunctions Beginning to use some subordinating conjunctions (because, when) Some use of pronouns to avoid repetition Most sentences written in Standard English Subject verb agreement (present and past) A range of adjectives Some of the 3/4 words spelt Beginning to join Letters placed on the line Clear ascenders and descenders Commas used for lists Apostrophes for singular possession Inverted commas used around spoken words Uses a range of subordinating conjunctions (although, when, because, if) Group related material into paragraphs Consistent use of 1 st or 3 rd person Evidence of self-editing independent work Expand before the noun with adjectives Beginning to use adverbs Prepositions Fronted adverbials Secure subject verb agreement (past and present) Some use of the progressive verb form (was running, are dancing) Spell words with prefixes and suffixes Joined, legible handwriting Choosing when not to join (contractions) Use a comma after fronted adverbials Apostrophes for plural possession (e.g. children s) Start paragraphs with adverbials Begin to start sentences with subordination (e.g. When As ) Expand before and after the noun Begin to use the perfect form of the verb (e.g. had been) Most words spelt (use of dictionaries)

5 YEAR 2 Some use of capital letters and full stops Using capital letter for I Using capital letters for proper nouns Uses simple statements and questions Beginning to use past and present tense Uses simple adjectives Spelling some common exception words Segmenting words into phonemes and representing these by graphemes, spelling some Forming lower-case letters (direction and size) Using spaces between words Most sentences accurately punctuated with full stops and capital letters Some use of exclamation marks Some use of question marks Uses statements, questions, exclamations and commands Uses coordination (and, or, but) Uses some subordination (when, if, that, because) Beginning to use pronouns to avoid repetition Uses some expanded noun phrases to describe and specify (a range of adjectives) Using past and present tense mostly and consistently Segmenting spoken words into phonemes and representing these by graphemes, spelling many Spelling many common exception words Spelling some words with contracted forms Adding suffixes to spell some words (-ment, -ness, -ful, -less, -ly) Starting to use joined handwriting Forming capital letters (direction and size) Using the full range of punctuation taught at KS1 mostly Beginning to use commas for lists Beginning to use apostrophes for singular possession Use adverbial phrases to link ideas Use a range of adjectives and adverbs Use progressive verb forms in the past and present tense Spelling most common exception words Spelling most words with contracted forms Adding suffixes to spell most words (-ment, -ness, -ful, -less, -ly) Using the diagonal and horizontal strokes needed to join most of their writing

6 YEAR 1 Using finger spaces between words Beginning to use full stops and capital letters Able to use a capital letter for I Able to say a sentence which makes sense before they write it down Able to write independently for a sustained amount of time Able to spell some of the HFW in their writing Using phonetically plausible attempts at words Forming most lower case letters Some use of full stops and capital letters Using capital letter for I consistently Beginning to Using capital letters for proper nouns Uses simple statement and questions Using spaces between words Use of question marks and exclamation marks Use of and Forming capital letters (direction and size) Words with the suffixes ing, -ed, -er, -est, -s and es) spelt (can use resources) Forming lower case letters (directing and size) Spelling some common exception words (100HFW) Segmenting words by phonemes and representing these by graphemes, spelling some Most simple sentences punctuated Beginning to use adverbial phrases (the, next) Use of a range of simple conjunctions (or, but, so) Some use of simple adjectives Beginning to use past and present tense