Writing Assessment Criteria EIS

Transcription

1 Writing Assessment Criteria EIS Level Sentence structure Punctuation Organisation Composition and effect Spelling Hand (30%) (60%) (5%) (5%) -Orally use meaningful -May use full stops at -Invent and dictate own -Writing conveys -Some CVC words -Some 1c words and phrases random (i.e. to mark the compositions meaning through simple are spelt commonly some of which express ideas in sentence like structures. -Can dictate simple sentence structure and attempt to replicate it in - may need mediation end of a line rather than the end of a sentence) -Attempt for different purposes -mostly consistent spacing between words words and phrases -Begin to use story language orally in retelling or role play -Phonetically more complex words used letters are spelt but may be inconsistent in their size and orientation 1b -Use simple sentence structures in most -Writing can generally be understood without mediation -begin to show an understanding of how full stops are used - Some correct use of capital letters ( starts with a capital letter) - Invent own compositions, but may be disjointed -Beginning to use features of different forms, e.g. Once upon a time for a story, at the weekend for a recount - An awareness of topic is evident -Retell a story to a scribe using story language - Most common regular words and CVC words are spelt -Phonetically more complex words - Most letters are clearly formed and orientated - is consistently on the line 1a -Use simple sentence structures throughout - can be read without mediation - Sometimes uses capital letters and full stops to punctuate a simple sentence - Make organisational decisions about placing on a page e.g. lists, instructions and stories - Begin to use story language in - Begin to write simple recounts -Writing draws more on the characteristics of spoken language than written language -clear understanding of topic - Most common regular words and CVC words are spelt -Phonetically more complex words -Some high frequency words spelt - Letters are usually formed and orientated

2 2c 2b 2a -Begin using and and but to link two sentence structures -Resembles spoken rather than written language- pronouns and simple verbs may be repeated - no mediation needed -Begin to start sentences in different ways (vary sentence structures) -use simple and compound sentence structures -Connectives other than and and but are used e.g. so, because, then (simple connectives may be repeated at this level) -Show consistency in the use of the 1 st /3 rd person and verb tense -Begin to use a wider range of connectives (e.g. because, when, next, after and before) - Some correct use of punctuation (Capital letter and full stop to punctuate some simple sentences, often at the beginning of a piece of ) -Use capital letters and full stops in several sentences - Begin to use question marks and exclamation marks appropriately -Use full stops, capital letters, questions marks and exclamation marks with increasing accuracy -Begin to use commas in a list -Write stories and recounts with simple beginning, middle and end -Begin to develop ideas in short sections -Understand presentational features in non-narrative e.g. sequence of events in instructions -Begin to add some story elements e.g. character and setting descriptions to the structure -Begin to use some organisational features of non-narrative text structures e.g. diagrams, labelling, instructions, listing and sequencing -Include story elements and detail -Write mainly chronological sequence of events with some evidence of a beginning, middle and end (may be short) -Characteristics of chosen non-fiction form are evident e.g. structure, layout, specific language -Writing communicates meaning beyond a simple statement -Write simple recounts linked mainly chronologically -Use some lively vocabulary from shared texts -Begin to use vocabulary suitable for text type -Write with consistency in meaning -Begin to use interesting words -Use simple noun phrases -Vocabulary is appropriate to the subject matter -Writing shows some awareness of the reader -Choose vocabulary and include detail for effect -Sufficient detail is given to hold the reader s interest -Ideas and events are clearly linked -Common words are spelt -Use phonic strategies and graphic knowledge to attempt to spell unfamiliar words - Recall some visual patterns -Spell monosyllabic words -Know main spelling choices for each vowel phoneme -Demonstrate awareness of visual spelling patterns and letter strings -Spell two syllable words -Use -ed on past tense verbs e.g. dropped -Spell all the high frequency words in Y1/2 list -Make phonetically longer polysyllabic words -Form all lower case letters - Upper and lower case letters not missed within words Ascenders and descenders distinguished -Begin to join letters

3 3c 3b 3a - Begins to use subordination (other than because and when ), e.g. If, so, while, though and since. -Start sentences in different ways using time adverbials -Continue to vary sentence structures -The basic grammatical structure of sentences is usually correct -Well chosen words and phrases are used to connect ideas with sentences -Verb tenses are mainly consistent and accurate -Within sentences, subjects and verbs generally agree -Pronouns are used to avoid repetition -Sentence structures are becoming more varied and ambitious -Full stops and capital letters to demarcate sentences are mostly accurate -Capital letters are not always used for proper nouns -Accurate use of commas in a list -Punctuation to mark sentences, full stops, question marks and exclamation marks is mostly accurate -Begin to use apostrophe for possession and omission -Capital letters are used for proper nouns -Punctuation to mark sentences is accurate and there is a growing awareness of punctuation within the sentence e.g. speech marks and commas -Events are organised into a beginning, middle and end - In non-fiction, begin using basic structure e.g. introductory and concluding statements in nonchronological reports -Initial part of the is well organised and appropriately sequenced but this may not be sustained -Sequences of sentences extend ideas logically -Link between ideas generally maintained -Consistently use simple past tense for narration and changes to simple present tense for dialogue -Points are dealt with in a sensible order in non-fiction though coverage may be brief -Ideas are logically structured and the is drawn to a conclusion -The main features of the chosen form are used appropriately -Similar information is grouped together in sections -Events are related to one another and are sometimes well paced -Beginning to give more detail to engage the reader (e.g. characters, events) -The shows some evidence of organisation, imagination and clarity -Writing shows a growing awareness of the reader -Varied use of adjective and verbs for impact More imagination is shown by the inclusion of some details with the intention of creating interest or engaging the audience -Connectives used to signpost new ideas -More detailed descriptions of characters e.g. appearance, behaviour, feelings or motives -Some evidence of viewpoint but this may not be maintained -Appropriate language for specific text types e.g. technical language -Some expansion of noun phrases and inclusion of adverbial phrases -Most attempts at polysyllabic words are phonetically plausible -Spelling of common polysyllabic words is usually accurate -Spelling of most words contained within the Yr4 high frequency word list is accurate -Words containing common prefixes and suffixes are spelt -All common polysyllabic words are spelt - A wider range of polysyllabic words are usually spelt -Hand is generally joined -Letters are of an appropriate size, even and well formed -Hand is consistently joined and legible -Hand is neat, legible and joined

4 4c 4b 4a -More imaginative ways are used to start sentences e.g. adverbial phrases -Varied sentence structures (could include complex ) -Tense choice usually appropriate -There is a greater use of grammatically complex sentences -The has well chosen phrases, such as adverbial clauses and relative clauses -Pronouns and tense are consistent throughout -A range of simple and complex sentences are used to extend meaning -There is some use of punctuation within the sentence e.g. commas, speech marks, dashes and brackets -Full stops, capital letters, questions marks and exclamation marks are used -Speech marks are used with growing accuracy -There is more consistent use of punctuation within the sentence e.g. dashes, brackets, colons, semi colons -Evidence of commas used in a list and to separate elements of sentence such as clauses and phrases -Secure use of apostrophe for omission/possession -Speech marks are used accurately -There is some use of paragraphs to separate the main ideas or structure the narrative -There is a relevant opening followed by a series of points that develop the theme or subject matter throughout the text -Paragraphing is appropriate and helpful in clarifying the organisation -The main features of story structure are evident e.g. build ups, conflicts and endings etc.. -Non-narrative contains sustained use of conventions such as relevant introduction, series of logical ordered points, suitable concluding phrase or sentence -Consistent use of pronouns and tenses increase cohesion in the text -Writing is well organise to suit purpose -Writing is coherent and the text form is sustained throughout -Characters actions are linked to key events -Elements of action, description and dialogue are used -Endings are directly related to the plot and are not abrupt -In non-narrative, conclusions may include reflective comments -Writing communicates a range of relevant information effectively -Vocabulary is often ambitious and adventurous (there are some inaccuracies in its use) -There is some evidence of use of settings, characterisation and interaction to create interest and atmosphere -A style of is adopted, but not necessarily consistently -The writer s viewpoint is established -Writing in a range of forms is lively and thoughtful -Writing is adapted to different audiences and purposes -Confidence is shown in the knowledge of structures and themes of different types of. These features are adopted in the. -Writer s viewpoint s established and maintained -Characters are developed to move narrative forward -The seeks to interest the reader by the way the characters, events or ideas are developed -Vocabulary is adventurous and includes well-chosen phrases, contributing to the effectiveness of the -Form is adapted for a specific audience -Stylistic features enhance the e.g. emotive vocabulary to persuade or use of simile and alliteration -Spelling is generally accurate, but there may be some mistakes involving words that sound the same (e.g. their, there, your, you re) -Where words are spelt in, it s easy to see what the writer intended Spell all the high frequency words in the Y5 List -Spelling of polysyllabic words which conform to regular patterns is generally accurate -Hand is neat, legible and joined -Ascenders and descenders are in proportion Hand is joined, fluent and legible Hand is joined, fluent, legible and consistent

5 Level 5c 5b 5a Sentence structure -Simple and complex sentences are used with control, with clauses sometimes manipulated to create specific effects -A range of grammatical structures are used (e.g. adverbials to describe time and place), to vary the length and focus of complex sentences when creating specific effects -Sentence structure is varied with simple sentences and clauses manipulated effectively to provide contrast and achieve specific effects or emphasis (e.g. active/passive voice, past/present/ future tense Punctuation Organisation Composition and effect -All sentences are demarcated accurately with some use of wider punctuation marks (e.g. dashes, brackets, colons, semi-colons, ellipsis etc) -Punctuation of speech is accurate and includes a new line for each speaker -A wider range of punctuation is used with some accuracy to structure sentences and texts and is sometimes used to create deliberate effects -A range of wider punctuation is used with control and accuracy to; vary pace, clarify meaning, avoid ambiguity and create deliberate effects -Relationships between paragraphs give structure to the whole text -There is an appropriate balance of action, description and dialogue -Direct and reported speech used to move the story forward and develop characters -Writing is well constructed and shows a secure grasp of the chosen genre -Narrative pace and setting are manipulated to reflect mood -Main ideas are supported by relevant argument or detail -The introduction secures the reader s attention and the conclusion is effective -Secure use of text type established content and purpose -Layout devices are used as appropriate (e.g. bullet points) -Ideas are organised into a planned and coherent series of paragraphs, which are used consistently -Appropriate conventions are used well -Dialogue, action and description are interwoven throughout the text -Relationships between characters are reinforced to strengthen the cohesion of the text -Writing shows development of theme as well as plot -Writing shows control of the narrative by commenting on the action or indicating the thoughts and feelings of characters -Plot sequence may be disrupted for effect (e.g. focusing on alternative action or character) -Writing is well structured and convincing with the main points or issues covered in detail -Progression towards the conclusion is clear -Connections between sections of text established by grouping similar content, adverbials (e.g. as I said) or use of connectives though not always with control -Effective use of different formats within the as appropriate -Sequencing and variation in paragraph length to help to develop and to give it pace -Connections between ideas are manipulated in a variety of ways -Elements of dialogue, action and description are closely interwoven consistently throughout the text to vary the pace and provide detail -Characterisation is connected to key events in the narrative and relationships between characters may change as a result of what happens in the story -Writing is well structured and shows sophisticated and imaginative use of the chosen genre -When developing points of view the writer successfully concludes with a clear summary or overview -Content is organised by reference within and between paragraphs -Sophisticated use of various layout and organisational devices -Adventurous and precise vocabulary is used for effect -An appropriate voice is used for the type of -Writing engages the reader in a variety of ways such as the opening placing events in context (e.g. It was an extremely hot day so the family decided to head down to the coast) -A wider range of stylistic devices are used e.g. metaphor, personification -Narrator s viewpoint is established consistently throughout the text -Dialogue is used to develop the relationships between characters -Technical and subject specific language is used precisely and effectively to convey the writer s intended meaning -A clear and consistent viewpoint is established and controlled -Ambitious vocabulary is well chosen with precision -Adverbials and expanded noun phrases create interest, repetition is used for effect -Appropriate choices are made between Standard English, colloquialism and dialect according to the -Detail and sequence are confidently managed to sustain the reader s interest (e.g. through the inclusion of conflict, relationship between characters, management of surprise) -Stylistic devices are used appropriately and consistently throughout the text to create specific effects (e.g. use of flashbacks and time shifts) -The writer can manipulate the narrative to reveal their own point of view -Openings experiment with a range of different situations such as action, dialogue or narrator s synopsis -Dialect is used to develop characterisation where appropriate -Stylistic choices support the purpose of the e.g. flattery, persuasion -Writing successfully develops consideration of alternative points of view where appropriate -Stylistic devices are manipulates to support the purpose and engage the reader with words, phrases and clauses selected for their shapes of meaning and impact -The is confident and well-crafted -The engages with the reader, through the management of detail and sequence, provoking an emotional response through the use of complex stylistic and literary features -An appropriate range of alliteration and figurative language is used skilfully and creatively to enhance the -An appropriate viewpoint is managed consistently throughout -The effectiveness of the text is enhanced by characters actions being reflected upon -The sustains the desired purpose throughout and achieves the planned effects on the reader, including an emotional or intellectual response Spelling Words with complex regular patterns are usually spelt

6 6 Pupils often engages and sustains the reader s interest, showing some adaptation of style and register to different forms, including an impersonal style where appropriate. Pupils use a range of sentence structures and varied vocabulary to create effects. Spelling is generally accurate, including that of irregular words. Hand is neat and legible. A range of punctuation is usually used to clarify meaning and ideas are organised into paragraphs (This is the level description from the National Curriculum attainment targets).