1 of 22 The National Strategies Primary Primary Framework for literacy and mathematics, Mark writing. Mark Year 1 Low level 1. Writing standards file

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1 1 of 22 The National Strategies Primary Mark Year 1 Low level 1 Writing standards file

2 2 of 22 The National Strategies Primary Writing instructions: autumn term Mark wrote this set of instructions as part of a two-week unit of work at the end of the autumn term. The title for the writing was provided by the teacher. Transcript How to make a pirate (mask). Cut it out. 2 Colour XXXX XXXXX. 3 Cut the eyes out. 4 Put the strings on. 5 Put it on.

3 3 of 22 The National Strategies Primary Assessment commentary Mark has written a series of simple clauses, all structured in the same way, appropriate for the task (AF5 L1 b1). His clauses are grammatically correct and emphatic full stops demarcate some of them although it is not clear whether capital letters are intended at the start of each new instruction (AF6 L1 b1 and b2). The steps are listed in practical order, with some numbering as well as line breaks for clarity, and there is an overall title given by teacher (AF3 L1 b1 and b2). It is clear that Mark is making a mask, references to it connect the instructions together (just AF4 L1 b1). Content is brief and without descriptive comment (AF1 L1 b1). Sufficient evidence to show that Mark understands the basic purpose of the genre and that he can adopt an instructional style of writing (AF2 L1 b1). Vocabulary is very simple with verbs and pronouns repeated (AF7 L1 b1). Inconsistencies in both spelling and letter formation make the piece difficult to decipher. The words in the title are readable, and some spelling is phonetically plausible, e.g. attempts at cut, put, on, indicating that Mark is still developing his knowledge of simple CVC words (Phonics Phase 2) (not quite AF8 L1 b1 and b2). Some use of finger spaces, but examples of incorrect letter formation (Handwriting and presentation L1 b2).

4 4 of 22 The National Strategies Primary Story writing: middle and ending At the beginning of the spring term, Mark attempted to write the middle and ending for a story. The work was introduced to the whole class as part of the unit on stories with familiar settings. Following class discussion, Mark wrote without further support and was able to read his work back to his teacher. Transcript Will she like the chocolate biscuits or will she like the creamy biscuits chocolate (is) my favourite said the policeman. Assessment commentary Mark attempts to chain clauses together without punctuation. There are different sentence types fit for purpose (an open-ended question and a statement of fact) but the overall lack of clarity makes it difficult to credit more than AF5 L1 b1 and b2.

5 5 of 22 The National Strategies Primary Apart from an omitted verb ( is ) and the indecipherable final line, the text comprises clauses that are grammatically accurate. The single full stop is insufficient to demarcate these as distinct sentences (not AF6 L1 b2). Connections between ideas are tenuous, apart from the repeated reference to biscuits (not L3 AF3 B1). There is insufficient evidence to make an assessment of the overall structure (AF4 IE). Without more knowledge of the context, it is difficult to form a judgement about relevance of content (not AF1 L1 b1). The piece is a mixture of predication and storytelling (not quite AF2 L1 b1). Vocabulary is simple, with words repeated (AF7 L1 b1). As noted previously, inconsistencies in both spelling and letter formation make Mark s writing difficult for an outsider to read (below L1).

6 6 of 22 The National Strategies Primary Illustrated instructions: How to make a potion Mark drew and numbered pictures for his set of instructions following class work on fairy tales in the spring term. The work shows some developments from the instructional writing completed earlier in the year, but although Mark could read it back, his writing is very hard for an outside reader to decipher. Transcript How to make a potion. 1. Put the oil in the pan. 2. Heat up the oil 3. Put the cook in the pan. 4. Listen to the potion popping 5. Stir it 6. Eat and enjoy

7 7 of 22 The National Strategies Primary Assessment commentary Mark uses simple sentences constructed on the same pattern, but appropriate for the genre (indication of AF5 L1 b1). Apart from some omitted words and phrases, clause structure is mostly grammatically accurate, with one full stop in place (AF6 L1 b1 and b2). The instructions have an overall organisation, with a heading, numbers, illustrations and mainly consistent spaces between each step (AF3 L1 b1 and b2). Internal cohesion of the text is difficult to assess due to poor legibility. Key words are repeated, for example pan, potion and put and it, and consistently referred to (AF4 L1 b1). Mark gives basic information about how to make the potion (AF1 L1 b1). The writing shows the use of basic features of instructions (AF2 L1 b1). Words are simple and repeated (AF7 L1 b1 and b2). Mark spells a few simple and high-frequency words correctly, for example the, pan, in, and makes some phonetically plausible attempts at others, for example put and next. However, his spelling does not yet meet the criteria for AF8 L1 (AF8 below level 1). Mark is using some finger spaces to distinguish words, and while letter formation is improving, for example, t, h, o, a, e, inconsistent orientation and use of upper and lower case makes the work hard to read (Handwriting and presentation below level 1).

8 8 of 22 The National Strategies Primary Recount of family outing Children were prompted to think about when, where, how and who in planning to write about their outing. The picture Mark drew of the event possibly took as much energy as the writing itself. Mark then wrote on his own and was able to read the writing back.

9 9 of 22 The National Strategies Primary Transcript My family s (train trip omitted). We went on a train trip to Southampton first we unpacked second (read back as next ) we went to (to eat?) finally we went to sleep. Assessment commentary Mark uses appropriate time connectives to begin each of his sentences and maintains past tense. However, it is not clear that he fully understands the difference between next and second (AF5 L1 b1). The writing is basically grammatically accurate apart from the omission of words. A final full stop indicates some awareness of punctuation (AF6 L1 b1 and b2). Time connectives organise ideas in a simple sequence (AF3 L1 b2).

10 10 of 22 The National Strategies Primary The bare bones of the trip are given in simple words without detail or comment (AF1 L1 b1). The writing fulfils its purpose of recounting a trip (AF2 L1 b1). Mark s corrections to the first two words of the piece show more phonetic plausibility, as do his attempts at other words with digraphs and double letters: Southampton, second, unpacked, finally. He spells some simple and high-frequency words correctly: sleep, we, on, trip. Some evidence for AF8 L1 b2 and b3. Slight improvements in letter formation and orientation (Handwriting and presentation criteria for L1 barely met).

11 11 of 22 The National Strategies Primary Story ending: Witch on a Broom Near the start of a unit of work on fantasy, the class listened to the story Room on the Broom by Julia Donaldson and Axel Scheffler. The teacher stopped the reading at the point where the broom had broken and the animals had fallen off it. During the reading, there were opportunities for paired talk about the characters and their feelings, which was further developed through drama improvisation to act out a possible solution to the problem. Mark attempted to use the ideas developed in his group to write his ending. Mark was supported by his teacher in undertaking the task. Transcript The dog picked up the wand in the pond the dog cast it on the dragon?????? Assessment commentary Mark writes simple clauses and phrases, chaining these together (just AF5 L1 b1 and b2). A full stop marks the end of the writing, but no other demarcation to indicate grammatical sentences (AF6 L1 b1 and b2). The piece is too brief to warrant assessment of AF4 (AF4 IE). Mark s conversation with his teacher indicates that he is not clear how to get from one idea to the next, and this uncertainty is reflected in what he writes. Mark needs support with oral sentence construction/speaking and listening. (AF3 BL). Mark is not clear about the ideas he wishes to select. His teacher prompts him to think what happened to the wand, but Mark is not sure whether he wants to write the dog s going to give it to the witch or something about the dog casting a spell on the dragon. The teacher s intervention highlights Mark s tendency to lose track of what he is writing. It is also notable that Mark seems to have forgotten the solution he thought of during his work in role that the witch might freeze the broomstick together again (just AF1 L1 b1). The piece is a summary of Mark s ideas about the ending rather than a write on (AF2 L1 b1). Some key words are repeated through Mark s discussion with the teacher and used accurately (AF7 L1 B2).

12 12 of 22 The National Strategies Primary A few simple and high-frequency words spelled correctly, for example the, up, pond, dog ; others show phonetic attempts, for example wand, cast, dragon. Just AF8 L1 b1, but readability hindered by omission of parts of words. Handwriting not yet meeting L1 criteria.

13 13 of 22 The National Strategies Primary Non-fiction writing: about dinosaurs Mark read an information book on dinosaurs with his teacher. Dinosaurs are his favourite subject and he was inspired to write independently and at greater length on the basis of his reading. The idea was to present information to other members of the class.

14 14 of 22 The National Strategies Primary Transcript his name is (plateosaurus?) he has a big xxxx it has a very xxxxxxx it name is??? he can see very well it eats leaves it is called a lizard it is 5 metres tall it weighs 3 kilograms 10 metres long Assessment commentary Mark uses simple clauses and phrases in a list, to write down the characteristics of dinosaurs (AF5 L1 b1). Clause structure is accurate but lacks any punctuation (AF6 L1 b1). No obvious organisation to the piece as a whole, for example title or numbering of items (below AF3 L1). Pronouns switch between he and it, loosely connected with dinosaurs (just AF4 L1). Mark uses some descriptive language and measurements which help develop content, for example big, very, 5 metres, 3 kilograms (AF1 L1 b1 and b2). The basic informative purpose of the writing can be inferred (AF1 L1 b1). Repeated simple words alternate with more technical vocabulary, sometimes sufficient to communicate meaning (just AF7 L1 b1 and b2).

15 15 of 22 The National Strategies Primary Narrative writing: fantasy story This piece drew on several weeks work exploring fantasy worlds. Mark planned his story using pictures, although the significance of these is not obvious to an outsider. Nevertheless, the piece is notable for its greater length, suggesting increased stamina and concentration on task.

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18 18 of 22 The National Strategies Primary Transcript Once upon a time there lived a bad rabbit and there lived a good flying frog. The flying frog was walking on the sand he started to bite the rabbit the rabbit bashed so hard he kicked the frog to pieces the frog kicked some sand in a hole they lived happily ever after Assessment commentary Mark uses several simple phrases and clauses chained together (AF1 L1 b2). Sentence-like structures have some variety in openings and past tense is used throughout (AF5 L1 b2). Full stops and capital letters are missing, but clauses are generally grammatically accurate (AF6 L1 b1). The story begins with the formula once upon a time there lived and ends happily ever after and decipherable actions should follow an attempted sequence (AF3 L1 b1 and b2). Repeated reference to characters in the story, the good flying frog and the bad rabbit, connect ideas loosely (AF4 L1 b1). Mark s simple story has two characters and some actions (AF1 L1 b1). Some descriptive language helps characterisation, for example good, bad, kicked to pieces (AF7 L1 b1 and b2). The text has the basic features of a story: beginning, middle and end (AF2 L1 b1). Mark s spelling and handwriting are problematic; there is some improvement in word spacing and letter formation sufficient for some isolated words to be read, for example the, frog, was, on, lived, but his work barely meets the criteria for AF8 L1. Inconsistencies in letter reversals, as well as the omission of parts of words, make this work unreadable overall (Handwriting and presentation below level 1).

19 19 of 22 The National Strategies Primary Assessment summary Mark is taught in a mixed-ability Year 1 class. Evidence for his writing comes from the summer term and is based on the Primary Framework. This assessment summary draws together evidence from Mark s writing as well as from teacher knowledge and observation. Mark s teacher reports that he tends to start his writing with some enthusiasm, then lose track. This is perhaps due both to his difficulties with the mechanics of writing and to his reliance on oral ability to get his meanings across. Over the year, some improvements in his work are evident, for example his stamina in writing has increased and he appears to have a stronger concept of words as separate units of meaning. This is seen in the two final pieces which he wrote with more independence and at greater length than previously. AF5 Across his work as a whole, there are signs that Mark understands and can use some different types of phrases and clauses, and in his story attempts to shape these into sentences using and as a connector (AF5 L1). AF6 Although Mark s writing is mostly grammatically accurate except for omitted words his concept of grammatical punctuation is undeveloped. Rare full stops appear at the end of a complete piece, and Mark does not use capital letters systematically to show where sentences begin (AF6 below level 1). AF3 With support, Mark shows that he can organise material by time sequence, whether in a recount structure or as a series of ordered steps. Sometimes he provides a title for his work or begins with a conventional phrase. The most effective use of these devices appears to be associated with supportive, explicit teaching (just AF3 level 1). AF4 While it is usually possible to see simple connections from line to line in Mark s writing, internal cohesion as marked by pronominal chains tends to break down (A4 below level 1). AF1 There is some thought shown in Mark s selection of content, although subject matter is typically unelaborated by description or comment apart from giving some dimensions in the piece on dinosaurs (just AF1 level 1). AF2 Mark s writing shows that he can reproduce some of the features of specific, learned genres as required. The examples of more independently written work his information piece on dinosaurs

20 20 of 22 The National Strategies Primary and the fantasy stories suggest that he is not yet able to make productive use of this learning without support (AF2 level 1). AF7 Mark s vocabulary is generally simple, with repeated use of a few communicative words (AF7 level 1). AF8 Spelling combined with handwriting is a significant weakness in Mark s writing. For AF8, the evidence is variable: in some of the more supported writing, some simple high-frequency words are spelled correctly and others show phonetic plausibility. Across the different pieces, for example, Mark has some success with common grammatical words ( the, on, and, in ) and a few content words on the CVC pattern show phonetic plausibility. However, his phonetic attempts lack consistency and a common error is the omission of parts of a word, making parts of what he writes unreadable by outsiders. Below level 1 awarded for this assessment focus. Handwriting and presentation A high proportion of unrecognisable words stems from a combination of poor letter formation and uncertain spelling. Many of Mark s letters are incorrectly formed and oriented and he does not distinguish upper and lower case, although increasingly he uses spaces to show where one word ends and another begins the only criterion highlighted in this section. Below level 1 awarded for this assessment focus.

21 21 of 22 The National Strategies Primary Writing assessment guidelines: levels 1 and 2 Pupil name Mark Class/Group Year 1 Date Summer term Level 2 AF5 vary sentences for clarity, purpose and effect In some forms of writing: some variation in sentence openings, e.g. not always starting with name or pronoun mainly simple sentences with and used to connect clauses past and present tense generally consistent AF6 write with technical accuracy of syntax and punctuation in phrases, clauses and sentences In some forms of writing: clause structure mostly grammatically correct sentence demarcation with capital letters and full stops usually accurate some accurate use of question and exclamation marks, and commas in lists AF3 organise and present whole texts effectively, sequencing and structuring information, ideas and events In some forms of writing: some basic sequencing of ideas or material, e.g. time-related words or phrases, line breaks, headings, numbers openings and/or closings sometimes signalled AF4 construct paragraphs and use cohesion within and between paragraphs In some forms of writing: ideas in sections grouped by content, some linking by simple pronouns AF1 write imaginative, interesting and thoughtful texts In some forms of writing: mostly relevant ideas and content, sometimes repetitive or sparse some apt word choices create interest brief comments, questions about events or actions suggest viewpoint AF2 produce texts which are appropriate to task, reader and purpose In some forms of writing: some basic purpose established, e.g. main features of story, report some appropriate features of the given form used some attempts to adopt appropriate style AF7 select appropriate and effective vocabulary In some forms of writing: simple, often speech-like vocabulary conveys relevant meanings some adventurous word choices, e.g. opportune use of new vocabulary AF8 use correct spelling In some forms of writing: usually correct spelling of: o high-frequency grammatical function words o common single morpheme content/lexical words likely errors: o inflected endings, e.g. past tense, plurals, adverbs o phonetic attempts at vowel digraphs Handwriting and presentation In some forms of writing: letters generally correctly shaped but inconsistencies in orientation, size and use of upper/lower case letters clear letter formation, with ascenders and descenders distinguished, generally upper and lower case letters not mixed within words Level 1 In some writing, usually with support: reliance on simple phrases and clauses some sentence-like structures formed by chaining clauses together, e.g. series of ideas joined by repeated use of and In some writing, usually with support: mostly grammatically accurate clauses some awareness of use of full stops and capital letters, e.g. beginning/end of sentence In some writing, usually with support: some formulaic phrases indicate start/end of text, e.g. once upon a time, one day, the end events/ideas sometimes in appropriate order, e.g. actions listed in time sequence, items numbered In some writing, usually with support: simple connections between ideas, events, e.g. repeated nouns, pronouns relate to main idea In some writing, usually with support: basic information and ideas conveyed through appropriate word choice, e.g. relate to topic some descriptive language, e.g. colour, size, simple emotion In some writing, usually with support: some indication of basic purpose, particular form or awareness of reader, e.g. story, label, message In some writing, usually with support: mostly simple vocabulary communicates meaning through repetition of key words In some writing, usually with support: usually correct spelling of simple high-frequency words phonetically plausible attempts at words with digraphs and double letters sufficient number of recognisable words for writing to be readable, including, use of letter names to approximate syllables and words In some writing, usually with support: most letters correctly formed and orientated spaces between words upper and lower case sometimes distinguished use of ICT, e.g. use keyboard to type own name BL IE Overall assessment (tick one box only) Low 1 Secure 1 High 1 Low 2 Secure 2 High 2

22 22 of 22 The National Strategies Primary Making a level judgement Mark s writing was assessed using the L1/L2 assessment guidelines. The evidence shows that level 1 judgements are reasonably confident in AF5, AF2, AF3 and AF7, with some highlighting of the level 1 criteria for AF1. Judgements of below level 1 are recorded for AF4, AF8 and handwriting and presentation. Following the flowchart for making a level judgement at level 1, it is necessary to have level 1 in three out of AF5, AF6, AF1 and AF2, plus level 1 in either AF7 or AF8 and some level 1 highlighting in handwriting and presentation (one bullet point is highlighted at level 1 for this aspect). Overall, Mark just meets the requirements for level 1. His work is more than emergent writing, showing signs of ability to write whole texts, not just isolated comments or single sentences. However, given the degree of support needed to help him achieve this, no more than a low level 1 may be considered. Next steps Mark has difficulty with spelling simple high-frequency words and in using his phonic knowledge to make phonetically plausible attempts at spelling words. This will be a priority for teaching next year, with a focus on securing Mark s oral segmenting of the first 19 letters in Phase 2 Letters and Sounds (or similar synthetic phonics programme), before moving on to segmenting with letters. During this time, Mark should also learn to spell some more high-frequency words as a basis for work on the next 25 graphemes in order to represent each of about 42 phonemes by a grapheme. At this stage he also needs to practise CVC segmenting and spelling simple twosyllable words and captions. Alongside this he will learn to spell further high-frequency words (Phase 3 Letters and Sounds). Mark s other major difficulty is with handwriting. In order to make his writing more legible, he needs to continue to observe correct spacing within and between words and learn to distinguish upper and lower case letters appropriately within words. During Year 2, he should also learn to form and use the four basic handwriting joins. An equally important focus for next teaching will be helping Mark indicate the start and end of his writing with appropriate phrases, and to ensure that events in his writing are sequenced. This applies to both narrative and non-narrative texts. He will need further consolidation on sentence work and how sentences are combined to produce longer pieces of writing. Vocabulary development should include finding and using new and interesting words and phrases and making adventurous word choices appropriate to the purpose of the text, building on his fluency in talk. This writing should be in the context of writing longer pieces of text for readers other than the teacher in order to develop his writing skills further.