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Writing Assessment Record
Name __________________
Date __________________
Starting Point/input_____________________________________________
Assessment
SS/P4
FS/Y1/Y2/Y3/Y4/Y5/Y6/Y7/Y8/Y9
Notes of evidence from the writing task
Communicates
meaning
Handwriting
Imagination
Comments/Target
Making marks on paper
Chooses to ‘write’ (appearing to imitate adult writing)
Experiments with mark making, sometimes ascribing
meaning to marks (SS1)
Makes large random strokes
Uses vertical, horizontal and/or circular marks (scribble)
Watches the paper as he ‘writes’
Uses the dagger grip
Draws/scribbles
Writing Assessment Record
Name __________________
Date __________________
Starting Point/input_____________________________________________
Assessment
SS/P5
FS/Y1/Y2/Y3/Y4/Y5/Y6/Y7/Y8/Y9
Notes of evidence from the writing task
Communicates
meaning
Reads own writing
Uses writing in play
Attempts to add own name to picture
Uses some identifiable letters to communicate meaning
(SS2)
Handwriting
Uses whole arm when writing
Attempts to copy shapes – a cross
Writes over adult writing
Attempts to copy name
Scribbles zigzag lines across a page
Beginning to form recognisable letters (SS2)
Imagination
Draws pictures and gives picture a name
Change colour within a drawing
Comments/Target
Writing Assessment Record
Name __________________
Date __________________
Starting Point/input_____________________________________________
Assessment
SS/P6
FS/Y1/Y2/Y3/Y4/Y5/Y6/Y7/Y8/Y9
Notes of evidence from the writing task
Communicates
meaning
Writes first letter of first name
Writes several letters from name
Copies letters or words from environment
Reads own writing to an adult
Uses writing in a variety of situations i.e. role play.
Represents some sounds correctly in writing (SS3)
Uses some clearly identifiable letters to communicate
meaning (SS2)
Handwriting
Most letters orientated correctly
Is developing a preferred hand
Letter size variable
Forms recognisable letters (SS2)
Imagination
Gives pictures names
Changes colours within a drawing
Organisation and
layout
Copies underneath from left to right
Patterns visible in writing i.e. spaces between symbols
Separates picture and writing
Spelling, eg letters,
groups of letters to
represent words,
patterns and
conventions.
Identifies first letter of first name
Attempts to write first letter of first name independently
Lines of scribble have a variety of shapes included
Comments/Target
Writing Assessment Record
Name __________________
Date __________________
Starting Point/input_____________________________________________
Assessment
ELG/P7
FS/Y1/Y2/Y3/Y4/Y5/Y6/Y7/Y8/Y9
Notes of evidence from the writing task
Communicates
meaning
Makes marks for name with some recognisable letters
Attempts to copy name
Uses phonic knowledge to write simple regular words
(ELG7)
Uses features of different forms (e.g. lists & stories)
(ELG6)
Writes own name and other words from memory (ELG4)
Handwriting
Has a preferred hand
Copies horizontal, vertical and circular movements
Aware of size of one shape in comparison to the shape next to it
Uses a pencil, to form most letters correctly (ELG5)
Imagination
Uses writing in role play
‘Reads’ other people’s writing
Draws a picture and states what it is
Dictates a story
Creates cards for family
Beginning to form captions and simple sentences
sometimes using punctuation (ELG8
Organisation and
layout
Spelling eg letters,
Groups of letters to
represent words,
patterns and
conventions
Comments/Target
Groups letters together
Leaves a space between groups of letters
Starts writing on the left of page
Uses letters of name in writing
Uses single letter to represent word
Writing Assessment Record
Name __________________
Date __________________
Starting Point/input_____________________________________________
Assessment
ELG/P8/1C
FS/Y1/Y2/Y3/Y4/Y5/Y6/Y7/Y8/Y9
Notes of evidence from the writing task
Communicates
meaning
Handwriting
Imagination
Organisation and
layout
Spelling eg letters,
groups of letters to
represent words,
patterns and
conventions
Comments/Target
Uses writing to add meaning to a picture
Uses writing in role play situations
Makes amendments to story when discussed with an adult
Aware that the purpose of writing is to be read.
Write the letter shapes of own name
Writes all lower case letter shapes
Uses a pencil to form recognisable letters correctly
(ELG5)
Chooses to write
Uses pictures to sequence story events
Sequences two related parts of a report or an event
Uses words from the environment in their own work
Recognises rhyme through verse
Aware that each letter has a name and sound
Uses the correct initial sound of a word to represent the word
Makes phonically plausible attempts at more complex
words (ELG7)
Writing Assessment Record
Name __________________
Date __________________
Starting Point/input_____________________________________________
Assessment
1B
FS/Y1/Y2/Y3/Y4/Y5/Y6/Y7/Y8/Y9
Notes of evidence from the writing task
Communicates
meaning
Gives some detail in story i.e. colour
Uses phrases to convey ideas
Writes simple sentences unaided
Identifies differences between their own work and teacher’s
transcription
Handwriting
Writes most upper and lower case letters correctly
Imagination
Makes amendments when reading own writing
Organisation and
layout
Begins the next line under the previous line
Takes pride in the appearance of their work
Spelling eg letters,
groups of letters to
represent words,
patterns and
conventions
Writes initial sounds of words
Writes final sounds of words
Identifies vowel in cvc words
Writes phonic based cvc words
Writes some words from high frequency word list
Uses classroom word lists to aid spelling
Suggests a word to put in a verse using rhyming awareness
Punctuation
Full stops appear randomly in writing
Communicates meaning through phrases and simple
sentences with some consistency in punctuating
sentences (ref: Profile 9)
Comments/Target
Writing Assessment Record
Name __________________
Date __________________
Starting Point/input_____________________________________________
Assessment
1A
FS/Y1/Y2/Y3/Y4/Y5/Y6/Y7/Y8/Y9
Notes of evidence from the writing task
Communicates
meaning
Sequences three related parts or events in a story
Uses pictures to add to writing
Handwriting
Letters correctly orientated
Uses mainly lower case letters
Regular spaces between written words
Ascenders and descenders clear
Imagination
Gives some simple detail in a story
In group work identifies a range of words related to a topic
Can create an imaginary place, person or event
Organisation and
layout
Begins the next line under the previous line(s)
Takes pride in the appearance of their work
Spelling eg letters,
groups of letters to
represent words,
patterns and
conventions
Makes a word bank of words linked to topic
Feels confident to try spellings when drafting and planning
Spells two letter words
Spells phonic based ‘cvc’ words
Spells common three letter words in high frequency list
Writes ch, sh and th correctly
Punctuation
Reads own writing with intonation
Begins writing with a capital letter
Ends writing with a full stop
Uses capital ‘I’ for personal pronoun
Identifies question marks
Comments/Target
Writing Assessment Record
Name __________________
Date __________________
Starting Point/input_____________________________________________
Assessment
2C
FS/Y1/Y2/Y3/Y4/Y5/Y6/Y7/Y8/Y9
Notes of evidence from the writing task
Communicates
meaning
Expects what they have written to make sense
Handwriting
Letters in a word have consistent height
Upper case letters are the appropriate size
Imagination
Some adjectives in writing
Organisation and
layout
Writes simple sentences
Writing has a beginning and an end
Links ideas using ‘and’
Spelling eg
Letters, groups of
letters to represent
words, patterns and
conventions
Uses known words confidently
Attempts to use sound of one word to assist with spelling another
word
Uses phonic knowledge to attempt to spell unknown word
Uses the letter ‘s’ to denote plural
Aware of some initial clusters
Spells words consistently in a piece of writing even if incorrect
Punctuation
Identifies where to put full stops by reading writing aloud
Full stops used, but randomly placed
Gives familiar people’s names a capital letter
Aware that capitals are not used in the middle of words
Comments/Target