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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
