LEVEL 2 WRITING (YR 4 NATIONAL STANDARDS)

Year 7 – At Risk - National Standards : Year 8 – Critical - National Standards

WRITING I AM BEGINNING I AM DEVELOPING I AM AN EXPERT

I AM ACHIEVING
I use capitals and full With support I use Mostly I use capital I use capital letters, full
SURFACE stops at the beginning capital letters, full stops, letters, full stops, stops, commas, question
FEATURES and end of sentences. commas, question marks commas, question marks marks and speech marks.
PUNCTUATION I use capitals on known and speech marks most of and speech marks.
proper nouns. the time.

I use correctly formed With support I use some
sentences with support. grammar conventions
with support – correctly
formed sentences,
GRAMMAR
consistent tense and
pronouns, subject verb
agreement, correct
prepositions.
I know and use letter With support I can use
sounds, consonant and my visual memory and
vowel blends to spell knowledge of simple
words. spelling patterns – (ing, er,
ed, s, etc) to spell.
I can sequentially write
With support I can use
SPELLING dominant sounds in
rimes and long vowels.
unknown words.
HOW IT WORKS I can spell words in With support I can proof-
read and use “fix up”
Spell Write Lists 1-2. strategies to correct my
spelling.
With support I can spell
most words in Spell write
lists 1-4.
DEEPER I can sometimes write With support I can get
FEATURES directly to my audience. audience attention in
AUDIENCE/PURPOS different ways (humour,
choice of language etc).
E
Mostly I use some
grammar conventions
with correctly formed
sentences, consistent
tense and pronouns,
subject verb agreement,
correct prepositions.
Mostly I can use my
visual memory and
knowledge of simple
spelling patterns – (ing, er,
ed, s, etc) to spell.
Mostly I can use rimes
and long vowels.
Mostly I proof-read and
use “fix up” strategies to
correct my spelling.
Mostly I can spell most
words in Spell Write lists
1-4.
Mostly I can get
audience attention in
different ways (humour,
choice of language etc).
I use some grammar
conventions correctly
formed sentences,
consistent tense and
pronouns, subject verb
agreement, correct
prepositions.
I use my visual memory
and knowledge of simple
spelling patterns – (ing, er,
ed, s, etc) to spell.
I can use rimes and long
vowels.
I proof-read and use “fix
up” strategies to correct
my spelling.
I can spell most words in
Spell write lists 1-4.
I get audience attention in
different ways (humour,
choice of language etc).
I review my writing and
 I review my writing and I review my writing and make sure it meets the
make sure it meets the make sure it meets the intended purpose – and
intended purpose – and intended purpose – and revise if I need to.
revise if I need to. revise if I need to.

I can think of ideas and With support I can write Mostly I can write about I can write about
record them on a plan. about personally personally meaningful personally meaningful
meaningful thoughts, thoughts, feelings and thoughts, feelings and
IDEAS feelings and ideas with ideas with some detail ideas with some detail
some detail and and comment. and comment.
comment.

I can use words from my With support I can use Mostly I use content I use content related
talking and reading to content related related vocabulary – vocabulary – precise
VOCABULARY make better word vocabulary – precise precise nouns and nouns and verbs as well
choices. nouns and verbs as well verbs as well as as adjectives.
as adjectives. adjectives.

I can use a plan to turn With support I can use Mostly I can use simple I can use simple and
ideas into connected simple and compound and compound compound sentences
sentences. sentences with varied sentences with varied with varied beginnings
I can organize my ideas beginnings and lengths. beginnings and lengths. and lengths.
sequentially. With support I can use Mostly I use a range of I use a range of
a range of conjunctions: because, conjunctions: because,
STRUCTURE conjunctions: because, so, but, when, etc. so, but, when, etc.
so, but, when, etc. Mostly I use complete I use complete
With support I can use sentences to say what I sentences to say what I
complete sentences to mean accurately. mean accurately.
say what I mean
accurately.

VOICE
I can include some With support I can Mostly I convey my I convey my feelings
personal comment. convey my feelings feelings with responses with responses when
with responses when when writing. writing.
writing.
 LEVEL 3 WRITING
Year 7 – Below expected - National Standards : Year 8 – At Risk - National
Standards
WRITING I AM BEGINNING
I use capital letters, full
SURFACE stops, commas, questions
FEATURES marks and speech marks.
PUNCTUATION
I use some grammar
conventions correctly
formed sentences,
GRAMMAR consistent tense and
pronouns, subject verb
agreement, correct
prepositions.
I use my visual memory
and knowledge of simple
spelling patterns – (ing, er,
ed, s, etc) to spell.
SPELLING I can use rimes and long
vowels.
HOW IT WORKS I proof-read and use “fix
up” strategies to correct
my spelling.
I can spell most words in
Spell Write list 1-4.
DEEPER I get audience attention in
FEATURES different ways (humour,
AUDIENCE/PURPOS choice of language etc).
E I review my writing and
(YR 6 NATIONAL STANDARDS)
I AM DEVELOPING
With support I can use
punctuation correctly
(capital letters, full stops,
question marks, commas,
speech marks).
With support I can mostly
use grammar conventions
correctly (well formed
sentences, consistent tense
and pronoun, subject verb
agreement, correct
prepositions).
With support I can spell
most words correctly,
using my understanding
of basic sounds and
patterns (including roof
words/prefixes/suffixes).
I proof-read for accuracy
and use “fix up”
strategies to correct,
including using thesaurus,
dictionaries etc.
With support I can get my
audience attention by
choosing appropriate
language features
I AM ACHIEVING
Mostly I use punctuation
correctly (capital letters, full
stops, question marks, commas,
speech marks).
Mostly I use grammar
conventions correctly (well
formed sentences,
consistent tense and
pronoun, subject verb
agreement, correct
prepositions).
Mostly I can spell most
words correctly, using my
understanding of basic
sounds and patterns
(including roof
words/prefixes/suffixes).
I proof-read for accuracy
and use “fix up”
strategies to correct,
including using thesaurus,
dictionaries etc.
Mostly I get my audience
attention by choosing
appropriate language
features (humour, choice of
I AM AN EXPERT
I use punctuation correctly
(capital letters, full stops,
question marks, commas,
speech marks, apostrophes).
I mostly use grammar
conventions correctly (well
formed sentences, consistent
tense and pronoun, subject
verb agreement, correct
prepositions).
I spell most words
correctly, using my
understanding of basic
sounds and patterns
(including roof
words/prefixes/suffixes).
I proof-read for accuracy
and use “fix up”
strategies to correct,
including using thesaurus,
dictionaries etc.
I get my audience
attention by choosing
appropriate language
features (humour, choice of
 check it meets the (humour, choice of language
intended purpose – and etc).
revise if I need to. I review my writing and
make sure it meets the
intended purpose – and
revise if I need to.
I can write about With support I can express
personally meaningful ideas related to the task
IDEAS thoughts, feelings and with detail and comment
ideas with some detail
and comment.
I use content related With support I can use a
vocabulary – precise range of general
VOCABULARY nouns and verbs as well academic and topic
as adjectives. vocabulary to suit the
purpose of my writing.
With support I can make
LANGUAGE language choices to add
FEATURES interest (smiles, metaphor,
personification etc) –
appropriate to genre.
STRUCTURE
I can use simple and With support I can
compound sentences with organize my ideas into
varied beginnings and paragraphs in which ideas
lengths. are clearly related with a
I use complete sentences topic sentence following
to say what I mean by supporting details.
accurately. I review my writing and
make sure it meets the
intended purpose – and
revise if I need to.
I use a variety of genre (to
meet the purpose of my
language etc).
I review my writing and
make sure it meets the
intended purpose – and
revise if I need to.
Mostly I express ideas
related to the task with
detail and comment.
Mostly I use a range of
general academic and
topic vocabulary to suit
the purpose of my writing.
Mostly I make language
choices to add interest
(smiles, metaphor,
personification etc) –
appropriate to genre.
Mostly I organize my ideas
into paragraphs in which
ideas are clearly related
with a topic sentence
following by supporting
details.
I review my writing and
make sure it meets the
intended purpose – and
revise if I need to.
I use a variety of genre (to
meet the purpose of my
language etc).
I review my writing and
make sure it meets the
intended purpose – and
revise if I need to.
I express ideas related to
the task with detail and
comment.
I use a range of general
academic and topic
vocabulary to suit the
purpose of my writing.
I make language choices
to add interest (smiles,
metaphor, personification
etc) – appropriate to genre.
I organize my ideas into
paragraphs in which ideas
are clearly related with a
topic sentence following
by supporting details.
I review my writing and
make sure it meets the
intended purpose – and
revise if I need to.
I use a variety of genre (to
meet the purpose of my
writing).

I convey my feelings and
VOICE responses.
LEVEL 4 WRITING
Year 7 – Working towards Level 4 National Standards : Year 8 – Expected National
Standards
WRITING I AM BEGINNING
SURFACE I use punctuation correctly
FEATURES (capital letters, full stops,
question marks, commas,
PUNCTUATION
speech marks, apostrophes).
I mostly use grammar
conventions correctly (well
formed sentences,
GRAMMAR consistent tense and
pronoun, subject verb
agreement, correct
prepositions).
SPELLING I spell most words
HOW IT WORKS correctly, using my
understanding of basic
sounds and patterns
(including root
words/prefixes/suffixes).
I proof-read for accuracy
and use “fix up”
strategies to correct,
writing).
With support I can record
my personal views and
responses sincerely.
(END YEAR 8 NATIONAL STANDARDS)
I AM DEVELOPING
With support I can use
complex punctuation (such
as semicolons, colons and
parentheses).
With support I can use
grammatical conventions
correctly (well formed
sentences, consistent tense
and pronoun, subject verb
agreement, correct
prepositions).
With support I can spell
most words correctly
using my understanding
of patterns.
(Root
words/prefixes/pronouns).
I proof-read for accuracy
and successfully use “fix
up” strategies to correct,
writing).
Mostly I can record my
personal views and
responses sincerely.
I AM ACHIEVING
Mostly I use complex
punctuation (such as
semicolons, colons and
parentheses).
Mostly I use grammatical
conventions correctly (well
formed sentences,
consistent tense and
pronoun, subject verb
agreement, correct
prepositions).
Mostly I spell words
correctly using my
understanding of patterns.
(Root
words/prefixes/pronouns).
I proof-read for accuracy
and successfully use “fix
up” strategies to correct,
using thesaurus,
I can record my personal
views and responses
sincerely.
I AM AN EXPERT
I use complex punctuation
(such as semicolons, colons
and parentheses).
I use grammatical
conventions correctly (well
formed sentences, consistent
tense and pronoun, subject
verb agreement, correct
prepositions).
I spell most words
correctly using my
understanding of patterns.
(Root
words/prefixes/pronouns).
I proof-read for accuracy
and successfully use “fix
up” strategies to correct,
using thesaurus,
 including using thesaurus,
dictionaries etc.
I get my audience
attention by choosing
appropriate language
features (humour, choice of
DEEPER language etc).
FEATURES I review my writing and
AUDIENCE/PURPOS make sure it meets the
E intended purpose – and
revise if I need to
using thesaurus, dictionaries and other dictionaries and other
dictionaries and other sources. sources.
sources.
With support I can choose Mostly I choose my I choose my language
my language carefully, to language carefully, to get carefully, to get my
get my audience my audience attention, audience attention, (using
attention, (using humour (using humour anecdotes
anecdotes etc). etc).
humour anecdotes etc).
I can manipulate words
I can manipulate words I can manipulate words and sentences to make
and sentences to make and sentences to make them suit my purpose.
them suit my purpose. them suit my purpose. I review my writing and
I review my writing and I review my writing and make sure it meets the
make sure it meets the make sure it meets the intended purpose – and
intended purpose – and intended purpose – and revise if I need to.
revise if I need to. revise if I need to.
 I express ideas related to
IDEAS the task with detail and
comment.
I use adjectives and
adverbs.
VOCABULARY I use some topic related
words.
I make language choices
to add interest (similes,
LANGUAGE metaphor, personification
FEATURES etc) – appropriate to genre).
I organize my ideas into
paragraphs in which ideas
are clearly related with a
topic sentence followed by
supporting details.
I review my writing and
make sure it meets the
intended purpose – and
STRUCTURE revise if I need to.
I use a variety of genre (to
meet the purpose of my
writing).
VOICE I can record my personal
views and responses
sincerely.
With support I can express Mostly I express my ideas, I express my ideas,
my ideas, supporting with supporting with detail, supporting with detail,
detail, comment, data and comment, data and comment, data and
reasons. reasons. reasons.
With support I can use a Mostly I use a range of I use a range of
range of expressive, expressive, academic, and expressive, academic, and
academic, and content content specific content specific
specific vocabulary vocabulary vocabulary.
With support I can make Mostly I make language I make language choices
language choices to choices to engage the to engage the audience
engage the audience and audience and convey and convey meaning (eg:
convey meaning (eg: meaning (eg: metaphors, metaphors, rhetorical
metaphors, rhetorical rhetorical questions, questions, charts,
questions, charts, charts, diagrams) diagrams) checking that
diagrams) checking that checking that text meets its purpose.
With support I can use Mostly I organize my ideas I use complex sentences
complex sentences (eg: into paragraphs in which (eg: with dependant clauses).
with dependant clauses). ideas are clearly related I make my writing
With support I can make with a topic sentence readable by organizing it
my writing readable by following by supporting into sequenced
organizing it into details. paragraphs, and by clearly
sequenced paragraphs, I review my writing and marking the relationships
and by clearly marking make sure it meets the between my ideas.
the relationships between intended purpose – and I use genre chosen for the
my ideas. revise if I need to. purpose and audience.
With support I can use I use a variety of genre (to I review and revise my
genre chosen for the meet the purpose of my writing to make sure it
purpose and audience. writing). meets the intended
With support I can review purpose.
and revise my writing to
make sure it meets the
intended purpose.
With support I can make Mostly I make my feelings My feelings and responses
my feelings and responses and responses show show throughout my
show throughout my throughout my writing. writing.
writing.