writing standards file for joshua, a year 1 low level 1...

1 of 16 The National Strategies Primary Primary Framework for literacy and mathematics, Joshua writing

QCA 00022-2009DWO-EN-01 © Crown copyright 2009

Joshua Year 1 Low level 1

Writing standards file



Recount writing

Following teaching about sentence structure and time connectives, Joshua wrote two recounts. The first followed an educational visit to Whitby; the second tells about what he did at the weekend. Both were written independently.

Transcript Our trip to Whitby

Wee got on to The coch after* wii wet to The beech. I bug mau hol. I wet in The woter wiv misrow. Mrs Goff tuc auou *pich*

Assessment commentary Simple phrases and clauses (AF5 L1 b1).

Use of capital letters and full stops to mark two grammatically complete sentences, but usage not consistent (AF6 L1 b2).

Events are recounted in time order, with one connecting phrase 'after that' (AF3 L1 b1 and b2).

Ideas are connected simply by reference to the writer, ‘I’ (AF4 L1 b1).

Basic information about events and actions conveyed through relevant words, e.g. ‘water’, ‘beach’, ‘coach’, but no description or comment (AF1 L1 b1).

Joshua’s piece is brief but the purpose of telling about the trip is clear (AF2 L1 b1).



Simple vocabulary and repeated words, e.g. ‘I/we went’, enough to convey meaning (AF7 L1 b1 and b2).

Spelling of some high-frequency words is accurate but phonemic knowledge is not secure, resulting in spelling that is difficult to read back (not phonetically plausible) (AF8 L1 b1).

Joshua leaves spaces between words but only some letters are correctly formed. He reverses 'b' and 'd' (Handwriting and presentation L1 b2).



Captions for photographs

Children chose a photograph from those taken on the visit to Whitby. Joshua wrote two captions independently and read them back to the teacher.



Assessment commentary Each caption is a simple sentence, correctly punctuated with a full stop (AF5 L1 b1 and

AF6 L1 b2).

The captions give simple messages about what is happening in the photographs (AF2 L1 b1), with one descriptive phrase, ‘blue whale bone’ (AF1 L1 b2).

Spelling shows some evidence for phonetically plausible attempts at representing phonemes, but high-frequency words are incorrectly spelled (just AF8 L1 b2).

Handwriting shows inconsistencies in letter formation and use of upper and lower case letters but there are spaces between words (Handwriting and presentation L1 b1 and b2).



What happened at the weekend

This work was written independently on a whiteboard.

Assessment commentary A single sentence that communicates meaning (AF2 L1 b1).

‘PlAystashen’ shows a phonetically plausible attempt at representing digraphs (AF8 L1 b2).

Handwriting mixes upper and lower case within words but most letters are correctly formed and orientated (L1 b1 and b2).



Speech bubble related to the story Whatever Next! by Jill Murphy

Following a reading of Whatever Next!, and opportunities to re-enact the story using props, the children made a choice from different pictures to complete a speech bubble. Joshua’s work in role was videoed by the class teacher. When re-enacting the story, and with teacher prompting, Joshua partly entered into the imaginary world, declaring 'This is fun'. He said 'Hello' to his partner and asked if she wanted to go to the Moon, commenting 'We're nearly there'.



Murphy, Jill (1995). Whatever Next?, Macmillan Children's Books, London. Copyright © Jill Murphy 1983. Used with kind permission.

Transcript m*oo I Love giong To the

Assessment commentary Joshua writes in the voice of Little Bear, although the picture and caption do not really

match (AF1 L1 b1).

Correct spelling of some high-frequency words: ‘love’, ‘to’, ‘the’ (AF8 L1 b1).

Clear spaces between words but 'moon' not written at the end of the sentence (Handwriting and presentation L1 b1 and b2).



Ice cream poster with labels

When the role-play area in the classroom was linked to the topic, ‘The seaside’, Joshua made a menu poster for display in the ice cream shop.

Transcript Sobeey (strawberry)

blbeey (blueberry)

Reb (red)

So beey (strawberry)

Vmil (vanilla)

Assessment commentary Joshua's design for the menu shows what is on offer, with simple flavour labels for each of

the ice creams (AF2 L1 b1), although the use of a colour name ('red') is not consistent.

Some phonetically plausible spelling and correct initial and final letters enables the writing to be read, despite the omission of medial phonemes (just AF8 L1 b2).



Sequencing pictures

Following work on Peace At Last by Jill Murphy, Joshua worked with a group to sequence a set of pictures and write about what happened in the story. Joshua wrote down the group’s ideas.

Murphy, Jill. (2007) Peace At Last, Macmillan Children's Books, London. Copyright © Jill Murphy 1980. Used with kind permission.



Transcript 1 After they went to bed

2 bed big bear could not sleep

3 he tried in the car

4 he then went back to bed he and mum bear woke (up)

5 baby bear got the post

Assessment commentary Joshua writes what could be a complex sentence if not broken up with uncertain

numbering: 'After they went to bed, big bear couldn't sleep…' (insufficient evidence for more than AF5 L1 b1).

Full stops are not used, but clauses are grammatically accurate (AF6 L1 b1).

The organisation of ideas follows the sequence of the pictures, with ‘after’ and ‘then’ partly clarifying time order of events. Joshua decided to number his sentences to link to each picture (AF3 L1 b2).

Ideas about the main events in the story conveyed through simple word choices, for example ‘bear’, ‘sleep’, ‘mum’, ‘car’ (AF1 L1 b1).

Some high-frequency words are spelled correctly, e.g. ‘in’, ‘the’, ‘to’, ‘not’, ‘got’, ‘with’, phonetically plausible attempts at digraphs, for example ‘ee’ in ‘hee’, ‘sleep’ (AF8 L1 b1, b2 and b3).

Spaces between words, some correctly formed letters but also reversals and mixture of upper and lower case (just AF8 L1 b1 and b2).



Assessment summary

Joshua is taught in a mixed Reception and Year 1 class which is organised with areas of provision for the children to use independently. The evidence for Joshua’s writing comes from different points from the second half of the summer term. Teaching follows the National Curriculum and the Primary Framework units of work.

This assessment summary draws together evidence from Joshua’s writing as well as from teacher knowledge and observation.

AF5

The recount of the Whitby visit and writing about the picture sequences provide the most extended examples of Joshua’s writing. Most sentences begin with a personal pronoun and verb, with a couple of examples of the use of time connectives to begin a sentence. His teacher reports that when writing other extended pieces, e.g. stories, Joshua can link clauses together by the repeated use of ‘and’ (AF5 level 1).

AF6

Although there are signs that Joshua understands the use of full stops, the evidence is patchy, especially when more than one statement is attempted. He mostly writes grammatically correct phrases and clauses, with some evidence of accurate sentence formation. However, teacher knowledge of Joshua’s writing confirms that clauses are not always grammatically accurate (AF6 below level 1).

AF3

Joshua is able to sequence simple events in time order, as shown by the Whitby recount and the retelling of the Jill Murphy story, in which numbering is also attempted. However, Joshua does not signal the openings or endings of texts (AF3 below level 1).

AF4

Most of examples of writing are too short to make an assessment of internal cohesion, although nouns and pronouns connect events together when Joshua writes more than one sentence (AF4 insufficient evidence).

AF1

Joshua conveys basic information across several forms of writing: recounts, labels and captions. He uses appropriate, simple words in each piece. In the teacher's judgement, Joshua is also capable of using the language of colour and simple emotion to describe and communicate (AF1 level 1).

AF2

At a very basic level, Joshua's writing fulfils different communicative purposes. For example, the labels for the photographs explain what is in the pictures, the ice cream poster is set out like a pictorial menu, and the recounts inform the reader of the sequence of events (AF2 level 1).



AF7

Joshua uses simple, appropriate vocabulary in most of his writing, repeating key words to communicate meaning (AF7 level 1).

AF8

Joshua is not consistently segmenting words due to insecure phonic knowledge. He can spell some high-frequency words, and is beginning to use digraphs in his writing but not all his spelling attempts are phonetically plausible. Sometimes his writing needs to be mediated to be fully understood (AF8 below level 1).

Handwriting and presentation

Joshua leaves spaces between words and can sometimes distinguish upper and lower case letters, but many of his letters are not correctly formed and directionality is uncertain (Handwriting and presentation below level 1).



Writing assessment guidelines: levels 1 and 2

Pupil name Joshua Class/Group Year 1 Date Summer term

AF5 – vary sentences for clarity, purpose and effect

AF6 – write with technical accuracy of syntax and punctuation in phrases, clauses and sentences

AF3 – organise and present whole texts effectively, sequencing and structuring information, ideas and events

AF4 – construct paragraphs and use cohesion within and between paragraphs

AF1 – write imaginative, interesting and thoughtful texts

AF2 – produce texts which are appropriate to task, reader and purpose

AF7 – select appropriate and effective vocabulary

AF8 – use correct spelling Handwriting and presentation

Level 2

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


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


some basic sequencing of ideas or material, e.g. time-related words or phrases, line breaks, headings, numbers

openings and/or closings sometimes signalled


ideas in sections grouped by content, some linking by simple pronouns


mostly relevant ideas and content, sometimes repetitive or sparse

some apt word choices create interest

brief comments, questions about events or actions suggest viewpoint


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


simple, often speech-like vocabulary conveys relevant meanings

some adventurous word choices, e.g. opportune use of new vocabulary


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


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’


mostly grammatically accurate clauses

some awareness of use of full stops and capital letters e.g. beginning/end of sentence


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


simple connections between ideas, events, e.g. repeated nouns, pronouns relate to main idea


basic information and ideas conveyed through appropriate word choice, e.g. relate to topic

some descriptive language, e.g. colour, size, simple emotion


some indication of basic purpose, particular form or awareness of reader, e.g. story, label, message


mostly simple vocabulary

communicates meaning through repetition of key words


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


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



Making a level judgement

Joshua’s writing was assessed using the L1/L2 guidelines. Level 1 was awarded for AF5, AF1 and AF2, as well as for AF7. In addition there is some highlighting in the level 1 criteria for Handwriting and presentation. However, Joshua’s writing was judged to be below level 1 for AF6, AF3, AF8 and for Handwriting, with a judgement of insufficient evidence for AF4.

Following the flow chart for making an overall level judgment in writing, it can be seen that although Joshua has met the minimum requirements for writing at level 1: AF5, AF1 and AF2, plus level 1 for AF7, the evidence for both AF8 and AF6, as well as for Handwriting, is significantly weaker than for the other assessment focuses. The teacher reports that Joshua rarely chooses to write independently, preferring to work with an adult. These considerations influence the judgement to award a low level 1 overall.

Next steps

The gaps on the assessment guidelines sheet suggest some particular skills to address. For Joshua, it will be particularly important to:

improve his phonic knowledge to make sure he is hearing sounds in words by revising segmenting for spelling, especially words containing adjacent consonants (CVCC and CCVC words) then move on to phase 5 and in particular learning alternative spellings for phonemes and choosing the appropriate graphemes to represent phonemes when spelling words.

focus on word structure and spelling patterns to develop accuracy in spelling a wider range of words (Strand 6, Word Structure and Spelling, linked to AF8).

learn how to plan his work into sections, leading to grouping ideas by content (Strand 10, Text structure and organisation linked to AF4).

develop legible handwriting as he learns to form and use the four basic handwriting joins (Strand 12, Presentation, linked to handwriting and presentation).

build on Joshua's enjoyment of practical activities and interest in facts in the Year 2 units of work on instructions, explanations and information texts – at the same time as helping to develop his understanding of different curriculum subjects.



Acknowledgements

Murphy, Jill (1995). Whatever Next?, Macmillan Children's Books, London. Copyright © Jill Murphy 1983. Used with kind permission.

Murphy, Jill. (2007) Peace At Last, Macmillan Children's Books, London. Copyright © Jill Murphy 1980. Used with kind permission.

writing standards file for joshua, a year 1 low level 1...

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