Pupil Asset - NC Writing 2017 - Exemplifications

Spelling & Handwriting

Statement / Beginning / Developing / Embedded
Year 6: Spelling
Uses further prefixes and suffixes and understands the guidelines for adding them. / Spells many words with prefixes and suffixes and knows common rules for adding them. Appendix 1 (Years 5&6) / Spells most words with prefixes and suffixes and can explain common spelling rules. Appendix 1 (Years 5&6) / Spells all words with prefixes and suffixes (with or without associated changes in spelling). Appendix 1 (Years 5&6)
Spells some words with ‘silent’ letters, e.g. knight, psalm, solemn. / Spells many common words with silent letters correctly e.g. knight, psalm, solemn. / Spells most common words with silent letters correctly. / Spells almost all common words with silent letters correctly.
Continues to distinguish between homophones and other words which are often confused. / Distinguishes and correctly spells many confusing pairs from Appendix 1 (Years 5&6) / Distinguishes and correctly spells most confusing pairs from Appendix 1 (Years 5&6) / Distinguishes and correctly spells all confusing pairs from Appendix 1 (Years 5&6)
Uses knowledge of morphology and etymology in spelling and understands that the spellings of some words need to be learnt specifically, as listed in Appendix 1. / Spells many words correctly, including common exception words (Years 5 & 6). / Spells most words correctly, including common exception words (Years 5 & 6). / Spells all words correctly, including common exception words (Years 5 & 6) including common exception words (Years 5 & 6).
Uses dictionaries to check the spelling and meaning of words. / With support, uses a dictionary to find words and associated definition (which may need to be explained). / Confidently uses a dictionary to find words and independently reads and understands the definition. / Chooses to use a dictionary independently, not only to check spellings or definitions, but to extend vocabulary.
Uses the first three or four letters of a word to check spelling, meaning or both of these in a dictionary. / With support, uses a dictionary to find words and associated definition (which may need to be explained). / Confidently uses a dictionary to find words and independently reads and understands the definition. / Chooses to use a dictionary independently, not only to check spellings or definitions, but to extend vocabulary.
Uses a thesaurus. / Uses a thesaurus to reduce repetition of vocabulary and to add interest (may occasionally use unrelated concept by choosing incorrect synonym). / Chooses appropriate and relevant synonym from a thesaurus to reduce repetition of vocabulary and to add interest. / Uses a thesaurus spontaneously to improve work by introducing wider and more varied vocabulary.
Statement / Beginning / Developing / Embedded
Year 6: Handwriting
Writes legibly, fluently and with increasing speed by choosing which shape of a letter to use when given choices. / Produces legible joined handwriting, writing at an increasingly suitable speed. / Maintains legibility, fluency and speed in handwriting through choosing whether or not to join specific letters. / Continues to develop a personal style by making choices over the shapes of letters and whether or not to join them as well as increasing the pace of writing while sustaining neatness and accuracy.
Decides, as part of their personal style, whether or not to join specific letters. / Produces legible joined handwriting, writing at an increasingly suitable speed. / Maintains legibility, fluency and speed in handwriting through choosing whether or not to join specific letters / Continues to develop a personal style by making choices over the shapes of letters and whether or not to join them as well as increasing the pace of writing while sustaining neatness and accuracy.
Is clear about what standard of handwriting is appropriate for a particular task (e.g. quick notes or a final handwritten version). / Begins to demonstrate different styles of handwriting for different tasks. / Chooses appropriate standard of handwriting as appropriate to the task. / Chooses appropriate standard of handwriting as appropriate to the task, justifying and explaining choices with reference to effect.
Chooses the writing implement that is best suited for a task (e.g. quick notes, letters). / Begins to make choices in terms of selecting the most appropriate writing instrument for a given task. / Selects appropriate writing instruments for either a given task or an independent one. e.g. colour-coded pens for a key. / Selects appropriate writing instruments for every task, justifying and explaining choices.
Year 5: Spelling
Uses further prefixes and suffixes and understands the guidelines for adding them. / Spells some words with prefixes and suffixes and knows common rules for adding them. Appendix 1 (Years 5&6) / Spells many words with prefixes and suffixes and can explain common spelling rules. Appendix 1 (Years 5&6) / Spells most words with prefixes and suffixes (with or without associated changes in spelling). Appendix 1 (Years 5&6)
Spells some words with ‘silent’ letters, e.g. knight, psalm, solemn. / Spells some common words with silent letters correctly e.g. knight, psalm, solemn. / Spells many common words with silent letters correctly. / Spells most common words with silent letters correctly.
Continues to distinguish between homophones and other words which are often confused. / Distinguishes and correctly spells some confusing pairs from Appendix 1 (Years 5&6) / Distinguishes and correctly spells many confusing pairs from Appendix 1 (Years 5&6) / Distinguishes and correctly spells most confusing pairs from Appendix 1 (Years 5&6)
Uses knowledge of morphology and etymology in spelling and understands that the spellings of some words need to be learnt specifically, as listed in Appendix 1. / Spells some words correctly, including common exception words (Years 5 & 6) / Spells many words correctly, including common exception words (Years 5 & 6) / Spells most words correctly, including common exception words (Years 5 & 6)
Uses dictionaries to check the spelling and meaning of words. / EOY6: With support, uses a dictionary to find words and associated definition (which may need to be explained). / EOY6: Confidently uses a dictionary to find words and independently reads and understands the definition. / EOY6: Chooses to use a dictionary independently, not only to check spellings or definitions, but to extend vocabulary.
Uses the first three or four letters of a word to check spelling, meaning or both of these in a dictionary. / EOY6: With support, uses a dictionary to find words and associated definition (which may need to be explained). / EOY6: Confidently uses a dictionary to find words and independently reads and understands the definition. / EOY6: Chooses to use a dictionary independently, not only to check spellings or definitions, but to extend vocabulary.
Uses a thesaurus. / EOY6: Uses a thesaurus to reduce repetition of vocabulary and to add interest (may occasionally use unrelated concept by choosing incorrect synonym). / EOY6: Chooses appropriate and relevant synonym from a thesaurus to reduce repetition of vocabulary and to add interest. / EOY6: Uses a thesaurus spontaneously to improve work by introducing wider and more varied vocabulary.
Year 5: Handwriting
Writes legibly, fluently and with increasing speed by choosing which shape of a letter to use when given choices. / EOY6: Produces legible joined handwriting, writing at an increasingly suitable speed. / EOY6: Maintains legibility, fluency and speed in handwriting through choosing whether or not to join specific letters / EOY6: Continues to develop a personal style by making choices over the shapes of letters and whether or not to join them as well as increasing the pace of writing while sustaining neatness and accuracy.
Decides, as part of their personal style, whether or not to join specific letters. / EOY6: Produces legible joined handwriting, writing at an increasingly suitable speed. / EOY6: Maintains legibility, fluency and speed in handwriting through choosing whether or not to join specific letters / EOY6: Continues to develop a personal style by making choices over the shapes of letters and whether or not to join them as well as increasing the pace of writing while sustaining neatness and accuracy.
Is clear about what standard of handwriting is appropriate for a particular task (e.g. quick notes or a final handwritten version). / EOY6: Begins to demonstrate different styles of handwriting for different tasks. / EOY6: Chooses appropriate standard of handwriting as appropriate to the task. / EOY6: Chooses appropriate standard of handwriting as appropriate to the task, justifying and explaining choices with reference to effect.
Chooses the writing implement that is best suited for a task (e.g. quick notes, letters). / EOY6: Begins to make choices in terms of selecting the most appropriate writing instrument for a given task. / EOY6: Selects appropriate writing instruments for either a given task or an independent one. e.g. colour-coded pens for a key. / EOY6: Selects appropriate writing instruments for every task, justifying and explaining choices.
Year 4: Spelling
Uses further prefixes and suffixes and understands how to add them (Appendix 1) / Develops knowledge of prefixes and suffixes from Year 3 & 4 Appendix 1 e.g. in changes to il, im or ir. e.g. sion, ssion, cian. / Develops knowledge of further prefixes and suffixes from Year 3 & 4 Appendix 1 that require some changes to the root word e.g. use of sure or ture, / Shows a greater understanding of the full range of rules for adding prefixes and suffixes from Year 3 & 4 Appendix 1.
Spells further homophones. / Uses many further homophones correctly. / Uses most further homophones correctly. / Uses a wider range of further homophones in their writing and makes few errors.
Identifies commonly misspelt words and corrects them. (See Appendix 1) / Identifies many commonly misspelt words and attempts to correct them. / Identifies most commonly misspelt words and attempts to correct them, spelling most accurately. / Identifies almost all commonly misspelt words and attempts to correct them, spelling them accurately.
Understands how to place the apostrophe in words with regular plurals (e.g. girls’, boys’) and in words with irregular plurals (e.g. children’s). / Demonstrates some appropriate use of the possessive apostrophe for plurals. There is likely to be some over or under use. / Demonstrates many appropriate uses of the possessive apostrophe for plurals e.g. the classes’, the teachers’, the boys’. / Demonstrates appropriate use of the possessive apostrophe, including irregularities such as mice’s, children’s, sheep’s.
Use the first two or three letters of a word to check its spelling in a dictionary. / Uses the first letter to a find the approximate location of a word in the dictionary. / Uses the first two or three letters to find the location of a word in the dictionary, copying down correct spelling. / Fluently, confidently and consistently finds words in a dictionary, copying down correct spelling.
Writes from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far. / Can remember and write sentences using some of the spelling rules, homophones and commonly misspelt words taught so far. May need sentences to be repeated / Can remember and write sentences uses many of the spelling rules, homophones and commonly misspelt words taught so far. / Accurately writes from memory increasingly complex sentences, dictated by the teacher, that include words and punctuation taught so far.
Year 4: Handwriting
Uses the diagonal and horizontal strokes that are needed to join letters and understands which letters, when adjacent to one another, are best left un-joined. / Continues to practice handwriting using appropriate resources to effectively use the diagonal and horizontal strokes that are needed to join letters. / Uses the diagonal and horizontal strokes that are needed to join letters and understands which letters, when adjacent to one another, are best left un-joined. / Begins to develop a personal style by increasing the legibility, consistency and quality of their handwriting,
Increases the legibility, consistency and quality of their handwriting, e.g. by ensuring that the downstrokes of letters are parallel and equidistant. / Begins to increase the legibility, consistency and quality of their handwriting, e.g. by ensuring that some downstrokes of letters are parallel and equidistant. / Increases the legibility, consistency and quality of their handwriting, e.g. by ensuring that many downstrokes of letters are parallel and equidistant. / Begins to develop a personal style by increasing the legibility, consistency and quality of their handwriting,
Increases the legibility, consistency and quality of their handwriting, e.g. by ensuring that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch. / Begins to increase the legibility, consistency and quality of their handwriting, e.g. by ensuring that some lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch. / Increases the legibility, consistency and quality of their handwriting, e.g. by ensuring that most lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch. / Begins to develop a personal style by increasing the legibility, consistency and quality of their handwriting,
Year 3: Spelling
Uses further prefixes and suffixes and understands how to add them (Appendix 1) / Adds prefixes and suffixes from Year 3 & 4 Appendix 1 where no change to the root word is required e.g. Prefixes: un-, dis, mis-, sub- e.g. Suffixes: -ous (poinsonous) , -ation (formation), -ly (loudly). / Adds prefixes and suffixes from Year 3 & 4 Appendix 1 that require some changes to the root word e.g. when adding suffixes that start with a vowel, double the final consonant of a polysyllabic word as long as the preceding letter is a vowel e.g. forgetting, forgotten. / Shows a greater understanding of the variation in rules for adding prefixes and suffixes from Year 3 & 4 Appendix 1. e.g. knows when not to double the final consonant when adding a vowel suffix e.g. limited.
Spells further homophones. / Uses some further homophones correctly e.g. meat/meet, here/hear and brake/break. / Uses a growing number of homophones correctly e.g. grown/groan, main/mane, rain/reign/rein. / Uses a range of homophones in their writing and makes few errors e.g. scene/seen, whose/who’s, peace/piece.
Identifies commonly misspelt words and attempts to correct them. (See Appendix 1) / Identifies some commonly misspelt words and attempts to correct them e.g. arrive, business, circle, potatoes. / Identifies a growing number of commonly misspelt words and attempts to correct them, spelling them accurately e.g. experience, imagine, island / Identifies a range of commonly misspelt words and attempts to correct them, spelling most accurately e.g. disappear, breathe, knowledge.
Understands how to place the apostrophe in words with regular plurals (e.g. girls’, boys’) / EOY4: Demonstrates some appropriate use of the possessive apostrophe for plurals. There is likely to be some over or under use. / EOY4: Demonstrates many appropriate uses of the possessive apostrophe for plurals e.g. the classes’, the teachers’, the boys’. / EOY4: Demonstrates appropriate use of the possessive apostrophe, including irregularities such as mice’s, children’s, sheep’s.
Uses the first two or three letters of a word to check its spelling in a dictionary. / EOY4: Uses the first letter to a find the approximate location of a word in the dictionary. / EOY4: Uses the first two or three letters to find the location of a word in the dictionary, copying down correct spelling. / EOY4: Fluently, confidently and consistently finds words in a dictionary, copying down correct spelling
Writes from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far. / Can remember and write sentences using some of the spelling rules, homophones and commonly misspelt words taught so far (Y3 Program). May need sentences to be repeated / Can remember and write sentences uses many of the spelling rules, homophones and commonly misspelt words taught so far (Y3 Program). / Accurately writes from memory increasingly complex sentences, dictated by the teacher, that include words and punctuation taught so far (Y3 Program).
Year 3: Handwriting
Uses the diagonal and horizontal strokes that are needed to join letters and understands which letters, when adjacent to one another, are best left un-joined. / EOY4: Continues to practice handwriting using appropriate resources to effectively use the diagonal and horizontal strokes that are needed to join letters. / EOY4: Uses the diagonal and horizontal strokes that are needed to join letters and understands which letters, when adjacent to one another, are best left un-joined. / EOY4: Begins to develop a personal style by increasing the legibility, consistency and quality of their handwriting,
Increases the legibility, consistency and quality of their handwriting, e.g. by ensuring that the downstrokes of letters are parallel and equidistant. / EOY4: Begins to increase the legibility, consistency and quality of their handwriting, e.g. by ensuring that some downstrokes of letters are parallel and equidistant. / EOY4: Increases the legibility, consistency and quality of their handwriting, e.g. by ensuring that many downstrokes of letters are parallel and equidistant. / EOY4: Begins to develop a personal style by increasing the legibility, consistency and quality of their handwriting,
Increases the legibility, consistency and quality of their handwriting, e.g. by ensuring that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch. / EOY4: Begins to increase the legibility, consistency and quality of their handwriting, e.g. by ensuring that some lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch. / EOY4: Increases the legibility, consistency and quality of their handwriting, e.g. by ensuring that most lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch. / EOY4: Begins to develop a personal style by increasing the legibility, consistency and quality of their handwriting,
Year 2: Spelling
Spells by segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly. / Segment spoken words into phonemes and representing these by graphemes, spelling some correctly. Some phonemes may be missed or incorrectly represented (mugky, jungall) Some common homophones are known (see/sea, one/won, to/two/too) / Segment spoken words into phonemes and represent these by graphemes, spelling many correctly. Errors may be in the use of alternate GPCs or where 1 grapheme can represent different phonemes (lernt, exsitment, jigantic) Many common homophones are spelt correctly (night/knight, here/hear) / Segments spoken words into phonemes and represents these by graphemes spelling most accurately. Ambitious vocabulary is likely to be misspelt but will still be phonetically plausible. Most common homophones are spelt correctly (there/they’re/their, quite/quiet)