APP WRITING TRACKER – LEVEL 1

ASSESSMENT FOCUS / 1C / 1B / 1A
1
and
7 / Write imaginative, interesting and thoughtful texts.
Select appropriate and effective vocabulary. /
  • I can write my own name.
  • I can produce some simple words or phrases to convey meaning.
  • Most of my work can be read by an adult without my help (must be more than 1 simple statement).
/
  • I am beginning to produce my own ideas for writing.
  • I can show some control over word order producing logical statements (may be repetitive – I like… I can…).
  • My choice of words relate to the topic.
  • I can sometimes use words to describe (colour, size, simple emotion).
/
  • I can produce my own ideas for writing.
  • My words are chosen because they relate to the topic.
  • I can use some describing words.

2 / Produce texts which are appropriate to task, reader and purpose. /
  • I can tell you what my writing is for.
/
  • My writing is beginning to show some awareness of purpose (eg basic story, label, message).
/
  • I can write simple texts such as lists, stories, explanations.

3
and
4 / Organise and present whole texts effectively, sequencing and structuring information, ideas and events.
Construct paragraphs and use cohesion within and between them. /
  • I can use some basic phrases to open and end a story orally.
/
  • I can start and end a story using story language.
  • I am beginning to write down my ideas in an appropriate order (eg in time sequence).
/
  • My story writing is beginning to show a clear beginning and ending.
  • I can write my ideas in the correct order (non narrative genres).
  • I am beginning to make connections between ideas and events (repeated nouns/pronouns relate to main idea).

5 / Vary sentences for clarity, purpose and effect. /
  • I can use simple words and phrases to communicate meaning (often uses simple oral language patterns).
/
  • I may sometimes use and to connect my ideas.
  • I am beginning to write in a series of sentence like structures (may be repetitive).
/
  • I can use and to join ideas (may be repetitive).
  • I am beginning to write simple sentences.

6 / Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences. /
  • I can write my own name with correct upper and lower case letters.
/
  • My statements are mostly grammatically accurate (he was..we were..the dog is..).
  • I am beginning to use full stops in my writing.
/
  • I can sometimes use a capital letter and a full stop in my writing.

8 / Use correct spelling. /
  • I am beginning to make phonetic attempts at words.
  • I can spell my name and use capital letters in the right place.
  • I can write a few of the simple, common YR words (mum, but, and).
/
  • I can spell some common cvc words correctly.
  • I can have a go at spelling unknown words phonetically.
/
  • I can spell most of the common YR words.
  • Most of my cvc words are correct.
  • I can have a go at more tricky words using phonic strategies.

Handwriting and Presentation /
  • I can form most letters correctly.
  • I can use finger spaces between words / clusters of letters.
/
  • I can form all my letters correctly.
  • I have some control over the size of my letters.
/
  • I can form all my letters clearly.
  • I can use finger spaces correctly.
  • I can sometimes use capital letters correctly.

APP WRITING TRACKER – LEVEL 2

ASSESSMENT FOCUS / 2C / 2B / 2A
1
and
7 / Write imaginative, interesting and thoughtful texts.
Select appropriate and effective vocabulary. /
  • I can write a series of simple sentences with meaning.
  • I choose words that relate to the topic.
  • I can develop some of my ideas.
  • My writing may sound like spoken language rather than written language.
/
  • I can communicate ideas and meaning confidently in a series of sentences (sometimes repetitive but mainly flows).
  • I can write at length (at least half a page of A4).
  • I can provide enough information to interest the reader (beginning to provide information and description beyond a list).
  • The words I choose are well chosen and match the topic.
  • I am beginning to use some interesting and ambitious words (words not usual for age).
/
  • I can communicate ideas and meaning confidently in a series of sentences.
  • My writing shows some evidence of a viewpoint.
  • I can write at least ½ a side of A4 or more.
  • I can make my writing lively and interesting.
  • I can use adjectives and descriptive phrases for detail.
  • I can use some interesting and ambitious words (words not usual for age).

2 / Produce texts which are appropriate to task, reader and purpose. /
  • My writing shows I am beginning to have some awareness of the purpose of the task.
  • I can include some of the main features of the genre type.
/
  • I can match organisation to purpose.
  • I can include many of the features of the genre type.
/
  • I attempt to adopt the appropriate style for the purpose.
  • I can use most features of the given genre (not always accurate).

3
and
4 / Organise and present whole texts effectively, sequencing and structuring information, ideas and events.
Construct paragraphs and use cohesion within and between them. /
  • My writing shows connections between ideas and events (repeated nouns/pronouns relate to main idea).
  • I am beginning to use some time words to sequence my writing.
  • My writing has a beginning and sometimes an ending
/
  • I am showing some awareness of linking ideas using strategies to create flow (next, then, also).
  • I can use different time words to sequence my ideas.
  • My writing usually has a clear opening and ending.
/
  • I can link ideas using strategies to create flow (another thing, also, then).
  • I can use different time words and phrases to sequence my writing.
  • I can use headings to organise my non fiction writing.
  • I may group some of my writing or ideas by content (paragraph like structures).

5 / Vary sentences for clarity, purpose and effect. /
  • I can use a connective to join two simple sentences (and or but)
  • I am beginning to show that I can think of different ways to start a sentence (not always using name or pronoun).
/
  • I am beginning to use different openers (time words and linking words, eg also).
  • I can use connectives other than and to join sentences. (and, but, so, then)
  • I show some awareness of past and present tenses.
/
  • I can experiment with a range of sentence openers (First, Then, Next, After that, Also, Soon, Another thing).
  • I can use connectives to link sentences (and, but, so, then, because).
  • My use of past and present tenses are generally correct.

6 / Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences. /
  • I am beginning to use full stops and capital letters in the correct place.
  • I can write in simple sentences
/
  • My sentences are usually demarcated with a full stop and capital letter (more than 50% of the time).
  • I am beginning to use ? but may not be accurate.
  • My simple sentences are usually grammatically correct.
/
  • My sentences are almost always punctuated correctly (capitals and full stops).
  • I am using ? and , but not always accurately.
  • My sentences are grammatically correct

8 / Use correct spelling. /
  • I can use simple phonic strategies to spell words (cvc words accurate, other phonetical words mostly correct).
/
  • I can spell common monosyllabic words accurately.
/
  • I can use phonetically plausible strategies to spell or attempt unknown polysyllabic words
  • I can correctly spell words containing different spellings for phonemes.

Handwriting and Presentation /
  • I can control ascenders and descenders.
  • I do not normally mix upper and lower case letters in a sentence.
  • My letters may not always be the correct size and shape.
/
  • I do not mix upper and lower case letters in sentences.
  • My letters are usually the correct shape but may be inconsistent in orientation.
/
  • I can use accurate and consistent handwriting (correct upper and lower case, descenders and ascenders).
  • I am beginning to join my writing.

APP WRITING TRACKER – LEVEL 3

ASSESSMENT FOCUS / 3C / 3B / 3A
1
and
7 / Write imaginative, interesting and thoughtful texts.
Select appropriate and effective vocabulary. /
  • I can produce work which is imaginative and clear.
  • I can elaborate on information about events, characters (eg nouns expanded by adjectives).
  • I can adopt a viewpoint (although I may not maintain it).
  • I can use interesting and varied words.
  • I am beginning to choose some words because I know they have an effect on the reader.
/
  • I can produce imaginative writing which is interesting to read.
  • I show evidence of attention to the reader (eg elaboration, detail, adjectives etc).
  • I can use ambitious word choices (picking up on ambition from L2).
  • I am beginning to develop ideas, characters and describe settings, feelings and emotions.
/
  • I can create interest or humour through detail.
  • I can develop ideas, characters and describe settings, feelings and emotions.
  • I can use adjectives and adverbs for description.
  • My vocabulary choices are relevant and support the purpose.
  • My writing is developing a sense of pace.
  • I choose some words for effect or occasion.

2 / Produce texts which are appropriate to task, reader and purpose. /
  • I can adapt my writing for audience and purpose at a general level (eg provide enough information about characters and settings, make a series of points).
  • I can use the main features of the selected genre (with some accuracy).
/
  • I can adopt form and style for purpose and audience confidently.
  • I can use the main features of the genre appropriately and consistently.

3
and
4 / Organise and present whole texts effectively, sequencing and structuring information, ideas and events.
Construct paragraphs and use cohesion within and between them. /
  • I can produce work that is organised and shows a simple opening and ending.
  • I am beginning to make some attempt to place related points next to each other.
  • I can develop and extend ideas logically in structured sentences (may be over detailed or brief).
  • I use strategies to create flow.
  • I am beginning to understand what a paragraph is and I show evidence of this in my writing (eg one sentence paragraphs, ideas loosely grouped).
/
  • I structure and organise my writing clearly with a clear beginning, middle and end.
  • My ideas are loosely organised into sections of related text.
  • Within sections / paragraphs I am using strategies to link ideas (also, quickly, another thing).
  • My movement between paragraphs or sections of related text is abrupt.
/
  • I can sequence material and information in a logical style.
  • My related ideas are organised together.
  • I can use generalising words for style (sometimes, never, always, after).
  • I can use time connectives for past, present and future tense (afterwards, eventually, before).

5 / Vary sentences for clarity, purpose and effect. /
  • I can use sentence openers and connective from L2A confidently.
  • I am beginning to vary my verbs and tenses.
  • My sentences are sometimes grammatically correct (nouns and verbs agree).
/
  • I can extend sentences using a wider range of connectives (when, because, if, while, after, also, as well).
  • I can use a range of sentence openers.
  • I can vary verb forms and tenses.
  • My sentences are mostly grammatically correct.
/
  • I can vary the way I open my sentences and am beginning to use subordination (When I saw… While I was…As it was snowing…).
  • I am using a wider range of connectives to join sentences (also, then, because, if, while, as well, so, but).
  • My sentences are always grammatically correct.

6 / Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences. /
  • My sentences show that I can use capital letters, full stops and ? accurately.
  • I am experimenting with a wider range of punctuation ( , “ “ ! ‘ ) but it may not always be accurate.
/
  • I can use punctuation accurately (full stops, capital letters, ? and !).
  • I am beginning to use ! “ “ and , with some accuracy.
/
  • I am experimenting with a wider range of punctuation ( , “ “ ! ‘ ) with increasing accuracy.

8 / Use correct spelling. /
  • I can begin to spell common polysyllabic words accurately (sometimes, bonfire).
  • I can spell phonetically regular words.
/
  • I can spell all of the KS1 words.
  • I can spell words with more than one sound including familiar compound words.
  • I can use apostrophes accurately to spell shortened words.
/
  • I can spell phonetically regular or familiar common polysyllabic words accurately.
  • I can spell pronouns correctly.
  • I can spell common homophones correctly.

Handwriting and Presentation /
  • I am using joined, neat handwriting (may be slow and inaccurate).
/ I can use neat, joined handwriting accurately but my writing may still be a little slow.

APP WRITING TRACKER – LEVEL 4

ASSESSMENT FOCUS / 4C / 4B / 4A
1
and
7 / Write imaginative, interesting and thoughtful texts.
Select appropriate and effective vocabulary. /
  • I can write in a lively, coherent style.
  • My viewpoint is consistent and I am beginning to maintain it throughout.
  • I can use a range of styles confidently and individually.
  • I can use interesting language to sustain and develop ideas.
  • I am beginning to use adverbial and expanded noun phrases.
  • I can use precise vocabulary that links to the topic and engages the reader.
/
  • I can produce thoughtful and considered writing (using simple explanation, opinion, justification and deduction).
  • I can develop ideas using adverbial and expanded phrases before and after nouns.
  • My language choices support the purpose and are interesting and varied.
  • I am beginning to use figurative language including similes, metaphors and personification.
/
  • I can use stylistic features to engage the reader (eg vivid description, emotive language, development of phrases).
  • I can maintain a clear and consistent viewpoint.
  • I can use interesting strategies to move a story forward (characterisation, dialogue).
  • I can advise assertively in factual writing.
  • I can use figurative language (not always accurately).

2 / Produce texts which are appropriate to task, reader and purpose. /
  • I can organise ideas appropriately for purpose and reader and write in a range of styles confidently and independently.
/
  • My writing shows clear purpose and awareness of the reader.
  • The main features of the genre are clearly evident and appropriate to purpose.

3
and
4 / Organise and present whole texts effectively, sequencing and structuring information, ideas and events.
Construct paragraphs and use cohesion within and between them. /
  • My ideas and events are logically sequenced.
  • My writing includes a clear introduction and conclusion with ordered points between.
  • My ideas are organised by clustering points or using time sequences.
  • I can use a limited range of connectives to link paragraphs.
/
  • My overall organisation is supported by paragraphs (mostly accurate use of paragraphs).
  • The main ideas within the paragraph are developed.
  • I make attempts to link paragraphs (eg Firstly, Also, Next – not always maintained).
/
  • The structure of my writing is made clear through the use of paragraphs.
  • I can develop the main ideas within paragraphs in interesting and creative ways.
  • I am beginning to link paragraphs consistently.

5 / Vary sentences for clarity, purpose and effect. /
  • I am beginning to vary the length, structure and subject of my sentences.
  • I can use subordinating connectives (eg when, if, because).
  • My verb choices are varied.
/
  • I am beginning to use grammatically complex structures, adverbial phrases and subordinating clauses (I felt better when… The man, who lived on the hill… because it would make the school…) to vary sentences.
  • I can use more sophisticated sentence openers (eg although, however, nevertheless).
  • I can use a range of ly words to open sentences.
  • Nouns, pronouns and tenses are accurately used.
/
  • I am using phrases and clauses to add detail.
  • I can use connectives to give emphasis (eg if, so as to, despite).
  • I can use subordinating clauses mostly accurately.
  • My choice of tense is consistent and appropriate.
  • I can use openers in opposition to opening sentence (eg Even though, Having, Although).

6 / Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences. /
  • I can use full stops, capital letters, ? … ! , (in list) accurately throughout my writing.
  • I am beginning to use ‘ and “ “ accurately.
/
  • Most sentences are demarcated accurately using punctuation at L4C (. ? , … ! ‘ “ “ ).
  • I am beginning to use commas to mark phrases or clauses.
/
  • Almost all sentences are correctly demarcated with punctuation at L4.
  • I can use commas to mark phrases mostly accurately.
  • I am beginning to use ( ) - ; and :

8 / Use correct spelling. /
  • I can spell common regular verbs correctly when adding ing/ed.
  • I understand and use the spelling rules for making regular words plural.
/
  • I can spell unfamiliar regular polysyllabic words accurately.
  • I can add suffixes (ing, ed, est, er, ly, etc) to words ending in e or y.
/
  • I can spell irregular verb tenses accurately.
  • I can spell words with common endings (tion, ious, ough, ible, able, sion, etc) mainly accurately.

Handwriting and Presentation /
  • I can write in a clear, neat and legible cursive style with clearly defined ascenders and descenders.

APP WRITING TRACKER – LEVEL 5

ASSESSMENT FOCUS / 5C / 5B / 5A
1
and
7 / Write imaginative, interesting and thoughtful texts.
Select appropriate and effective vocabulary. /
  • I can produce writing that is varied, interesting and thoughtful.
  • I can develop ideas and description through the use of a range of stylistic devices (see 4A).
  • My viewpoint is consistent and controlled and I can use the viewpoint of others to support my opinion.
  • I can select from a wide range of ambitious and imaginative vocabulary and use this precisely.
/
  • My stylistic choices maintain interest (appealing vocabulary, variety of expression, detail, description).
  • I show a clear, established and consistent viewpoint supported with clear reasoning.
  • My language choices clearly support the purpose and the content covered is relevant.
  • My writing is well balanced and uses a variety of viewpoints to support my opinions.
/
  • I can use a range of narrative elements with confidence (action, dialogue, description).
  • I can use a variety of strategies and techniques confidently and appropriately to engage the reader (eg asides, comments, observation, suspense, tension).
  • I can use literary features accurately to create effect (alliteration, figurative and emotive language, persuasive language, precise detail).
  • My viewpoint is strong, well controlled and convincing.

2 / Produce texts which are appropriate to task, reader and purpose. /
  • My ideas and content are well chosen.
  • The main purpose of my writing is clear.
  • The style chosen is appropriate to maintain the reader’s interest.
/
  • My writing shows that my readership has begun to inform my choices (points which are of most interest to reader included).
  • The development of my ideas shows a clear understanding of the purpose of the text and supports this.
/
  • My readership clearly informs my choices in writing and I take into account what will be of most interest to the reader.
  • The main features of the chosen genre are clearly evident and accurately developed.

3
and
4 / Organise and present whole texts effectively, sequencing and structuring information, ideas and events.
Construct paragraphs and use cohesion within and between them. /
  • I can use different techniques to introduce and conclude work appropriately (opinion, summary, justification, comments, questions).
  • My work is clearly structured and organised using paragraphs.
  • My paragraphs are developed with relevant detail.
  • The main ideas within my paragraphs are linked.
/
  • My ending echoes my beginning and I am beginning to refer backwards and forwards within the text.
  • My paragraphs are linked to support purpose (clear chronological or logical links between paragraphs).
/
  • The sequence of my sections contribute to the overall effectiveness and coherence of the text.
  • My paragraphs and sections vary in length and structure.
  • The links between and within my paragraphs are maintained consistently.

5 / Vary sentences for clarity, purpose and effect. /
  • I can use simple and complex sentences (variety in length).
  • I can add phrases and clauses that build on the main detail and information.
  • I am beginning to choose from a wide range of openers and connectives.
/
  • I can use complex sentence structures appropriately.
  • I can use a wider range of openers and connectives (meanwhile, on the other hand, consequently, unfortunately, etc).
  • I am beginning to use phrases which add to shades of meaning (completely, almost, would, certainly).
/
  • I can vary sentence length, word order, structure and subject confidently to sustain interest and provide detail and clarity.
  • I can use a wide range of sophisticated openers and connective (including ly and ing openers)
  • I can confidently use additional words and phrases to contribute to meaning.

6 / Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences. /
  • Almost all my sentences are accurately demarcated with a range of punctuation (including ( ) – ; : )
/
  • I can use a range of punctuation accurately and mostly consistently to clarify structure and create effect.
/
  • I can use a range of punctuation with very little omission.
  • I can use punctuation to show division between clauses, to vary pace, to create effect / atmosphere etc.

8 / Use correct spelling. /
  • I can apply with confidence the common spelling rules.
  • I can spell high frequency and context words accurately.
/
  • I can spell a wide range of prefixes and suffixes accurately.
  • I can spell almost all inflected words (an inflection is a change to the ending of a word, eg verb tenses, plurals, comparative adjectives).
  • For 5A spelling is mostly accurate throughout.

Handwriting and Presentation /
  • I can write fluently in a clear, joined script at pace.

Literacy assessment procedure