DESCRIPTION WRITING- ASSESSMENT RUBRICS – YEAR 1

Outcome / Indicator Organisers / Criteria / Limited Achievement
Level 1 (E) / Basic Achievement
Level 2 (D) / Sound Achievement
Level 3 (C) / High Achievement
Level 4 (B) / Outstanding Achievement
Level 5 (A)
W1.9
Producing Texts / Channel of Communication / Uses a variety of visual literacy elements to plan writing / Teacher assistance needed to label diagram. / Attempts to label independently. / Uses illustrations with labels to support writing. / Uses labelled illustrations to plan and sequence effectively. / Uses labelled illustrations to plan and organise writing into paragraphs.
W1. 9 + 14
Producing Texts
Language Structures and Features / Text Structure / Structures text types in appropriate stages. / No effective introduction or structure of text. / Subject is mentioned -may be followed by a very basic description or there is no description of the subject. / Subject is mentioned followed by a very basic description / Subject is mentioned -may be followed by a very basic description. A sense of paragraphing may be evident. / Introduction of topic is evident, subject is clear, followed by a more detailed description. Information may be organised in paragraphs.
W1.10 + 14
Skills and Strategies
Language Structures and Features / Grammar / Uses correct sentence structure for different types of sentences. / Groups letters/words in order. Word order may be incorrect. / Attempts to write a simple sentence. / Writes a simple sentence with correct word order. Meaning is mostly clear. / Most simple sentences are correct and meaning is predominantly clear. Experiments with compound sentences. / Most simple sentences are correct and meaning is predominantly clear. At least one compound sentence is written correctly.
Uses precise language and detailed noun groups to describe. / No adjectives evident. / Uses a simple adjective/simple verb to describe which may be used repetitively. / Uses a variety of simple adjectives and verbs. / Uses 2 adjectives to form a noun group to describe. Uses simple verbs. / Uses a variety of adjectives and verbs. Uses noun groups which may have more than two adjectives.
W1.10
Skills and Strategies / Punctuation / Uses correct punctuation / No evidence of punctuation. / Beginning to write sentences correctly with capitals and full stops. / Uses most common punctuation – capitals, full stops and correct spacing most of the time. / Uses most common punctuation – capitals, full stops and correct spacing most of the time. Experiments with commas. / Uses most common punctuation – capitals, full stops and correct spacing all of the time. Experiments with commas.
W1.11
Skills and Strategies / Spelling / Correctly spells most high frequency words, at grade appropriate level / Cannot yet spell high frequency words independently. / Attempts most high frequency words with invented spelling / Spells some high frequency words correctly. / Spells most high frequency words correctly. / Spells all high frequency words correctly.

DESCRIPTION WRITING -ASSESSMENT RUBRICS – YEAR 2

Outcome / Indicator Organisers / Criteria / Limited Achievement
Level 1 (E) / Basic Achievement
Level 2 (D) / Sound Achievement
Level 3 (C) / High Achievement
Level 4 (B) / Outstanding Achievement
Level 5 (A)
W1.9
Producing Texts / Channel of Communication / Uses a variety of visual literacy elements to plan writing / Teacher assistance needed to label diagram. / Attempts to label independently. / Uses illustrations with labels to support writing. / Uses labelled illustrations to plan and sequence effectively. / Uses labelled illustrations to plan and organise writing into paragraphs.
W1. 9 + 14
Producing Texts
Language Structures and Features / Text Structure / Structures text types in appropriate stages. / Subject is mentioned -may be followed by a very basic description or there is no description of the subject. / Subject is mentioned followed by a very basic description / Subject is mentioned -may be followed by a very basic description. A sense of paragraphing may be evident. / Introduction of topic is evident, subject is clear, followed by a more detailed description. Some paragraphing evident.
/ Introduction of topic is evident, subject is clear, followed by a more detailed description. Some paragraphing evident.
W1.10 + 14
Skills and Strategies
Language Structures and Features / Grammar / Uses correct sentence structure for different types of sentences. / Attempts to write a simple sentence. / Writes a simple sentence with correct word order. Meaning is mostly clear. / Most simple sentences are correct and meaning is predominantly clear. Uses at least 1 compound sentence.
May use an adverbial phrase to add more information. / Most simple sentences are correct and meaning is predominantly clear. At least 2 compound sentences are written correctly. May use an adverbial phrase to add more information. / Most Simple and compound sentences are correct Writing contains at least 2 compound and 1 complex sentence.
May use an adverbial phrase to add more information.
Uses precise language and detailed noun groups to describe. / Uses a simple adjective/simple verb to describe which may be used repetitively. / Uses a variety of simple adjectives and verbs. / Uses 2 adjectives to form a noun group to describe. Uses simple verbs. / Uses a variety of adjectives and verbs. Uses noun groups which may have more than two adjectives. / Uses a variety of adjectives and verbs with at least one being precise word. Uses noun groups which may have more than two adjectives.
W1.10
Skills and Strategies / Punctuation / Uses correct punctuation / Beginning to write sentences correctly with capitals and full stops. / Uses most common punctuation – capitals, full stops and correct spacing most of the time. / Uses most common punctuation – capitals, full stops and correct spacing most of the time. Experiments with commas. / Uses most common punctuation – capitals, full stops and correct spacing all of the time. Experiments with commas. / Uses common punctuation eg upper & lower case, correct spacing, commas, exclamation marks. Experiments with commas between phrases.
W1.11
Skills and Strategies / Spelling / Correctly spells most high frequency words, at grade appropriate level / Attempts most high frequency words with invented spelling / Spells some high frequency words correctly. / Spells most high frequency words correctly. / Spells all high frequency words correctly. / Spells all high frequency words correctly and also spells more difficult words.

DESCRIPTION WRITING -ASSESSMENT RUBRICS – YEAR 3

Outcome / Indicator Organisers / Criteria / Limited Achievement
Level 1 (E) / Basic Achievement
Level 2 (D) / Sound Achievement
Level 3 (C) / High Achievement
Level 4 (B) / Outstanding Achievement
Level 5 (A)
W2.9
Producing Texts / Channel of Communication / Uses a variety of visual literacy elements to plan writing / Teacher assistance needed to label diagram. / Attempts to label independently. / Uses illustrations with labels to support writing. / Uses labelled illustrations to plan and sequence effectively. / Uses labelled illustrations to plan and organise writing into paragraphs.
W2. 9 + 14
Producing Texts
Language Structures and Features / Text Structure / Structures text types in appropriate stages. / Subject is mentioned -may be followed by a very basic description or there is no description of the subject. / Subject is mentioned followed by a very basic description. A sense of paragraphing may be evident. / Subject is mentioned –with more detailed description. Some paragraphing is evident. / Introduction of topic is evident, subject is clear, followed by a more detailed description. Mostly effective paragraphs used to organise information.
/ Introduction of topic is evident, subject is clear, followed by a more detailed description. Information is organised well in paragraphs.
W2.10 + 14
Skills and Strategies
Language Structures and Features / Grammar / Uses correct sentence structure for different types of sentences. / Writes a simple sentence with correct word order. Some simple sentences are correct or text is predominantly run on sentences. / Most simple sentences are correct and meaning is predominantly clear. Uses at least 1 compound sentence. May use an adverbial/prepositional phrase to add more information. / Most simple sentences are correct and meaning is predominantly clear. At least 1 compound sentence is evident. Uses an adverbial/prepositional phrase to add more information. / Most Simple and compound sentences are correct and meaning is clear. Writing contains at least 2 compound and 1 complex sentence. Uses an adverbial/ prepositional phrase to add more information. / Most Simple and compound sentences are correct and meaning is clear. Writing contains at least 2 compound and 2 complex sentences. Uses adverbial/prepositional phrase to add more information.
Uses precise language and detailed noun groups to describe. / Uses a variety of simple adjectives and verbs. / Uses 2 adjectives to form a noun group to describe. Uses simple verbs. / Uses a variety of adjectives and verbs with at least 2 precise words. Uses noun groups which may have more than two adjectives. May use imagery devices. E.g. simile, metaphor / Uses a variety of adjectives and verbs with at least 3 being precise words. Uses noun groups which may have more than two adjectives. May use imagery devices. E.g. simile, metaphor / Uses a variety of adjectives and verbs with at least 3 being precise words. Uses noun groups which may have more than two adjectives. Writing contains imagery devices. E.g. simile, metaphor
W2.10
Skills and Strategies / Punctuation / Uses correct punctuation / Beginning to write sentences correctly with capitals and full stops. / Uses most common punctuation – capitals, full stops and correct spacing most of the time. / Uses most common punctuation – capitals, full stops and correct spacing most of the time. Experiments with commas. / Uses most common punctuation – capitals, full stops and correct spacing all of the time. Experiments with commas. / Uses common punctuation eg upper & lower case, correct spacing, commas, exclamation marks. Experiments with commas between phrases.
W2.11
Skills and Strategies / Spelling / Correctly spells most high frequency words, at grade appropriate level / Spells few high frequency words correctly. / Spells some high frequency words correctly. / Spells most high frequency words correctly. / Spells all high frequency words correctly. / Spells all high frequency words correctly and also spells more difficult words.

DESCRIPTION WRITING - ASSESSMENT RUBRICS – YEAR 4

Outcome / Indicator Organisers / Criteria / Limited Achievement
Level 1 (E) / Basic Achievement
Level 2 (D) / Sound Achievement
Level 3 (C) / High Achievement
Level 4 (B) / Outstanding Achievement
Level 5 (A)
W2.9
Producing Texts / Channel of Communication / Uses a variety of visual literacy elements to plan writing / Teacher assistance needed to label diagram. / Attempts to label independently. / Uses illustrations with labels to support writing. / Uses labelled illustrations to plan and sequence effectively. / Uses labelled illustrations to plan and organise writing into paragraphs.
W2. 9 + 14
Producing Texts
Language Structures and Features / Text Structure / Structures text types in appropriate stages. / Subject is mentioned followed by a very basic description. A sense of paragraphing may be evident. / Subject is mentioned –with more detailed description. Some paragraphing is evident. / Introduction of topic is evident, subject is clear, followed by a more detailed description. Mostly effective paragraphs used to organise information.
/ Introduction of topic is evident, subject is clear, followed by a more detailed description. Information is organised well in paragraphs. / Introduction of topic is evident, subject is clear, followed by a more detailed description. Information is organised well in paragraphs and may include a
concluding statement.
W2.10 + 14
Skills and Strategies
Language Structures and Features
W2.10
Skills and Strategies / Grammar / Uses correct sentence structure for different types of sentences. / Some simple sentences are correct or text is predominantly run on sentences. / Most simple sentences are correct and meaning is predominantly clear. At least 1 compound sentence is evident. Uses an adverbial phrase to add more information. / Most Simple and compound sentences are correct and meaning is clear. Writing contains at least 2 compound and 1 complex sentences. Uses an adverbial/prepositional phrase to add more information. / Most Simple and compound sentences are correct and meaning is clear. Writing contains at least 2 compound and 2 complex sentences. Uses adverbial/prepositional phrase to add more information. / Most Simple and compound sentences are correct and meaning is clear. Writing contains at least 3 compound and 2 complex sentences. Uses a variety of adverbial/prepositional phrase to add more information.
Uses precise language and detailed noun groups to describe. / Uses a variety of simple adjectives and verbs. / Uses 2 adjectives to form a noun group to describe. Uses simple verbs. / Uses a variety of adjectives and verbs with at least 3 specific words. Uses noun groups which may have more than two adjectives. / Uses a variety of adjectives and verbs with at least 4being a precise word. Uses noun groups which may have more than two adjectives. May attempt to use imagery. / Uses a variety of adjectives and verbs with at least 2 being a precise words. Uses noun groups which may have more than two adjectives. Writing contains 1 example of effective use of imagery.
Punctuation / Uses correct punctuation / Beginning to write sentences correctly with capitals and full stops. / Uses most common punctuation – capitals, full stops and correct spacing most of the time. / Uses most common punctuation. Experiments with commas and apostrophes. / Uses most common punctuation. – capitals, full stops, apostrophes and correct spacing all of the time. Experiments with commas. / Consistently uses all punctuation correctly.
W2.11
Skills and Strategies / Spelling / Correctly spells most high frequency words, at grade appropriate level / Spells few high frequency words correctly. / Spells some high frequency words correctly. / Spells most high frequency words correctly. / Spells all high frequency words correctly. / Spells all high frequency words correctly and also spells more difficult words.

DESCRIPTION WRITING -ASSESSMENT RUBRICS – YEAR 5