Writing Assessment Record

Writing Assessment Record - non-narrative writing

Name Date

Book used as starting point/example task Support provided (e.g. word books, dictionaries,

information books, planning sheet)
Type of writing Level/grade achieved

Notes of evidence from the writing task

Communicates meaning,
engages reader e.g.
imagination and clarity,
humour, vocabulary
characteristics of different
forms of writing
e.g.
narrative/non-narrative,
organisation and layout,
descriptive language
direct speech/dialogue
logical ordering
arguments for/against
grammatical structure of
sentences e.g.
coordination/subordination
order of clauses,
phrases, punctuation
spelling e.g.
letters, groups of letters to
represent words,
patterns and conventions
handwriting e.g.
legibility and orientation,
upper/lower case, joining letters / Level 1C
Uses writing to add meaning to a picture.
Some awareness of the purpose of the writing.
Uses some recognisable letters, groups of letters,
words or phrases that look like instructions, or follow the
chosen form.
May sequence two related parts of a report or an event.
Some awareness shown in writing or discussion about how
full stops are used at the end of a sentence.
Uses words from the environment in the writing.
Knows that each letter has a name and a sound.
Uses the correct initial sound of a word to represent the
word.
Writes some upper and lower case letters correctly.
May mix upper and lower case letters within words.

Writing Assessment Record - non-narrative writing

Name Date

Book used as starting point/example task Support provided (e.g. word books, dictionaries,

information books, planning sheet)
Type of writing Level/grade achieved

Notes of evidence from the writing task

Communicates meaning,
engages reader e.g.
imagination and clarity,
humour, vocabulary
characteristics of different
forms of writing
e.g.
narrative/non-narrative,
organisation and layout,
descriptive language
direct speech/dialogue
logical ordering
arguments for/against
grammatical structure of
sentences e.g.
coordination/subordination
order of clauses,
phrases, punctuation
spelling e.g.
letters, groups of letters to
represent words,
patterns and conventions
handwriting e.g.
legibility and orientation,
upper/lower case, joining letters / Level 1B
Gives some detail.
Uses writing to add meaning to a picture.
Aware of the purpose of the writing.
Writing includes some recognisable instructions or points.
Numbering or bullet points may be used.
Writes simple words and phrases mainly in appropriate
order.
Sequences two related parts of a report or an event.
Uses phrases to convey ideas.
Begins the next line under the previous line.
Uses a full stop at the end of a sentence.
Writes initial sounds and final sounds of words.
Uses the vowel in cvc words.
Uses phonics to write cvc words.
Writes some words from high frequency word list.
Uses knowledge of common words used in the classroom.
Writes most upper and lower letters correctly.
Upper and lower case not mixed within words.

Writing Assessment Record - non-narrative writing

Name Date

Book used as starting point/example task Support provided (e.g. word books, dictionaries,

information books, planning sheet)
Type of writing Level/grade achieved

Notes of evidence from the writing task

Communicates meaning,
engages reader e.g.
imagination and clarity,
humour, vocabulary
characteristics of different
forms of writing
e.g.
narrative/non-narrative,
organisation and layout,
descriptive language
direct speech/dialogue
logical ordering
arguments for/against
grammatical structure of
sentences e.g.
coordination/subordination
order of clauses,
phrases, punctuation
spelling e.g.
letters, groups of letters to
represent words,
patterns and conventions
handwriting e.g.
legibility and orientation,
upper/lower case, joining letters / Level 1A
Sequences three related parts or events in a piece of
Writing.
Uses pictures to add to the writing.
Uses words to write one or more sentences.
Sequences two or more related parts of a report or
an event.
Uses some appropriate detail.
Layout mainly appropriate to chosen form.
Uses full stop(s) in some places.
Uses some capital letters appropriately.
Tries words using phonic knowledge. Spells 2 letter words
and phonic based cvc words. Spells 3 letter words from
high frequency list. Writes ch, sh and th correctly.
Letters are correctly orientated and are mainly lower
case. Uses spaces between words. Most ascenders and descenders are used correctly.

Writing Assessment Record - non-narrative writing

Name Date

Book used as starting point/example task Support provided (eg word books, dictionaries,

information books, planning sheet)
Type of writing Level/grade achieved

Notes of evidence from the writing task

Communicates meaning,
engages reader e.g.
imagination and clarity,
humour, vocabulary
characteristics of different
forms of writing
e.g.
narrative/non-narrative,
organisation and layout,
descriptive language
direct speech/dialogue
logical ordering
arguments for/against
grammatical structure of
sentences e.g.
coordination/subordination
order of clauses,
phrases, punctuation
spelling e.g.
letters, groups of letters to
represent words,
patterns and conventions
handwriting e.g.
legibility and orientation,
upper/lower case, joining letters / Level 2C
Expects that the writing makes sense to the reader.
Writes simple sentences.
Uses correctly formed imperatives (bossy verbs).
e.g. ‘make sure there is water in the cage’.
Simple connectives may link sentences e.g. ‘next’, ‘now’.
Some adverbs/adjectives may be used in the writing.
Numbering/bullet points may be used.
Some use of both capital letters and full stops.
Gives some names a capital letter.
Does not use capital letters in the middle
of words.
Spells words consistently even if incorrect.
Uses the letter ‘s’ to show plural
Uses initial clusters
Uses phonic knowledge to try unknown words
Uses sound of one word to attempt to spell unknown words
Letters in a word have a consistent height.
Upper case letters are the appropriate size.
Ascenders and descenders are mainly correct.

Writing Assessment Record - non-narrative writing

Name Date

Book used as starting point/example task Support provided (eg word books, dictionaries,

information books, planning sheet)
Type of writing Level/grade achieved

Notes of evidence from the writing task

Communicates meaning,
engages reader e.g.
imagination and clarity,
humour, vocabulary
characteristics of different
forms of writing
e.g.
narrative/non-narrative,
organisation and layout,
descriptive language
direct speech/dialogue
logical ordering
arguments for/against
grammatical structure of
sentences e.g.
coordination/subordination
order of clauses,
phrases, punctuation
spelling e.g.
letters, groups of letters to
represent words,
patterns and conventions
handwriting e.g.
legibility and orientation,
upper/lower case, joining letters / Level 2B
The writing mainly makes sense to the reader.
Some words used for effect.
Logical ordering of events.
Ideas are linked using other connectives as well as ‘and’.
Some sentences are extended and show simple
relationships between ideas e.g. ‘if you…..it will….’
Some description used in the writing.
Word choice relates to the topic.
Mainly simple, grammatically accurate present tense.
statements, often beginning with third person, or
generalised second person subjects.
Full stops and capital letters are used with some accuracy.
Uses knowledge of correct spelling patterns and
conventions.
Uses phonic knowledge to try unknown words.
Uses sounds to attempt to spell unknown words.
No mixing of upper/lower case letters in words.
Letters are neatly formed and of a consistent height.
May be some attempt to join letters.

Writing Assessment Record – non narrative writing

Name Date

Book used as starting point/example task Support provided (eg word books, dictionaries,

information books, planning sheet)
Type of writing Level/grade achieved

Notes of evidence from the writing task

Communicates meaning,
engages reader e.g.
imagination and clarity,
humour, vocabulary
characteristics of different
forms of writing
e.g.
narrative/non-narrative,
organisation and layout,
descriptive language
direct speech/dialogue
logical ordering
arguments for/against
grammatical structure of
sentences e.g.
coordination/subordination
order of clauses,
phrases, punctuation
spelling e.g.
letters, groups of letters to
represent words,
patterns and conventions
handwriting e.g.
legibility and orientation,
upper/lower case, joining letters / Level 2A
Procedure generally clear to the reader.
Vocabulary choice shows understanding of main aspects.
Chronological or other appropriate order.
Ideas mainly connected by numbering or bullets.
Several sentences are extended.
Writing is appropriate and adheres to the chosen form.
Descriptive language is used in the writing to add detail.
Adverbs and adverbial phrases add to the structure-
e.g. ‘quietly’, ’carefully’, ‘ in the classroom’.
Full stops and capital letters are mainly used accurately.
Uses knowledge of correct spelling patterns and
conventions.
Uses phonic knowledge to try unknown words.
Uses sounds to attempt to spell unknown words.
Letters are neatly formed and of a consistent height.
Ascenders and descenders are of a consistent size.

Writing Assessment Record – non-narrative writing

Name Date

Book used as starting point/example task Support provided (eg word books, dictionaries,

information books, planning sheet)
Type of writing Level/grade achieved

Notes of evidence from the writing task

Communicates meaning,
engages reader e.g.
imagination and clarity,
humour, vocabulary
characteristics of different
forms of writing
e.g.
narrative/non-narrative,
organisation and layout,
descriptive language
direct speech/dialogue
logical ordering
arguments for/against
grammatical structure of
sentences e.g.
coordination/subordination
order of clauses,
phrases, punctuation
spelling e.g.
letters, groups of letters to
represent words,
patterns and conventions
handwriting e.g.
legibility and orientation,
upper/lower case, joining letters / Level 3c
Writing is clear to the reader with relevant instructions.
Chosen procedure presented in appropriate order.
Precise vocabulary choices.
Organisation consistently signalled by numbering,
line breaks or paragraphing.
Several different connectives used.
Writing is appropriate to the chosen form.
Adverbial phrases used to clarify relations in time and
space. Expanded noun phrases add precision
e.g. ‘if you cut your finger put a blue plaster on it’, or
‘when settled in the hall, listen to the teacher who is
speaking.’
Economical and precise.
Full stops and capital letters are used accurately.
Commas are used in lists.
Mainly correct spelling patterns and
conventions are used.
Uses phonic knowledge to spell words independently.
Letters are neatly formed and of a consistent height.
Ascenders and descenders are of a consistent size.
Joined up script is used.

Writing Assessment Record – non-narrative writing

Name Date

Book used as starting point/example task Support provided (eg word books, dictionaries,

information books, planning sheet)
Type of writing Level/grade achieved

Notes of evidence from the writing task

Communicates meaning,
engages reader e.g.
imagination and clarity,
humour, vocabulary
characteristics of different
forms of writing
e.g.
narrative/non-narrative,
organisation and layout,
descriptive language
direct speech/dialogue
logical ordering
arguments for/against
grammatical structure of
sentences e.g.
coordination/subordination
order of clauses,
phrases, punctuation
spelling e.g.
letters, groups of letters to
represent words,
patterns and conventions
handwriting e.g.
legibility and orientation,
upper/lower case, joining letters / Level 3b
The writing is well planned.
Engages the reader throughout.
Vocabulary choice is interesting, appropriate and
ambitious.
Writing is logical and events are sequenced appropriately.
A range of ideas are linked using
different connectives.
Sentences are extended.
Writing is divided into appropriate sections and is
consistent with the chosen form.
Detail and precise vocabulary is used.
Some evidence of viewpoint e.g. instructions relate to the
overall purpose of the procedure.
Sustained authoritative or advisory stance (bossy verbs).
Full stops and capital letters are used accurately.
Commas are used in lists.
Question marks and exclamation marks are used where appropriate.
Spelling patterns and conventions are used with
most words spelt correctly.
Joined up script is used and the handwriting is clear.

Writing Assessment Record – non-narrative writing

Name Date

Book used as starting point/example task Support provided (eg word books, dictionaries,

information books, planning sheet)
Type of writing Level/grade achieved

Notes of evidence from the writing task

Communicates meaning,
engages reader e.g.
imagination and clarity,
humour, vocabulary
characteristics of different
forms of writing
e.g.
narrative/non-narrative,
organisation and layout,
descriptive language
direct speech/dialogue
logical ordering
arguments for/against
grammatical structure of
sentences e.g.
coordination/subordination
order of clauses,
phrases, punctuation
spelling e.g.
letters, groups of letters to
represent words,
patterns and conventions
handwriting e.g.
legibility and orientation,
upper/lower case, joining letters / Level 3a
The writing is well thought out and carefully planned.
Engages the reader.
Vocabulary choice is appropriate to the subject and
may be ambitious.
Ideas are well developed. Writing is well suited to
the purpose with features and stages of procedure clear
to the general reader.
Connectives are used effectively.
Sentences are extended.
Writing is divided into appropriate sections and is
consistent with the chosen form.
Details include a range of adjectives, adverbs etc.
Paragraphs are used to separate/link sections.
Full stops and capital letters are used accurately.
Commas are used in lists.
Question marks, exclamation marks and
apostrophes are used properly when appropriate.
Spelling patterns and conventions are used
and words are spelt correctly.
Handwriting is fluent, joined and legible.