Writing Stage 3
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Assessment Criteria: Writing
Stage 3
| Name: | Class: | Year: | |
| Start score: | Target Score: | End Score: | |
| Transcription: Spelling | |||
| 1. Use further prefixes and suffixes and understand how to add them (Sp 3:1-10; GH 3:1,2) | |||
| 2. Spell further homophones (Sp 3:17-20; GH 3:3,4) | |||
| 3. Spell words that are often misspelt (KW 3:1-3:3; GH 3:5,6) | |||
| 4. Use the first two or three letters of a word to check its spelling in a dictionary (GH 3:7,8) | |||
| 5. Write from memory simple sentences that include words and punctuation taught so far (Sp St 3; GH St 3) | |||
| Transcription: Handwriting | |||
| 6. Use the diagonal and horizontal strokes that are needed to join letters | |||
| 7. Increase the legibility, consistency and quality of their handwriting (by ensuring that the downstrokes of letters are parallel and equidistant) | |||
| Writing: Composition | |||
| 8. Plan writing by discussing writing similar to that which they are planning to write to learn from its structure, vocab and grammar (text type prompts and plans LKS2) | |||
| 9. Draft & write by composing & rehearsing sentences orally, progressively building a varied & rich vocabulary & an increasing range of sentence structures (pupil prompts LKS2, GH 3:9-11) | |||
| 10. Organise paragraphs around a theme (text type prompts and plans LKS2) | |||
| 11. In narratives, create settings, characters and plot (text type prompts and plans LKS2) | |||
| 12. In non-narrative material, using simple organisational devices such as headings and sub-headings (text type prompts and plans LKS2) | |||
| 13. Evaluate and edit by assessing the effectiveness of their own and others’ writing and suggesting improvements (‘up-stage’ prompts LKS2) | |||
| 14. Evaluate and edit by proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences (‘up-stage’ prompts LKS2) | |||
| 15. Proof-read for spelling and punctuation errors (‘up-stage’ prompts LKS2) | |||
| 16. Read aloud own writing to a group or whole class, using appropriate intonation and controlling tone and volume so that the meaning is clear. | |||
| Writing: Vocabulary, Grammar and Punctuation | |||
| 17. Extend the range of sentences with more than one clause by using a wider range of conjunctions e.g. when, if , because, although (GH 3:10,11,16,21) | |||
| 18. Use the perfect form of verbs in contrast to the past tense (GH 3:12-15) | |||
| 19. Use conjunctions, adverbs and prepositions to express time and cause (GH 3:16,-18,21) | |||
| 20. Y3 Grammar: formation of nouns using a range of prefixes, use of a/an, word families (GH 3:19,20) | |||
| 21. Begin to identify main and subordinate clauses (GH 3:21) | |||
| 22. Indicate possession by using the possessive apostrophe with singular nouns and regular plurals (GH 3:22,23) | |||
| 23. Use inverted commas to punctuate direct speech (GH 3:24,25) | |||
| 24. Use and understand the grammatical terminology for Stage 3 (Sp St 3; GH St 3) | |||
| 1-6: St 2emerging | 7-12St 2developing | 13-18St 2securing | 19-24St 3 ready |
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