Writing Stage 4
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Assessment Criteria: Writing
Stage 4
| Name: | Class: | Year: | |
| Start score: | Target Score: | End Score: | |
| Transcription: Spelling | |||
| 1. Use further prefixes and suffixes and understand how to add them (Sp 4:1-4:10; GH 4:1,2) | |||
| 2. Spell further homophones (Sp 4:19-4:20; GH 4:3,4) | |||
| 3. Spell words that are often misspelt (KW 4:1-4:3; GH 4:5,6) | |||
| 4. Use the first two or three letters of a word to check its spelling in a dictionary (GH 4:7,8) | |||
| 5. Write from memory simple sentences that include words and punctuation taught so far (Sp St 4, GH St 4) | |||
| Transcription: Handwriting | |||
| 6. Understand which letters, when adjacent to one another, are best left unjoined | |||
| 7. Increase the legibility, consistency and quality of their handwriting (lines of writing are spaced so that ascenders and descenders of letters do not touch) | |||
| 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 planning scaffolds 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 4:9-11) | |||
| 10. Organise paragraphs around a theme (text type prompts, planning scaffolds 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 planning scaffolds 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, adverbs or prepositions (GH 4:10-13,16,17,21) | |||
| 18. Choose nouns or pronouns appropriately for clarity & cohesion & to avoid repetition e.g. Harry (the noun) is appropriately replaced by the pronoun ‘he’, ‘him’, ‘his’ etc) (GH 4:14,15) | |||
| 19. Use conjunctions, adverbs and prepositions to express time and cause (GH 4:16,17) | |||
| 20. Y4 Grammar: plural and possessive –s, verb inflections (GH 4:18,19) | |||
| 21. Use fronted adverbials followed by commas (GH 4:20,21) | |||
| 22. Indicate possession by using the possessive apostrophe with plural nouns (Sp 4:15,16; GH 4:22,23) | |||
| 23. Use and punctuate direct speech using inverted commas and other punctuation: a comma after the reporting clause, end punctuation within inverted commas (GH 4:24,25) | |||
| 24. Use and understand the grammatical terminology for Stage 4 (Sp St 4; GH St 4) | |||
| 1-6: St 2emerging | 7-12St 2developing | 13-18St 2securing | 19-24St 3 ready |
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