Level 1 Progress assessment

© Oxford University Press 2016

Writing progress chart

Student name ——————————————————————————————————————————————————————— Date —————————————————

WRITING OBJECTIVES (UNIT NUMBER) UNDERSTANDING (ABILITY) COMMENTS

Develops broad writing skills Low Secure High
Develops a comfortable and efficient pencil grip. (1, 2, 5)
Forms letters correctly. (1, 2, 3, 9)
Knows that a capital letter is used for I, for proper nouns and for the start of a
sentence. (1, 2, 4, 6, 7, 8)
Uses knowledge of sounds to write simple, regular words, and to attempt other
words including when writing sentences, dictated by the teacher, from memory.
(1, 2, 3, 9)
Page 1 of 2

Reads own writing aloud and talks about it. (1, 3, 4, 8, 9)

Develops strategies to build vocabulary. (5, 7, 8)
Selects and develops content and uses register and language appropriate to
genre, purpose and audience
Writes simple storybooks with sentences to caption pictures. (4, 7)
Uses relevant vocabulary. (1, 3, 4, 5, 9)
        

Records answers to questions, e.g. as lists, charts. (2, 8)

Begins to use some formulaic language, e.g. Once upon a time. (4)
Writes for a purpose using some basic features of text type. (2, 8, 9)
Writes simple information texts with labels, captions, lists, questions and
Copying permitted within purchasing school only

instructions for a purpose. (2, 5, 9)

Structures and organises ideas coherently using sections or paragraphs
Writes a sequence of sentences retelling a familiar story or recounting an
experience. (7, 8)
© Oxford University Press 2016

Level 1 Progress assessment

Writing progress chart (continued)

Student name ——————————————————————————————————————————————————————— Date —————————————————

WRITING OBJECTIVES (UNIT NUMBER) UNDERSTANDING (ABILITY) COMMENTS

Uses a range of sentence structures and punctuation accurately to convey Low Secure High
meaning and create particular effects
Can mark some sentence endings with a full stop. (1, 2, 3, 8)
Composes and writes a simple sentence with a capital letter and a full stop.
(1, 7, 8, 9)
Writes sentence-like structures which may be joined by and. (7, 8, 9)
Uses accurate spelling
Begins to learn common spellings of long vowel phonemes, e.g. ‘ee’, ‘ai’, ‘oo’.
Page 2 of 2

(2, 4, 6, 7, 9)
Spells familiar common words accurately, drawing on sight vocabulary.
(2, 5, 8, 9)
Can use rhyme and relate this to spelling patterns. (2, 3, 6, 9)
Recognises common word endings, e.g. –s, –ed and –ing. (3, 5, 6)
GENERAL LEARNING SKILLS Term A Term B Term C
        

Can understand and express ideas and information confidently and creatively
in a variety of modes of communication.
Works effectively and willingly in collaboration with others.
Shows independence in learning.
Copying permitted within purchasing school only