Student Name:
Very High
Year 1
Rubric/Guide to Making
Judgement
Information Report
Text Structure
The organisation of the
structural components of
a text.
Sentence Structure and
Vocabulary
The production of
grammatically correct,
structurally sound and
meaningful sentences.
Use of appropriate language
choices.
Punctuation
The use of correct and
appropriate punctuation
that aids reading of a piece
of text.
High
A thorough understanding and
uses a high level of skill in both
familiar and new situations.
‣ Text organised with the correct use
of paragraphs.
‣ Information is organised correctly
into related paragraphs.
‣ Effectively follows the information
report structure:
‣ title
‣ introduction/opening statement
‣ contains a variety of information
with relevant details and
examples
‣ the ending which concludes the
text
• Consistent in sentence structure
when writing. Goes beyond that
expected for Year 1, for example:
• simple connections are made
between ideas by using
compound sentences with two
or more clauses
• sometimes expands noun
groups/phrases using articles
(the, a and an) and adjectives
• Understands there are three types
of nouns.
• Consistent in application.
• The punctuation usage goes
beyond that expected for Year 1,
for example:
• recognises that capital letters
signal proper nouns
• commas are used to separate
items in lists
Sound
A clear understanding and uses
a high level of skill in familiar
situations. Is beginning to use
skills in new situations.
‣ Uses paragraphs to structure their
report.
‣ Paragraphs are generally used
correctly and consistently.
‣ Follows the correct structure of an
information report:
‣ title
‣ introduction/opening statement
‣ contains more than one piece of
information with some detail
‣ the ending which concludes the
text
• Applies their knowledge into their
writing.
• Effectively uses adjectives, adverbs,
and unusual verbs to make a
sentence more vivid.
• Beginning use of a limited bank of
conjunctions
• Uses full stops correctly.
• Predominately uses question marks
and exclamation marks correctly.
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Developing
Has an understanding and uses
skills in familiar situations.
‣ The text is generally organised
and follows an information report
structure:
‣ title
‣ introduction/opening statement
‣ basic information with some
detail added
‣ the ending which concludes the
text
• Identifies the parts of a simple
sentence that represent:
• what’s happening? (verb)
• what state is being described?
(verb)
• who or what is involved? (noun
group/phrase)
• the surrounding circumstances
(adverb group/phrase)
• Understands a simple sentence
expresses a single idea.
• Experiments using different words
that represent nouns, verbs,
adjectives and adverbs.
• Recognises that full stops, question
marks and exclamation marks, signal
sentences that make statements,
ask questions, express emotion or
give commands.
• Attempts to apply this knowledge in
their writing.
• Punctuation may have been
overused.
Date:
Emerging
Understands aspects of and
uses varying levels of skill in
familiar situations.
‣ Requires some support to recognise
the structural elements of an
information report.
‣ Needs assistance/prompts from
modelled texts.
‣ Some of the structural elements
may be included without assistance.
‣ Requires some support to identify
the parts of a simple sentence.
‣ Uses limited vocabulary and may be
repetitive.
‣ Needs reminding to use correct
spacing between words.
• Understands the use of full stops.
• Requires some support to:
• recognise the difference
between the various sentence
types
• apply this in their writing
A basic understanding and
is beginning to use skills in
familiar situations.
‣ Requires support to produce a
written text.
‣ Has difficulty recognising
the structural elements of an
information report.
‣ Text may have some structure, but
it may not be relevant.
‣ Text structure is difficult to
recognise.
‣ Heavily relies on drawings and
examples of information reports.
‣ Requires significant support to
identify the parts of a simple
sentence.
‣ Often omits correct spacing
between words.
‣ Struggles to read back own writing
and relies on memory for an oral
retell.
• Does not recognise the difference
between the various sentence
types.
• Uses punctuation randomly in their
writing.
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Spelling
The accuracy of spelling and
the difficulty of words used.
Editing
Ability to re-read and
edit own work to check
for meaning, spelling,
punctuation, and grammar.
Teacher Name:
‣ Consistent in the application and
goes beyond that expected for Year
1, for example:
‣ shows a knowledge of
morphemic word families by
attempting to use prefixes and
suffixes
‣ uses knowledge of letter
patterns and morphemes to
attempt spelling not predictable
from their sounds
‣ uses most letter-sound matches
when writing words of one or
more syllables
• Consistent in approach and goes
beyond that expected for Year 1,
for example:
• edits text for spelling, sentence-
boundary, punctuation and text
structure
• Correctly spells one and two
syllable words with common letter
patterns e.g. known blends ‘bl’, ‘st.’
• Understands that a letter can
represent more than one sound and
applies this correctly when spelling
words.
• Correctly spells an increasing
number of high-frequency words.
• Actively re-reads own work.
• Attempts to edit own work to
improve meaning, spelling, and
punctuation.
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• Correctly spells some one and two
syllable words with common letter
patterns e.g. known blends ‘bl’, ‘st’.
• Builds word families from common
morphemes e.g. play, plays, playing.
• Uses visual memory to write high-
frequency words.
• Understands that a letter can
represent more than one sound.
‣ When prompted:
‣ Re-reads own work
‣ Discusses possible changes to
improve meaning, spelling, and
punctuation
Year 1 Rubric/Guided to Making Judgement Information Report
• Requires some support to:
• recognise one and two syllable
words
• build word families from common
morphemes
• recognise the letters that
represent more than one sound
• Relies on the environmental print
for some high-frequency words
(limited visual memory).
• Requires support to read own work.
• Requires encouragement to discuss
changes to improve own work.
• Has difficulty recognising one and
two syllable words.
• Unable to build word families from
common morphemes.
• Applies basic knowledge of letters
and sounds to spell words.
• Relies heavily on environmental
print.
• Minimal or no evidence of appropriate
editing skills.
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