Literacy

Levels

Assessment grades start at a level W, and carry onto level 5A in Primary schools.

In each level e.g. level 1, 2, 3, 4 & 5, there are sub levels A, B and C with C being the lowest and A the highest e.g. 1C, 1B, 1A, 2C, 2B, 2A etc.

• Children in Year 2 are expected to be writing at a level 2B

• Children in Year 3 are expected to be writing at level 2A

• Children in Year 4 are expected to be writing at level 3B.

• Children in Year 5 are expected to be writing at level 3A.

• Children in Year 6 are expected to be writing at level 4B.

From the start of Year 3 to Year 6 children should progress by 2 levels.

Ross Wilson Criterion Scale Level 2

• Can write with meaning in a series of simple sentences (may not be correct in punctuation and structure at 2c)• Can produce short sections of developed ideas (2c may be more like spoken than written language)• Can use appropriate vocabulary (should be coherent and mainly sensible)• Can use simple phonic strategies when trying to spell unknown words, (majority is decodable without child’s help. If ALL

spelling correct – tick the criteria) • Can control use of ascenders/descenders, upper/lower case letters in handwriting, although shape and size may not always

be consistent• Can use ANY connective, (may only ever by ‘and’) to join 2 simple sentences• Can communicate ideas and meaning confidently in a series of sentences (may not be accurate but mainly ‘flows’) • Can usually sustain narrative and non-narrative forms (may not be sustained for 2c)• Can provide enough detail to interest the reader (e.g. is beginning to provide additional information or description beyond a

simple list)• Can vary the structure of sentences to interest the reader (e.g. has a number of ways for opening sentences)• Can use interesting and ambitious words sometimes, (should be words not usually used by a child of that age, and not a

technical word used in a taught context e.g. ‘volcano’ or ‘evaporate’ )• Can match organisation to purpose, (e.g. showing awareness of structure of a letter, openings and endings, importance of

reader, organisational devices)• Can usually use basic sentence punctuation (full stops followed by capital letters. May not be accurate for 2c)• Can use phonetically plausible strategies to spell or attempt to spell unknown polysyllabic words (if all spelling is correct in a

long enough piece to be secure evidence – tick the criteria)• Can use connectives other tan ‘and’ to join 2 or more simple sentences, (e.g. but, so, then)• Can make writing lively and interesting (e.g. consciously varies sentence length/uses punctuation to create effect etc.)• Can link ideas and events, using strategies to create ‘flow’ (e.g. Last time, also, after, then, soon, at last, and another thing)• Can use adjectives and descriptive phrases for detail and emphasis (consciously selects the adjective for purpose, rather

than using a familiar one eg – ‘the big Billy Goat Gruff’)• Can usually structure basic sentences correctly, including capitals and full stops• Can spell monosyllabic words accurately• Can use accurate and consistent handwriting, (in print at minimum, can use consistent use of upper/lower case

ascenders/descenders, size and form)• Begins to show evidence of joining handwriting

Literacy Wall

Year 2 Vocabulary

Year 4 Vocabulary

Year 2 jigsaw

Year 6 Jigsaw Words

Year 2 Sentence Openers

Year 6 Sentence Openers

Subordinate clauses:

e.g. Even though the broccoli was covered in cheddar cheese, Emily refused to eat it.

The main clause or sentence is that Emily refused to eat it, the subordinate clause or sentence is the extra information - Even though the broccoli was covered in cheddar cheese.

By placing the extra information before the main sentence the writer has improved their chances of getting a higher grade!

Adverbial phrases:

e.g. At the station, the brown haired boy gave me directions to the zoo.

The main sentence is the brown haired boy gave me directions to the zoo, the adverbial phrase is giving the reader extra information by explaining where the information was given.

An adverbial can also be the time e.g. mid morning or manner, e.g. rather excitedly …

Year 2 Punctuation

Year 6 Punctuation

Build a sentence

Cautiously

Edit a sentence

Dry bread again, mary?” she croked. “I do wish we cud have a juicey beef and onion pie for tea.

Let Loose

People think I’m odd because I always wear an old-fashioned high collar. Behind my back I know that they joke about it, and to my face they express amazement that even on the hottest of summer days I still wear one. In short, people are always wondering why. I never tell them. If they knew what my collar concealed, they would be horrified. If I took my collar off, they’d probably scream.

Comprehension questions

Key Aspects of Learning Behaviour

• Social and working with others• Self awareness, independent behaviour,

taking responsibility• Motivation – interest, desire and

willingness• Managing feelings, emotional intelligence• Organisation, making choices, decisions• Persistence, not giving up even when it’s

very hard

Opportunities to Scaffold Learning

• Show objectives

• Explore success criteria

• Make clear assessment strategies

Examples of Assessment Strategies

To help pupils assess their own work they may:

• Discuss their work with a learning partner

• Widen the discussion within the group

• Mark their own work or others using a marking ladder or cue cards, etc…

• Feedback dialogue with an adult JY

Learning Pyramid

Reading 10 % of what we read

We learn and remember

Hearing words 20 % of what we hear

Looking at images 30 % of what we see

Watch a film, look at an exhibit or watch a demonstration

50 % of what we see and hear

Giving a talk, participating in a discussion 70 % of what we say

Doing a dramatic presentation, simulating the real thing,

doing the real thing, first principles.

90 % of what we say and do