Swain House Primary School Writing
Assessment Grid
Band 1 Writing
Spelling
1. Spell words containing each of the 40+
phonemes already taught.
2. Spell common exception words.
3. Spell the days of the week.
4. Name the letters of the alphabet in
order.
5. Name the letters of the alphabet using
letter names to distinguish between
alternative spellings of the same sound.
6. Add prefixes and suffixes using the
spelling rule for adding -s or -es as the
plural marker for nouns and the third
person singular marker for verbs.
7. Add prefixes and suffixes using the prefix
un-.
8. Add prefixes and suffixes using -ing, -ed, er and -est where no change is needed in
the spelling of root words e.g. helping,
helped, helper, eating, quicker, quickest.
9. Apply simple spelling rules and guidance,
as listed in English Appendix 1.
10. Write from memory simple sentences
dictated by the teacher that include
words using the GPCs and common
exception words taught so far.
Name:
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
Class:
Composition
Vocabulary, Grammar and Punctuation
Write sentences by saying out loud what
1. Use regular plural noun suffixes -s or -es e.g.
they are going to write about.
dog, dogs; wish, wishes, including
Write sentences by composing a sentence
understanding the effects of these suffixes
orally before writing it.
on the meaning of the noun.
Write sentences by sequencing
2. Use suffixes that can be added to verbs
sentences to form short narratives.
where no change is needed in the spelling of
Write sentences by re-reading what
root words e.g. helping, helped, helper.
he/she has written to check that it
3. Understand how the prefix un- changes the
makes sense.
meaning of verbs and adjectives e.g.
Discuss what he/she has written with the
negation (for example, unkind, or undoing):
teacher or other pupils.
untie the boat.
Read aloud his/her writing clearly enough 4. Understand how words can combine to
to be heard by his/her peers and the
make sentences.
teacher.
5. Use joining words and join clauses using and.
6. Sequence sentences to form short
Handwriting
narratives.
Sit correctly at a table, holding a pencil
7. Separate words with spaces.
comfortably and correctly.
8. Use capital letters, full stops, question
Begin to form lower-case letters in the
marks and exclamation marks to demarcate
correct direction, starting and finishing in
sentences in some of his/her writing.
the right place.
9. Use a capital letter for names of people,
Form capital letters.
places, the days of the week, and the
Form digits 0-9.
personal pronoun I.
Understand which letters belong to which 10. Understand the following terminology:
handwriting ‘families’ (i.e. letters that are
Letter, capital letter, word, singular, plural.
formed in similar ways) and practise
Sentence. Punctuation, full stop, question
these.
mark, exclamation mark.
Created by Allie Hopkinson
1
Swain House Primary School
Writing Targets
Band 1 Writing: Child Speak for setting writing targets
Spelling
Composition
Vocabulary, Grammar and Punctuation
1. I can spell words containing each of the
1. I can write sentences by saying out loud
1. I can add -s or -es to words to make them
letter sounds I have been taught.
what I am going to write about.
plurals e.g. dog, dogs; wish, wishes.
2. I can spell common exception words.
2. I can say my sentence out loud before I
2. I can add -ing, -ed, -est and -er to the end
3. I can spell the days of the week.
write it.
of a word to make a new word e.g.
4. I can name the letters of the alphabet in 3. I can join my sentences together to make
helping, helper.
order.
a story.
3. I can show you how un- added to the
5. I can name the letters of the alphabet
4. I can read my sentence and check that it
beginning of a word can change its
using letter names to distinguish between
makes sense.
meaning.
alternative spellings of the same sound.
5. I can talk about my writing with my
4. I can put words together to make
6. I know the plural rule and can use -s and teacher or children in my class.
sentences.
es in the right place.
6. I can read my sentence out loud so that
5. I can use joining words like ‘and’.
7. I can add un- to the start of a word to
children in my class can hear and
6. I can write a short story using sentences.
make a different word.
understand me.
7. I can use spaces between words.
8. I can add -ing, -ed, -er and -est to the end
8. I can use capital letters, full stops,
Handwriting
of a word to make a new word e.g.
question marks and exclamation marks
1. I can sit correctly at a table, holding a
helping, helped, helper, eating, quicker,
at the end of sentences.
pencil comfortably and correctly.
quickest.
9. I can use capital letters for names,
2. I can write lower-case letters in the
9. I can use simple spelling rules.
places, the days of the week and the
correct direction, starting and finishing in
10. I can write the correct spellings in simple
word ‘I’.
the right place.
sentences I hear my teacher say.
10. I can explain what these words mean:
3. I can write capital letters.
letter, capital letter, word, singular,
4. I can write numbers 0-9.
plural, sentence, punctuation, full stop,
5. I can see which letters belong to which
question mark, exclamation mark.
handwriting ‘families’.
Created by Allie Hopkinson
2