Torkington Primary School
Writing Assessment: Year 3
Y3
Class:
Vocabulary, Grammar and Punctuation
Word
Text Organisation
Name:
Composition
Writing Process
Transcription
Writing Context
Spelling and Handwriting
Planning/drafting/editing
I can / am…
I can / am ….
form nouns using a range of prefixes
[for example super–, anti–, auto–]
begin to organising paragraphs around
a theme
use the forms a or an according to
whether the next word begins with a
consonant or a vowel [for example,
a rock, an open box]
use simple organisational devices for
example, headings and sub-headings
in non-narrative material
use word families based on common
words, showing how words are
related in form and meaning [for
example, solve, solution, solver,
dissolve, insoluble]
I can / am ….
Plan my writing by:
discussing writing similar to that which I am
planning to write in order to understand and
learn from its structure, vocabulary and
grammar
discussing and recording ideas
use the present perfect form of verbs
instead of the simple past [for
example, He has gone out to play
contrasted with He went out to play]
draft and write by:
composing and rehearsing sentences orally
(including dialogue), progressively building a
varied and rich vocabulary and an increasing
range of sentence structures
in narratives, creating settings, characters and
plot
Sentence
I can / am…
express time, place and cause using
conjunctions [for example, when,
before, after, while, so, because]
express time, place and cause using
adverbs [for example, then, next,
soon, therefore]
Punctuation
I can / am…
demarcate sentences accurately
throughout using capital letters, full
stops, question marks and
exclamation.
beginning to inverted commas to
punctuate direct speech
I can / am ….
I can / am …
write for real purposes
and audiences making
some appropriate
choices about form.
Spelling
use further prefixes and suffixes and
understand how to add them (English
Appendix 1)
demonstrate
understanding of the
main features of
different forms of writing
e.g. stories contain
appropriate character,
setting and plot.
spell further homophones
write using a rich and
varied vocabulary
appropriate to purpose
and form.
spell words that are often misspelt
(English Appendix 1)
place the possessive apostrophe accurately in
words with regular plurals [for example, girls’,
boys’] and in words with irregular plurals [for
example, children’s]
spell words on the Year 3 and 4 Word List
Evaluate and edit by:
assess the effectiveness of my own and
others’ writing and suggesting improvements
Dictionary
use the first two or three letters of a word to
check its spelling in a dictionary
propose changes to grammar and vocabulary
to improve consistency, including the accurate
use of pronouns in sentences
Dictation
write from memory simple sentences, dictated
by the teacher, that include words and
punctuation taught so far.
proof-read for spelling and punctuation errors
Handwriting
use the diagonal and horizontal strokes that
are needed to join letters and understand
which letters, when adjacent to one another,
are best left unjoined
Perform
read aloud my own writing, to a group or the
whole class, using appropriate intonation and
controlling the tone and volume so that the
meaning is clear.
increase the legibility, consistency and quality
of my handwriting [for example, by ensuring
that the downstrokes of letters are parallel and
equidistant; that lines of writing are spaced
sufficiently so that the ascenders and
descenders of letters do not touch].
express time, place and cause using
prepositions and prepositional
phrases e.g. before dark, during
break
Overall Judgement
Term 1
Emerging
M1
M2
.
M3
Exceeding
Term 2
Term 3