Spreadsheet: 225477d1365012636-copying-the-column-header-text-and-name-of-row-to-another-worksheet-if-criteria-not-met-sample-page-mr-rivers
Sheet: Sheet1

A1 | Write my own name. |  | Use simple words and phrases to communicate meaning (often using simple oral language patterns). | Use finger spaces between words / clusters of letters. | My writing is beginning to show some awareness of purpose (basic story, label, message). | Form all my letters correctly. | Produce my own ideas for writing. | Write simple texts such as lists, stories, explanations. | My story writing is beginning to show a clear beginning and ending. | Beginning to make connections between ideas events (repeated nouns/pronouns relate to main idea). | Sometimes use a capital letter and a full stop in my writing. | Spell most of the common Y1 sets of words. | Most of my cvc words are correct. |  | My writing has a beginning and ending. | Communicate ideas and meaning confidently in a series of sentences (sometimes repetitive bu tmainly flows). | Use time related words to sequence my ideas. | My writing usually has a clear opening and ending. | My sentences are usually demarcated with a full stop and a capital letter more than half the time. | Beginning to use ? But may not be accurate. | My sentences are usually grammatically correct. | Spell common monosyllabic words accurately. | Use phonetically plausible strategies to spell or attempt unknown polysyllabic words. | Spell most of the Y1 sets of words and some of the y2 sets. | My letters are usually the correct shape but may be inconsistent in orientation. |  | Use adjectives and descriptive phrases for detail. |  | Attempt to adopt the appropriate style for the purpose. | Use a range of time related words and phrases to sequence my writing. | Link ideas using strategies to create flow (another thing, also, then). | Use of past and present tenses are generally correct. | My sentences are almost always punctuated correctly (capitals and full stops). | Use accurate and consistent handwriting (correct upper and lower cases, descenders and ascenders).
A2 |  |  | Show some control over word order producing logical statements. | My choice of words relate to the topic. | Sometimes use words to describe (colour, size, simple emotion). |  | Spell some common cvc words correctly. | Form all my letters correctly. |  | Write simple texts such as lists, stories, explanations. |  | Beginning to write simple sentences. | Use finger spaces correctly. | Sometimes use capital letters correctly. |  | My writing may sound like spoken language rather than written language. | My writing shows I am beginning to have some awareness of the purpose of the task. | Include some of the main features of the genre style. | Beginning to show that I can think of different ways to start a sentence. | Can spell all of the R word sets and am beginning to spell some of the Y1 sets. | My letters may not always be the correct size and shape. | The words I choose are well chosen and match the topic. | Beginning to use some interesting and ambitious words (words not usual for age). | My writing shows that I have some awareness of structures of different genres, organisational devices and the importane of the reader. |  | My writing usually has a clear opening and ending. | Vary the structure of my sentences to interest the reader (sometimes using ?s, speech). | Show some awareness of past and present tenses. | Beginning to use ? But may not be accurate. | Write at least 1 side of A4 or more. |  | Use features of the given genre (not always accurate). | Link ideas using strategies to create flow (another thing, also, then). | Use connectives to link sentences (and, but, so ,then, because). | Use of past and present tenses are generally correct. | Spell words containing different spellings for phonemes. | Beginning to join my writing.
A3 | Write my own name. | Use some basic phrases to open and end a story orally. | Spell my name and use capital letters in the right place. | Use finger spaces between words / clusters of letters. | My choice of words relate to the topic. |  |  | Sometimes use and to connect my ideas. | Beginning to write in a series of sentence like structures. | Beginning to use full stops in my writing. | Have a go at spelling unknown words phonetically. | Form all my letters correctly. | Some control over the size of my letters. | Produce my own ideas for writing. | Beginning to make connections between ideas events (repeated nouns/pronouns relate to main idea). |  | Have a go at more tricky words using phonetic strategies. | Choose words that relate to the topic. | My writing may sound like spoken language rather than written language. |  | My writing shows connections between ideas and events. | Use any connective to join two simple sentences. | Use simple phonic strategies to spell words (cvc accurate, other phonetical words mostly correct). | Can spell all of the R word sets and am beginning to spell some of the Y1 sets. | Control ascenders and descenders. | Communicate ideas and meaning confidently in a series of sentences (sometimes repetitive bu tmainly flows). | Provide enough information to interest the reader (beginning to provide information and description beyond a list). | Beginning to use different openers (time words and linking words). | Use phonetically plausible strategies to spell or attempt unknown polysyllabic words. | Communicate ideas and meaning confidently in a series of sentences. | Write at least 1 side of A4 or more. | Use adjectives and descriptive phrases for detail. |  | Use headings to organise my non-fiction writing. |  | Use accurate and consistent handwriting (correct upper and lower cases, descenders and ascenders).
A4 | Tell you what my writing is for. |  | Use some basic phrases to open and end a story orally. |  | Beginning to make phonetic attempts at words. | Write a few of the simple, common R sets of words. |  | My writing is beginning to show some awareness of purpose (basic story, label, message). | Start and end a story using story language. |  | Beginning to write down my ideas in an appropriate order (time sequence). |  | My statements are most grammatically accurate (he was…we were…the dog is). | Produce my own ideas for writing. |  | Can use some describing words. | Sometimes use a capital letter and a full stop in my writing. | Form all my letters clearly. |  | Use simple phonic strategies to spell words (cvc accurate, other phonetical words mostly correct). | My letters may not always be the correct size and shape. | Use time related words to sequence my ideas. | My sentences are usually demarcated with a full stop and a capital letter more than half the time. | Use phonetically plausible strategies to spell or attempt unknown polysyllabic words. | Make my writing lively and interesting. |  | Use headings to organise my non-fiction writing. | Experiment with a range of sentence openers (First, then, next, after that, also, soon, another thing). |  | I am using ? And , but not always accurately. | Spell words containing different spellings for phonemes.
A5 |  |  | Sometimes use words to describe (colour, size, simple emotion). |  |  | Write my ideas in the correct order. | Beginning to make connections between ideas events (repeated nouns/pronouns relate to main idea). | Beginning to write simple sentences. | Spell most of the common Y1 sets of words. | Form all my letters clearly. | Develop some of my ideas. | My writing shows I am beginning to have some awareness of the purpose of the task. | Include some of the main features of the genre style. | Beginning to use some time words to sequence my writing. | Beginning to use different openers (time words and linking words). | Use connectives other than and to join sentences. | My sentences are usually grammatically correct. | Spell common monosyllabic words accurately. | Use phonetically plausible strategies to spell or attempt unknown polysyllabic words. |  | Experiment with a range of sentence openers (First, then, next, after that, also, soon, another thing). |  | Spell all of the [NAME] and most of the Y2 word sets.
A6 | Tell you what my writing is for. |  | Write my own name with correct upper and lower case letters | Beginning to make phonetic attempts at words. | Show some control over word order producing logical statements. | My writing is beginning to show some awareness of purpose (basic story, label, message). |  |  | My statements are most grammatically accurate (he was…we were…the dog is). | Some control over the size of my letters. | My words are chosen because they relate to the topic. |  | My story writing is beginning to show a clear beginning and ending. | Sometimes use capital letters correctly. | My writing shows I am beginning to have some awareness of the purpose of the task. | Use any connective to join two simple sentences. | Beginning to show that I can think of different ways to start a sentence. | Beginning to use full stops and capital letters in the correct place. | Can spell all of the R word sets and am beginning to spell some of the Y1 sets. | Control ascenders and descenders. | Communicate ideas and meaning confidently in a series of sentences (sometimes repetitive bu tmainly flows). | Match organisation to purpose. | Use time related words to sequence my ideas. | My writing usually has a clear opening and ending. | Beginning to use different openers (time words and linking words). | Use connectives other than and to join sentences. | Use phonetically plausible strategies to spell or attempt unknown polysyllabic words. | Spell most of the Y1 sets of words and some of the y2 sets. | I do not mix upper and lower case letters in sentences. |  | Make my writing lively and interesting. |  |  | Use headings to organise my non-fiction writing. | Experiment with a range of sentence openers (First, then, next, after that, also, soon, another thing). | Spell all of the [NAME] and most of the Y2 word sets. | Use accurate and consistent handwriting (correct upper and lower cases, descenders and ascenders).
A7 | Write my own name. | Produce some simple words or phrases to convey meaning. | Tell you what my writing is for. |  | Form most letters correctly. | Use finger spaces between words / clusters of letters. | Show some control over word order producing logical statements. | Sometimes use words to describe (colour, size, simple emotion). |  | Produce my own ideas for writing. | My words are chosen because they relate to the topic. |  | Write simple texts such as lists, stories, explanations. |  |  | Use and to join ideas. |  | Form all my letters clearly. |  | My writing shows I am beginning to have some awareness of the purpose of the task. | Beginning to use some time words to sequence my writing. | My writing has a beginning and ending. | Use any connective to join two simple sentences. | Write clauses which are grammatically correct most of the time. | Control ascenders and descenders. | Communicate ideas and meaning confidently in a series of sentences (sometimes repetitive bu tmainly flows). |  | Match organisation to purpose. |  | Vary the structure of my sentences to interest the reader (sometimes using ?s, speech). | Beginning to use different openers (time words and linking words). | Use connectives other than and to join sentences. | My sentences are usually grammatically correct. | Use phonetically plausible strategies to spell or attempt unknown polysyllabic words. |  |  |  |  | Use headings to organise my non-fiction writing. | Link ideas using strategies to create flow (another thing, also, then). | Use connectives to link sentences (and, but, so ,then, because). |  | Spell all of the [NAME] and most of the Y2 word sets.
A8 | Write a few of the simple, common R sets of words. | Sometimes use words to describe (colour, size, simple emotion). |  | Form all my letters correctly. | My words are chosen because they relate to the topic. |  |  |  | Use and to join ideas. | Most of my cvc words are correct. |  | Beginning to use some interesting and ambitious words (words not usual for age). | Match organisation to purpose. | My writing shows that I have some awareness of structures of different genres, organisational devices and the importane of the reader. | Beginning to use ? But may not be accurate. | My writing shows some evidence of a viewpoint. | Write at least 1 side of A4 or more. | Use a range of time related words and phrases to sequence my writing. | My sentences are almost always punctuated correctly (capitals and full stops). | I am using ? And , but not always accurately. | Beginning to join my writing.
A9 | Write my own name. |  |  |  | Write my own name with correct upper and lower case letters | Use finger spaces between words / clusters of letters. | Beginning to produce my own ideas for writing. |  | Start and end a story using story language. |  | Spell some common cvc words correctly. | Form all my letters correctly. | Write simple texts such as lists, stories, explanations. | My story writing is beginning to show a clear beginning and ending. | Sometimes use a capital letter and a full stop in my writing. | Use finger spaces correctly. | Write a series of simple sentences with meaning. | Choose words that relate to the topic. |  | My writing may sound like spoken language rather than written language. | Include some of the main features of the genre style. | My writing has a beginning and ending. | My writing shows connections between ideas and events. | Communicate ideas and meaning confidently in a series of sentences (sometimes repetitive bu tmainly flows). | My sentences are usually grammatically correct. | Spell most of the Y1 sets of words and some of the y2 sets. | I do not mix upper and lower case letters in sentences. | My letters are usually the correct shape but may be inconsistent in orientation. | Use adjectives and descriptive phrases for detail. |  | My sentences are almost always punctuated correctly (capitals and full stops). | I am using ? And , but not always accurately. | Usually spell simple words that are linked to the topic. | Spell words containing different spellings for phonemes. | Use accurate and consistent handwriting (correct upper and lower cases, descenders and ascenders).
A10 | Produce some simple words or phrases to convey meaning. |  |  | Write my own name with correct upper and lower case letters | Beginning to produce my own ideas for writing. | My writing is beginning to show some awareness of purpose (basic story, label, message). | Start and end a story using story language. |  | Beginning to write in a series of sentence like structures. | Have a go at spelling unknown words phonetically. | Some control over the size of my letters. | Produce my own ideas for writing. |  | Write simple texts such as lists, stories, explanations. | My story writing is beginning to show a clear beginning and ending. | Use finger spaces correctly. | Write clauses which are grammatically correct most of the time. | Write at length (at least half a page of A4). | Provide enough information to interest the reader (beginning to provide information and description beyond a list). | The words I choose are well chosen and match the topic. |  | Use time related words to sequence my ideas. | My writing usually has a clear opening and ending. | Use connectives other than and to join sentences. | Make my writing lively and interesting. | Use headings to organise my non-fiction writing. | Link ideas using strategies to create flow (another thing, also, then). | My sentences are almost always punctuated correctly (capitals and full stops).
A11 |  |  | Use finger spaces between words / clusters of letters. | Start and end a story using story language. | Beginning to write in a series of sentence like structures. | My statements are most grammatically accurate (he was…we were…the dog is). | Form all my letters correctly. | Produce my own ideas for writing. | My words are chosen because they relate to the topic. | Beginning to make connections between ideas events (repeated nouns/pronouns relate to main idea). | Use and to join ideas. | Beginning to write simple sentences. | Sometimes use a capital letter and a full stop in my writing. |  | Spell most of the common Y1 sets of words. | Have a go at more tricky words using phonetic strategies. | Form all my letters clearly. | Use finger spaces correctly. | Write a series of simple sentences with meaning. |  |  | My writing shows connections between ideas and events. | Beginning to use full stops and capital letters in the correct place. | Write clauses which are grammatically correct most of the time. | Use simple phonic strategies to spell words (cvc accurate, other phonetical words mostly correct). | Can spell all of the R word sets and am beginning to spell some of the Y1 sets. |  | Spell common monosyllabic words accurately. | Spell most of the Y1 sets of words and some of the y2 sets. |  |  |  | Attempt to adopt the appropriate style for the purpose. | Use headings to organise my non-fiction writing. | Link ideas using strategies to create flow (another thing, also, then). | Use connectives to link sentences (and, but, so ,then, because). |  | I am using ? And , but not always accurately. | Usually spell simple words that are linked to the topic. | Spell words containing different spellings for phonemes.
A12 |  | Use finger spaces between words / clusters of letters. | Beginning to produce my own ideas for writing. | Show some control over word order producing logical statements. | My writing is beginning to show some awareness of purpose (basic story, label, message). |  |  | Sometimes use and to connect my ideas. | My statements are most grammatically accurate (he was…we were…the dog is). | Beginning to use full stops in my writing. | Have a go at spelling unknown words phonetically. | Some control over the size of my letters. |  | Beginning to write simple sentences. | Choose words that relate to the topic. |  | My writing may sound like spoken language rather than written language. | Include some of the main features of the genre style. | Beginning to use some time words to sequence my writing. | Write clauses which are grammatically correct most of the time. | I do not normally mix upper and lower case letters in a sentence. | My writing shows that I have some awareness of structures of different genres, organisational devices and the importane of the reader. | I am showing some awareness of linking ideas using strategies to create flow (next, then, also). | Beginning to use different openers (time words and linking words). | Beginning to use ? But may not be accurate. | My sentences are usually grammatically correct. | I do not mix upper and lower case letters in sentences. |  |  | Attempt to adopt the appropriate style for the purpose. | Use a range of time related words and phrases to sequence my writing. |  | May group some of my writing or ideas by content (paragraph like structures). | My sentences are almost always punctuated correctly (capitals and full stops). | Spell words containing different spellings for phonemes.
A13 | Produce some simple words or phrases to convey meaning. |  | Write my own name with correct upper and lower case letters | Beginning to make phonetic attempts at words. | My writing is beginning to show some awareness of purpose (basic story, label, message). |  | Sometimes use and to connect my ideas. | My statements are most grammatically accurate (he was…we were…the dog is). | Produce my own ideas for writing. |  | Write my ideas in the correct order. | Form all my letters clearly. | My writing has a beginning and ending. | Can spell all of the R word sets and am beginning to spell some of the Y1 sets. | Write at length (at least half a page of A4). | Provide enough information to interest the reader (beginning to provide information and description beyond a list). | The words I choose are well chosen and match the topic. | Beginning to use different openers (time words and linking words). | Show some awareness of past and present tenses. | My sentences are usually grammatically correct. | Spell most of the Y1 sets of words and some of the y2 sets. | Write at least 1 side of A4 or more. | Use some interesting and ambitious words (words not usual for age). |  |  | Attempt to adopt the appropriate style for the purpose. | Use features of the given genre (not always accurate). | Use headings to organise my non-fiction writing. | Usually spell simple words that are linked to the topic.
A14 | Write my own name. | Tell you what my writing is for. |  |  | Use simple words and phrases to communicate meaning (often using simple oral language patterns). | Write a few of the simple, common R sets of words. | Sometimes use words to describe (colour, size, simple emotion). |  | Start and end a story using story language. | Beginning to write down my ideas in an appropriate order (time sequence). | Have a go at spelling unknown words phonetically. |  | Can use some describing words. | Write simple texts such as lists, stories, explanations. | My story writing is beginning to show a clear beginning and ending. | Form all my letters clearly. | Sometimes use capital letters correctly. | Write a series of simple sentences with meaning. | Beginning to use some time words to sequence my writing. | Use any connective to join two simple sentences. | Beginning to show that I can think of different ways to start a sentence. | Can spell all of the R word sets and am beginning to spell some of the Y1 sets. | Provide enough information to interest the reader (beginning to provide information and description beyond a list). | My writing usually has a clear opening and ending. | Vary the structure of my sentences to interest the reader (sometimes using ?s, speech). | I do not mix upper and lower case letters in sentences. | My writing shows some evidence of a viewpoint. | Use adjectives and descriptive phrases for detail. | Use some interesting and ambitious words (words not usual for age). |  | Attempt to adopt the appropriate style for the purpose. | Use features of the given genre (not always accurate). | Link ideas using strategies to create flow (another thing, also, then). | Experiment with a range of sentence openers (First, then, next, after that, also, soon, another thing).
A15 | Write a few of the simple, common R sets of words. | My choice of words relate to the topic. | Sometimes use words to describe (colour, size, simple emotion). |  | Beginning to write in a series of sentence like structures. | My statements are most grammatically accurate (he was…we were…the dog is). | Beginning to use full stops in my writing. | Have a go at spelling unknown words phonetically. | Form all my letters correctly. | Produce my own ideas for writing. |  |  | Spell most of the common Y1 sets of words. | Have a go at more tricky words using phonetic strategies. | Sometimes use capital letters correctly. | Develop some of my ideas. |  | Provide enough information to interest the reader (beginning to provide information and description beyond a list). | Use time related words to sequence my ideas. | Beginning to use different openers (time words and linking words). | Use connectives other than and to join sentences. | My sentences are usually grammatically correct. | Spell common monosyllabic words accurately. | Spell most of the Y1 sets of words and some of the y2 sets. | Write at least 1 side of A4 or more. |  | Use features of the given genre (not always accurate). |  |  |  | Beginning to join my writing.
A16 | Spell my name and use capital letters in the right place. | My choice of words relate to the topic. |  |  | Sometimes use and to connect my ideas. | My statements are most grammatically accurate (he was…we were…the dog is). | Spell some common cvc words correctly. | Have a go at spelling unknown words phonetically. |  | Beginning to write simple sentences. | Spell most of the common Y1 sets of words. | Have a go at more tricky words using phonetic strategies. | Use finger spaces correctly. | Choose words that relate to the topic. |  | Develop some of my ideas. |  | Write clauses which are grammatically correct most of the time. | Use simple phonic strategies to spell words (cvc accurate, other phonetical words mostly correct). | My letters may not always be the correct size and shape. | The words I choose are well chosen and match the topic. | Beginning to use some interesting and ambitious words (words not usual for age). | Use connectives other than and to join sentences. | My writing shows some evidence of a viewpoint. |  | Use some interesting and ambitious words (words not usual for age). | Attempt to adopt the appropriate style for the purpose. |  | Link ideas using strategies to create flow (another thing, also, then). | Use connectives to link sentences (and, but, so ,then, because).
A17 |  | Tell you what my writing is for. | Use simple words and phrases to communicate meaning (often using simple oral language patterns). | Spell my name and use capital letters in the right place. | Form most letters correctly. | Beginning to produce my own ideas for writing. | Sometimes use words to describe (colour, size, simple emotion). | My writing is beginning to show some awareness of purpose (basic story, label, message). | Sometimes use and to connect my ideas. | My statements are most grammatically accurate (he was…we were…the dog is). | Use and to join ideas. | Sometimes use a capital letter and a full stop in my writing. | Spell most of the common Y1 sets of words. | Most of my cvc words are correct. | Have a go at more tricky words using phonetic strategies. | Choose words that relate to the topic. | Develop some of my ideas. | Use any connective to join two simple sentences. | Can spell all of the R word sets and am beginning to spell some of the Y1 sets. | Control ascenders and descenders. | Communicate ideas and meaning confidently in a series of sentences (sometimes repetitive bu tmainly flows). | Provide enough information to interest the reader (beginning to provide information and description beyond a list). | Match organisation to purpose. | My writing shows that I have some awareness of structures of different genres, organisational devices and the importane of the reader. | Vary the structure of my sentences to interest the reader (sometimes using ?s, speech). | Beginning to use different openers (time words and linking words). | Show some awareness of past and present tenses. | Spell common monosyllabic words accurately. |  |  | May group some of my writing or ideas by content (paragraph like structures). | Use connectives to link sentences (and, but, so ,then, because). |  | Usually spell simple words that are linked to the topic.
A18 |  |  |  | Use some basic phrases to open and end a story orally. |  | Use simple words and phrases to communicate meaning (often using simple oral language patterns). | Spell my name and use capital letters in the right place. | Write a few of the simple, common R sets of words. |  | Beginning to write down my ideas in an appropriate order (time sequence). | Beginning to write in a series of sentence like structures. | My statements are most grammatically accurate (he was…we were…the dog is). | Beginning to use full stops in my writing. | Form all my letters correctly. |  | Can use some describing words. | Write simple texts such as lists, stories, explanations. | Write my ideas in the correct order. | Form all my letters clearly. | Use finger spaces correctly. |  | My writing may sound like spoken language rather than written language. | Beginning to use full stops and capital letters in the correct place. | Write clauses which are grammatically correct most of the time. | Use simple phonic strategies to spell words (cvc accurate, other phonetical words mostly correct). | My letters may not always be the correct size and shape. |  | Use time related words to sequence my ideas. | Use connectives other than and to join sentences. | Beginning to use ? But may not be accurate. | Spell common monosyllabic words accurately. | Spell most of the Y1 sets of words and some of the y2 sets. |  | Use adjectives and descriptive phrases for detail. |  |  | Use features of the given genre (not always accurate). |  | I am using ? And , but not always accurately. |  | Spell words containing different spellings for phonemes. | Use accurate and consistent handwriting (correct upper and lower cases, descenders and ascenders).
A19 | Write my own name. | Produce some simple words or phrases to convey meaning. |  |  |  |  | Beginning to make phonetic attempts at words. |  |  | Spell some common cvc words correctly. | My words are chosen because they relate to the topic. | Write simple texts such as lists, stories, explanations. |  | Beginning to make connections between ideas events (repeated nouns/pronouns relate to main idea). | Beginning to write simple sentences. | Sometimes use a capital letter and a full stop in my writing. | Most of my cvc words are correct. | Have a go at more tricky words using phonetic strategies. | Use finger spaces correctly. |  | Include some of the main features of the genre style. |  | My writing has a beginning and ending. | Beginning to use full stops and capital letters in the correct place. | Can spell all of the R word sets and am beginning to spell some of the Y1 sets. | My letters may not always be the correct size and shape. | Provide enough information to interest the reader (beginning to provide information and description beyond a list). |  | My writing usually has a clear opening and ending. | Vary the structure of my sentences to interest the reader (sometimes using ?s, speech). | I do not mix upper and lower case letters in sentences. |  | Use some interesting and ambitious words (words not usual for age). |  | Use features of the given genre (not always accurate). |  | Use headings to organise my non-fiction writing. | May group some of my writing or ideas by content (paragraph like structures). | Use of past and present tenses are generally correct.
A20 | Write my own name. | Tell you what my writing is for. |  |  | Use some basic phrases to open and end a story orally. |  | Use simple words and phrases to communicate meaning (often using simple oral language patterns). |  | Write my own name with correct upper and lower case letters | Write a few of the simple, common R sets of words. | My choice of words relate to the topic. | Start and end a story using story language. | Produce my own ideas for writing. |  |  | Write my ideas in the correct order. | Use and to join ideas. | Write a series of simple sentences with meaning. | Choose words that relate to the topic. |  |  |  | Beginning to use some time words to sequence my writing. | My writing has a beginning and ending. | Beginning to show that I can think of different ways to start a sentence. | Can spell all of the R word sets and am beginning to spell some of the Y1 sets. | I do not normally mix upper and lower case letters in a sentence. | Communicate ideas and meaning confidently in a series of sentences (sometimes repetitive bu tmainly flows). | Provide enough information to interest the reader (beginning to provide information and description beyond a list). | The words I choose are well chosen and match the topic. | My writing shows that I have some awareness of structures of different genres, organisational devices and the importane of the reader. | Use time related words to sequence my ideas. | My writing usually has a clear opening and ending. | Vary the structure of my sentences to interest the reader (sometimes using ?s, speech). | Use connectives other than and to join sentences. | Spell common monosyllabic words accurately. |  | May group some of my writing or ideas by content (paragraph like structures). | I am using ? And , but not always accurately. |  | Usually spell simple words that are linked to the topic. | Spell words containing different spellings for phonemes. | Beginning to join my writing.
A21 | Most of my work can be read by an adult without my help. |  | Use some basic phrases to open and end a story orally. | Spell my name and use capital letters in the right place. | My writing is beginning to show some awareness of purpose (basic story, label, message). |  | Beginning to write in a series of sentence like structures. | Form all my letters correctly. | Choose words that relate to the topic. |  |  | Include some of the main features of the genre style. | Beginning to use some time words to sequence my writing. | Use any connective to join two simple sentences. | Communicate ideas and meaning confidently in a series of sentences (sometimes repetitive bu tmainly flows). | Provide enough information to interest the reader (beginning to provide information and description beyond a list). | The words I choose are well chosen and match the topic. |  | My sentences are usually demarcated with a full stop and a capital letter more than half the time. | My letters are usually the correct shape but may be inconsistent in orientation. | Communicate ideas and meaning confidently in a series of sentences. | Make my writing lively and interesting. | Use adjectives and descriptive phrases for detail. |  | Use connectives to link sentences (and, but, so ,then, because). | Beginning to join my writing.
A22 |  | Write simple texts such as lists, stories, explanations. | My story writing is beginning to show a clear beginning and ending. | Write my ideas in the correct order. | Beginning to write simple sentences. |  | Use finger spaces correctly. | Sometimes use capital letters correctly. | Develop some of my ideas. | My writing may sound like spoken language rather than written language. | Include some of the main features of the genre style. | My writing shows connections between ideas and events. | Use any connective to join two simple sentences. | Beginning to show that I can think of different ways to start a sentence. | I do not normally mix upper and lower case letters in a sentence. | The words I choose are well chosen and match the topic. | My writing usually has a clear opening and ending. | I am showing some awareness of linking ideas using strategies to create flow (next, then, also). | Show some awareness of past and present tenses. | Beginning to use ? But may not be accurate. | Spell common monosyllabic words accurately. | My writing shows some evidence of a viewpoint.
A23 | Write my own name. | Produce some simple words or phrases to convey meaning. | Spell my name and use capital letters in the right place. | Form most letters correctly. | My choice of words relate to the topic. | Write simple texts such as lists, stories, explanations. | Write my ideas in the correct order. | Sometimes use a capital letter and a full stop in my writing. | Spell most of the common Y1 sets of words. | Most of my cvc words are correct. | Write a series of simple sentences with meaning. |  | My writing may sound like spoken language rather than written language. | Use simple phonic strategies to spell words (cvc accurate, other phonetical words mostly correct). | Communicate ideas and meaning confidently in a series of sentences (sometimes repetitive bu tmainly flows). |  | Use connectives other than and to join sentences. | Show some awareness of past and present tenses. | My sentences are usually demarcated with a full stop and a capital letter more than half the time. | I do not mix upper and lower case letters in sentences. | My writing shows some evidence of a viewpoint. | Use adjectives and descriptive phrases for detail. | Use features of the given genre (not always accurate). |  |  | Spell all of the [NAME] and most of the Y2 word sets. | Spell words containing different spellings for phonemes.
A24 | Write my own name. | Most of my work can be read by an adult without my help. | Tell you what my writing is for. | Use some basic phrases to open and end a story orally. |  | Spell my name and use capital letters in the right place. | Form most letters correctly. | Start and end a story using story language. | Beginning to write down my ideas in an appropriate order (time sequence). | Sometimes use and to connect my ideas. | Beginning to write in a series of sentence like structures. | Spell some common cvc words correctly. |  | Beginning to write simple sentences. | Have a go at more tricky words using phonetic strategies. | Form all my letters clearly. | Sometimes use capital letters correctly. | Choose words that relate to the topic. | My writing shows I am beginning to have some awareness of the purpose of the task. | Can spell all of the R word sets and am beginning to spell some of the Y1 sets. | My letters may not always be the correct size and shape. | Communicate ideas and meaning confidently in a series of sentences (sometimes repetitive bu tmainly flows). | Write at length (at least half a page of A4). | My writing shows that I have some awareness of structures of different genres, organisational devices and the importane of the reader. | Beginning to use ? But may not be accurate. |  | Make my writing lively and interesting. |  | Link ideas using strategies to create flow (another thing, also, then). | Experiment with a range of sentence openers (First, then, next, after that, also, soon, another thing). | Use connectives to link sentences (and, but, so ,then, because). | Spell all of the [NAME] and most of the Y2 word sets. | Usually spell simple words that are linked to the topic. | Use accurate and consistent handwriting (correct upper and lower cases, descenders and ascenders).
A25 | Produce some simple words or phrases to convey meaning. |  | Use some basic phrases to open and end a story orally. | Use simple words and phrases to communicate meaning (often using simple oral language patterns). | Beginning to make phonetic attempts at words. | Spell my name and use capital letters in the right place. | Write a few of the simple, common R sets of words. |  | Start and end a story using story language. |  | My words are chosen because they relate to the topic. |  |  | My story writing is beginning to show a clear beginning and ending. | Sometimes use a capital letter and a full stop in my writing. | Have a go at more tricky words using phonetic strategies. | Write a series of simple sentences with meaning. | Beginning to show that I can think of different ways to start a sentence. | Can spell all of the R word sets and am beginning to spell some of the Y1 sets. | Control ascenders and descenders. | My letters may not always be the correct size and shape. |  | My writing shows that I have some awareness of structures of different genres, organisational devices and the importane of the reader. |  | Beginning to use different openers (time words and linking words). | Show some awareness of past and present tenses. | My sentences are usually demarcated with a full stop and a capital letter more than half the time. | Spell common monosyllabic words accurately. | Write at least 1 side of A4 or more. | Make my writing lively and interesting. |  | Use features of the given genre (not always accurate). |  | Link ideas using strategies to create flow (another thing, also, then). |  | My sentences are almost always punctuated correctly (capitals and full stops). | I am using ? And , but not always accurately. | Spell all of the [NAME] and most of the Y2 word sets.
A26 | Write my own name. |  | Tell you what my writing is for. | Spell my name and use capital letters in the right place. | Sometimes use words to describe (colour, size, simple emotion). |  | Form all my letters correctly. | Some control over the size of my letters. | Produce my own ideas for writing. | Write my ideas in the correct order. | Beginning to make connections between ideas events (repeated nouns/pronouns relate to main idea). | Beginning to write simple sentences. |  | Have a go at more tricky words using phonetic strategies. | Use finger spaces correctly. | Choose words that relate to the topic. | Include some of the main features of the genre style. | Beginning to show that I can think of different ways to start a sentence. | I do not normally mix upper and lower case letters in a sentence. | The words I choose are well chosen and match the topic. | Use phonetically plausible strategies to spell or attempt unknown polysyllabic words. | Spell most of the Y1 sets of words and some of the y2 sets. | I do not mix upper and lower case letters in sentences. | My letters are usually the correct shape but may be inconsistent in orientation. |  | Use adjectives and descriptive phrases for detail. |  | May group some of my writing or ideas by content (paragraph like structures). | Link ideas using strategies to create flow (another thing, also, then). | Use connectives to link sentences (and, but, so ,then, because). | Use of past and present tenses are generally correct. | My sentences are almost always punctuated correctly (capitals and full stops). | Usually spell simple words that are linked to the topic. | Use accurate and consistent handwriting (correct upper and lower cases, descenders and ascenders).
A27 |  |  |  | Use some basic phrases to open and end a story orally. | Write a few of the simple, common R sets of words. | Show some control over word order producing logical statements. | Sometimes use words to describe (colour, size, simple emotion). | My writing is beginning to show some awareness of purpose (basic story, label, message). | Beginning to write down my ideas in an appropriate order (time sequence). | Sometimes use and to connect my ideas. | My statements are most grammatically accurate (he was…we were…the dog is). | Spell some common cvc words correctly. | Some control over the size of my letters. | Can use some describing words. | Write my ideas in the correct order. | Beginning to make connections between ideas events (repeated nouns/pronouns relate to main idea). | Develop some of my ideas. | Use any connective to join two simple sentences. | Beginning to use full stops and capital letters in the correct place. | My letters may not always be the correct size and shape. | Vary the structure of my sentences to interest the reader (sometimes using ?s, speech). | My sentences are usually demarcated with a full stop and a capital letter more than half the time. | My sentences are usually grammatically correct. | My writing shows some evidence of a viewpoint. |  |  | Use a range of time related words and phrases to sequence my writing. |  | Use connectives to link sentences (and, but, so ,then, because). | My sentences are almost always punctuated correctly (capitals and full stops). | Spell all of the [NAME] and most of the Y2 word sets. | Beginning to join my writing.
A28 | Produce some simple words or phrases to convey meaning. | Tell you what my writing is for. | Use some basic phrases to open and end a story orally. |  |  |  | Sometimes use and to connect my ideas. | Beginning to write in a series of sentence like structures. | Beginning to use full stops in my writing. | Produce my own ideas for writing. | Write my ideas in the correct order. | Beginning to write simple sentences. | Sometimes use a capital letter and a full stop in my writing. | Use finger spaces correctly. |  | My writing shows I am beginning to have some awareness of the purpose of the task. |  |  | Beginning to use full stops and capital letters in the correct place. | Write clauses which are grammatically correct most of the time. | Can spell all of the R word sets and am beginning to spell some of the Y1 sets. | Match organisation to purpose. |  | Beginning to use different openers (time words and linking words). | My letters are usually the correct shape but may be inconsistent in orientation. | Communicate ideas and meaning confidently in a series of sentences. | Write at least 1 side of A4 or more. |  | May group some of my writing or ideas by content (paragraph like structures). | Use of past and present tenses are generally correct. | My sentences are almost always punctuated correctly (capitals and full stops). | Spell words containing different spellings for phonemes.