Sentence structure & Grammatical features
Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.Example
Uses familiar, common words (e.g. like, went) and one, two and three letter high frequency words (e.g. I, my, to, the, a, see, me).Example
Semi-phonetic, consonant framework, alongside representation of dominant vowel sounds.
Correct spelling of some two and three letter high frequency words (e.g. the, my, to, can).Example
Uses simple clauses, with nouns, verbs, adverbs, which may be linked by "and". Meaning clear.Example
Everyday vocabulary, for example Oxford first 307 word list plus proper nouns (particular to the child’s cultural context e.g Fruit Fly Circus, Sydney Opera House).Example
Phonetic spelling – plausible attempts with most sounds in words represented.
Correct spelling of three and four letter high frequency words (e.g. the, like, come, have, went).Example
Uses simple and compound sentence/s with appropriate conjunctions (e.g. and, but, then).
Use of adverbial phrases to indicate when, where, how or with whom.Example
Uses a range of vocabulary, including topic specific words (e.g. A story about going to the zoo might include animal names and behaviours).Example
Use of orthographic patterns or common English letter sequences. If incorrect they are plausible alternatives (e.g. er for ir or ur; cort for caught).
Use of some digraphs (ck, ay).
Correct use of inflections (ed, ing).
Correct spelling of common words (e.g. was, here, they, this).Example
Some use, either correct or incorrect, of any of the following:
Evidence of structure and features of genre (text type). eg. recount, narrative, report letter.Example
Uses a variety of sentence structures: simple, compound and complex.
Pronoun reference is correct to track a character or object over sentences.Example
Use of some irregular spelling patterns (e.g. light, cough).
Application of spelling rules (e.g. hope/hoping, skip/skipping).
Correct spelling of more complex common words (e.g. there, their, where, were, why, who).Example
Complex text which shows strong evidence of the features of text type, purpose and audience.Example
Demonstrates variety in sentence structures, sequence length, and uses a range of sentence beginnings.
Sentences flow with logical sequence throughout the text and show a consistent use of tense.Example
Correct use of unique field or technically specific vocabulary.
Use of figurative language such as metaphor and/or simile.Example
Correct spelling of most words including multisyllabic and phonetically irregular words.
Making plausible attempts at unusual words.Example