Writing Analysis Tool

No clear message.

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Random words.

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Records word of personal significance – own name, family members.

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Random letters/letter like symbols.

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No evidence of punctuation.

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Letter like forms with some recognisable letters.

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One or more ideas (not related).

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Shows an awareness of correct sentence parts including noun/verb agreement. Meaning may be unclear.

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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).

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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).

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Some use of capital letters and/or full stops.

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Mix of upper and lower case letters and/or some reversals/distortions

(e.g. hnr / ad / bp / vy / i l).

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Two or three related ideas. May also include other unrelated ideas.

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Uses simple clauses, with nouns, verbs, adverbs, which may be linked by "and". Meaning clear.

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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).

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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).

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Correct use of capital letters & full stops at the start and end of sentences.

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Mostly correct letter formations yet may contain poor spacing, positioning, or messy corrections.

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Four or more sequenced ideas. Clearly connected.

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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.

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Uses a range of vocabulary, including topic specific words (e.g. A story about going to the zoo might include animal names and behaviours).

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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).

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Some use, either correct or incorrect, of any of the following:

• Proper noun capitalisation,
• Speech marks,
• Question mark,
• Exclamation mark,
• Commas for lists,
• Apostrophe for possession.

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Letters correctly formed, mostly well spaced and positioned.

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Evidence of structure and features of genre (text type). eg. recount, narrative, report letter.

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Uses a variety of sentence structures: simple, compound and complex.

Pronoun reference is correct to track a character or object over sentences.

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Demonstrate a variety of vocabulary choices. Includes descriptive or emotive language.

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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).

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Uses a range of punctuation correctly.

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Regularity of letter size, shape, placement, orientation and spacing.

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Complex text which shows strong evidence of the features of text type, purpose and audience.

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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.

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Correct use of unique field or technically specific vocabulary.

Use of figurative language such as metaphor and/or simile.

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Correct spelling of most words including multisyllabic and phonetically irregular words.

Making plausible attempts at unusual words.

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Demonstrates control over a variety of punctuation to enhance text meaning.

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Correct, consistent, legible, appearing to be fluent

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