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St Andrews Middle SchoolProgress Indicators

Levels-based Assessment for Narrative Writing

Deeper Features of WritingAudience, content, coherence, language Surface Features of WritingPunctuation, grammar, syntax, spelling

L e v e

l 2

S h a p

i n g

i d e a s

i n a

n u m

b e r o f

g e n r e s

1. Story line is sequenced logically2. Some descriptive detail can be seen in writing.3. Beginning to vary sentence beginnings and length.3. Beginning to extend sentences with conjunctions.4. Language is simple and vocabulary broadening

beyond high frequency word lists.5. May insert direct speech but lacks accuracy.6. The writer recognises the purpose for writing (i.e., to

tell a story) and that he/she is writing for an audienceother than themself.

1. Mostly correct uses of full stops, capitals, commas for listing, and question marks.

2. Beginning to use speech marks.3. May use apostrophe for contraction4. Accurate sentence structure is generally evident, but errors

interfere with meaning.5. Simple vocabulary has been used6. Some knowledge of common spelling pattern, with mostly

'phonetic attempts'.7. Between 10%-20% spelling errors (not proper nouns)

L e v e

l 3

S h a p

i n g ,

e d i t i n g , a

n d

r e w o r k

i n g

t e x t s

i n a

r a n g e o f

g e n r e s

1. Uses linking words and/or phrases1. Beginning to organise ideas into paragraphs.2. Beginning to use some descriptive detail of settingand character to support story line.2. Evidence of a problem or complication.2. May attempt to include a moral or message.3. Varies sentence beginnings and length.3. Many simple sentences correct but few complexsentences have been used.4. Attempts to add interest and detail through the use of adverbs and adjectives.5. May attempt to use direct speech to add to story.6. Attempts to capture the reader's interest.6. Attempts to use a perspective to tell the story.

1. Mostly correct use of full stops, capitals, commas,question marks, exclamation marks, and speech marks.

4. Accurate sentence structure is evident5. A variety of simple and extended vocabulary has been used6. Shows clear phonetic spelling6. Spelling shows some understanding of more complexspelling patterns7. Between 5%-10% spelling errors (not proper nouns)8. Tenses my vary unintentionallyControl of verb forms, i.e., singular/plural agreement,subject/verb agreement and tense.

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L e v e

l 4

S h a p

i n g ,

e d i t i n g , a n

d

r e w o r

k i n g

t e x t s

i n a

r a n g e o f

g e n r e s

1. Conjunctions and time words have been used to makethe story flow.1. Sequencing managed well with an effective plot or development of events.1. Organises ideas into coherent paragraphs.2. Includes descriptive detail of character and setting.

2. Story includes orientation, complication, resolution,and sometimes a moral/message.3. Varies sentence beginnings and sentence length.4. Language use and writing style enhance the storytelling.4. May use simile and/or metaphor.5. Purposeful use of direct speech.6. The writer's "voice" may enter the text and invoke areaction.6. Engages the audience and sustains reader attention.

1. Accurate use of full stops and capitals, commas, questionmarks, exclamation marks, speech marks, apostrophes,

parentheses, dashes, colons, and semi-colons.4. Most sentences are correct. Control of complex sentencesis evident.4. Uses complete sentences with subject verb agreement and

appropriate word order 5. A variety of simple, extended and technical vocabulary has

been used6. Common spelling patterns evident6. Evidence of ability to spell multi-syllabic, irregular, or technical words7. Between 3%-5% spelling errors (not proper nouns)8. Maintains consistent tense

Modified from NZCER Assessment Resource Banks and AsTTle by Tanya Thompson.

The final Level for this piece of writing is Level 2 3 4 Basic Proficient Advanced

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