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English – Child friendly Grid – Level 2

Literacy group name:
EAL step

Name:
AF5 – Purpose and Effect

2a

Connectives
- I mainly used ‘and’.
- I tried to use ‘but’, ‘with’ or
‘because’.
- I used past and present tense
correctly throughout.

- I wrote two or more
compound sentences.
- I used ‘and’ a lot.

2b
- I used past and present tense
correctly through most of my
writing.

- I wrote simple sentences with
‘and’.

2c

- I know other connectives
besides ‘and’.

Date:

Task Type:

AF6 – Grammar and Punctuation

AF3 – Sentence Structure

- About 8 out of 10 of my sentences have full stops
and capital letters.
- I used capital letters for people and place names.

I did one of these correctly:
 I used an opening sentence - “I am
- I wrote a few sentences
going to tell you about…”
 I have used bullet points or numbers together about the same
time or event.
 I wrote a closing sentence – “In the
end…”

I did two of these:
 I used a question mark and a question word.
 I used an exclamation mark.
 I used commas to list items.
 I tried to use speech marks.

- At least half of my sentences have full stops and
capital letters.
I did one of these:
 I used a question mark and a question word.
 I used an exclamation mark.
 I used commas to list items.

- I underlined my titles and
subheadings.

AF4 – Text Structure

- I tried to show
paragraphs.

- I used a writing frame or opening
sentences given by the teacher.
- My diagrams are labelled.

- Some of my sentences have full stops and capital
- My story is very simple. I used ‘and’
letters, but more than half do not.
and ‘then’.
- I gave names that I know capitals.
- Will self-correct with prompting.
- I can say what question marks, commas &
- My pictures may have a label or
exclamations marks are for.
caption.

- I wrote half an A4 side
independently (approx 100
words).

1

AF1 – Audience and
Purpose
- I asked the audience a
question or gave my opinion.

2a

- I used alliteration.
- With help, I used similes.

- With help, I used alliteration
or rhyme.

AF7 – Vocabulary

- I used some features
of the text type (i.e. a
clifhanger in a story,
formal language in a
letter etc).

- I used three or more
interesting words (e.g. key
words), without the
teacher’s help.

- My writing flows and
makes sense.

- I used the basic features
of the text type without
help.
- I know what the reader
wants / needs but did
not put it into my
writing.

2b

2c

AF2 – Audience and
Purpose

- My writing makes sense but I
have used too many of the
same words again and again.

- With help, I used the
basic features of the text
type.

- I can use adventurous
vocabulary from a word bank.

- I didn’t read what I had
written to check it made
sense.

- I used one or two
interesting words that
were not in my word
bank.

- My writing is like spoken
English. I used simple
adjectives (e.g. big, happy
etc).
- I can use interesting
words from a word bank.

AF8 – Spelling

Handwriting and presentation

- I used words that had –
un, dis, mis etc.
- I used plural endings, ‘es’
and ‘s’.
- I used a dictionary to
check spelling.
- I spelled most highfrequency words (see
list) correctly.

- My handwriting is easy to read.
- My letters are all the same size.
- I have tried to join up my
letters.
- I didn’t put capitals in the wrong
places.

- My longer words can
be read and
understood by another
person.
- I used ing, ed, ful etc.

- Half of my highfrequency words are
correct (see list).
- I used ‘s’ for plurals.

- My handwriting is easy to read.
- My letters are all the same size.
- I have tried to join up my
letters.
- I put some capitals in the
wrong part of the word (e.g. I
wRote a stOrY).

- My handwriting is easy to
read but my letters are
diferent sizes.
- My handwriting is better when
the teacher tells me to write
neatly.

2

Common School Words List - for NC Level 2 Writers:
Aa
Bb

as

an

and

be

back

been

Cc
do

Ee

each
for

Ff
Gg

go
he

come

down

first

gone

get

here

could

from

didn’t

gave

in

girl

have
home
is

if

boy

going

I’m

by

before

it

day

Pp

experiment

Qq

dark

fruit

friend fact

Rr

got

green

Ss

help

good
him

his

it’s

know

Ll

last
my

more

make

left
made

knew

like

live

much

no

not

of

off

new
on

now
or

T
t
Uu

next

old
open

keep
look
must

Ww

long
many

morning

may

name

only
own

she some school should soon stop
sometimes something sea see sister

sorry

part

quiet

read

the

number
once

quite

said

nothing

our other out
one orange

perhaps

so

night

over

quickly

round

red

then than
them they that
there these this
time too to two turn think task
up

use

Vv

just jump

Kk

Nn

called

had
has head
house how
into

about

blue

example

found

give

away

Oo

different

four

any

came

explain

find

Jj

Mm

can’t

excited

hand

Ii

but
because
brother

don’t

enough

fast

her

after again are
about
afternoon anything
before

can

Dd

Hh

all

under

understand

very
we

way

Xx Y
y
Zz

was

you

would what
who word
year

your

with
water

will

when

were

yesterday yellow

Key Areas:
Long Vowels
Blends
“A” - ai, ay, a_e

Initial Consonant
Blends
cl, cr, qu
sc, sk, sl

Final Consonant
Blends
-ct
-ft
-pt

-ing

“E” - ee, ea, ey, e_e

bl, br, dr

sm, sn, sp

-mp

-nd, -rd

-ful

- er

mis-

re-

“I” - ie, y, igh, i_e

pl, pr

ch, sh

-ng

-sk, -st, -sp

-ed

dis-

pre-

“O” - oa, ow, oe, o_e

fl, fr

st, str, sw

-nk

-lm, -ln, -lb

-able

doubling
consonants
with final
letters p, l

over-

il-

under-

anti-

“U” - ew, ue, u_e

gl, gr

th, tr

-nt

-lf, -lt, -lk, -lp

- ment

Sources: McNally High Frequency Words List, World English 500 Most Commonly Used Words

Suffixe
s
-less

y to i

un-

Prefixe
s
im-

root / stem words