Student Name: Date:

Year 1 Very High High Sound Developing Emerging

Rubric/Guide to
Has a thorough understanding and uses Has a clear understanding and uses a
Making Judgement a high level of skill in both familiar and high level of skill in familiar situations. Is
Has an understanding and uses skills in Understands aspects of and uses varying A basic understanding and is beginning to
familiar situations. levels of skill in familiar situations. use skills in familiar situations.
Creative Writing new situations. beginning to use skills in new situations.

Text Structure • Includes the following when writing:
The organisation of the ‣ title
structural components of ‣ orientation (who, what, when and
a text. where)
‣ series of events (including a
complication)
‣ ending (including a resolution)
• Has included important relevant
details.
• Text is organised and logical by
referring to learned knowledge.
• Uses appropriate paragraphs.
• Includes most of the following, in a
logical order when writing:
‣ title
‣ orientation (who, what, when and
where)
‣ series of events (including a
complication)
‣ ending (including a resolution)
• Has included details, although some
are not necessary.
• Beginning to use visual components
and selecting images for maximum
impact.
• Recognises and predominately follows
the structure:
‣ title
‣ orientation (who, what, when and
where)
‣ series of events (including a
complication)
‣ ending (including a resolution)
• Attempts to put this into a logical
order when writing.
• Some elements may be lacking in
detail.
• Has included an illustration with some
relevance to the story.
• Requires some support to recognise
the appropriate structure of a creative
story.
• May use a modelled text for
assistance/prompts.
• Some of the structural elements
may have been included without
assistance.
• Has included and illustration with
labels.
• Requires significant support to
produce a written text.
• Has difficulty recognising the
structural elements.
• Text may have some structural
elements but may not be relevant or
it is difficult to recognise the structure.
• Writer relies on drawings to
communicate text using labels.

Sentence Structure and • Consistent in sentence structure when • Applies their knowledge into their • Identifies the parts of a simple • Requires some support to identify the • Requires significant support to identify
Vocabulary writing. Goes beyond what is expected writing. sentence that represent: parts of a simple sentence. the parts of a simple sentence.
The production of for Year 1, for example: • Effectively uses adjectives, adverbs ‣ what’s happening? (verb) • Uses limited vocabulary and may be • Often omits correct spacing between
grammatically correct, ‣ simple connections are made and unusual verbs to make a sentence ‣ what state is being described? (verb) repetitive. words.
structurally sound and between ideas by using compound more vivid. ‣ who or what is involved? (noun • Needs reminding to use correct • Struggles to read own writing back and
meaningful sentences. sentences with two or more clauses. • Beginning to use a limited bank of group/phrase) spacing between words. relies on memory for an oral retell.
Use of appropriate ‣ sometimes expands noun groups/ conjunctions. ‣ the surrounding circumstances
language choices. phrases using articles (the, a and an) • Learning to plan written (adverb group/phrase)
and adjectives. communication so that readers follow • Understands a simple sentence
‣ understands there are three types the sequence of the ideas or events. expresses a single idea.
of nouns. • New vocabulary is used in parts. • Experiments using different words
‣ applies new vocabulary that represent nouns, verbs, adjectives
appropriately. and adverbs.

Punctuation • Consistently uses punctuation • Uses full stops correctly. • Recognises that full stops, question • Understands the use of full stops. • Does not recognise the difference
The use of correct and correctly. • Predominately uses question marks marks and exclamation marks, signal • Requires some support to: between the various sentence types.
appropriate punctuation • The punctuation usage goes beyond and exclamation marks correctly. sentences that make statements, ask ‣ recognise the difference between • Uses punctuation randomly in their
that aids reading of a that expected for Year 1, for example: questions, express emotion or give the various sentence types writing.
piece of text. ‣ recognises that capital letters signal commands. ‣ apply this in their writing
proper nouns • Attempts to apply this knowledge in
‣ commas are used to separate items their writing.
in lists • Punctuation may have been overused.

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Spelling • Consistently uses a range of spelling
The accuracy of spelling strategies accurately.
and the difficulty of • Goes beyond what is expected for
words used. Year 1, for example:
‣ shows a knowledge of morphemic
word families by attempting to use
prefixes and suffixes
‣ uses knowledge of letter patterns
and morphemes to attempt spelling
not predictable from their sounds
‣ uses most letter-sound matches
when writing words of one or more
syllables
Editing • Consistently re-reads and edits own
Ability to re-read and work.
edit own work to check • Goes beyond what is expected for
for meaning, spelling, Year 1, for example:
punctuation and ‣ edits text for spelling, sentence-
grammar. boundary, punctuation and text
structure
Teacher Name:
• Correctly spells one and two syllable
words with common letter patterns
e.g. known blends ‘bl’, ‘st’.
• Understands that a letter can
represent more than one sound and
applies this correctly when spelling
words.
• Correctly spells an increasing number
of high-frequency words.
• Actively re-reads own work.
• Attempts to edit own work to improve
meaning, spelling and punctuation.
• Correctly spells some one and two
syllable words with common letter
patterns e.g. known blends ‘bl’, ‘st’.
• Builds word families from common
morphemes e.g. play, plays, playing.
• Uses visual memory to write high-
frequency words.
• Understands that a letter can
represent more than one sound.
• When prompted:
‣ re-reads own work
‣ discusses possible changes to
improve meaning, spelling and
punctuation
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Year 1 Rubric/Guide to Making Judgement Creative Writing
• Requires some support to:
‣ Recognise one and two syllable
words
‣ Build word families from common
morphemes
‣ Recognise the letters that represent
more than one sound
• Relies on environmental print for some
high frequency words (limited visual
memory).
• Requires support to read own work.
• Requires encouragement to discuss
changes to improve own work.
• Has difficulty recognising one and two
syllable words.
• Unable to build word families from
common morphemes.
• Applies basic knowledge of letters and
sounds to spell words.
• Relies heavily on environmental print.
• Minimal or no evidence of appropriate
editing skills.
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