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STA 2018 KS1 Expected Standard
Piece B — Description
Year 2 · STA Expected Standard · Kim
Published exemplification — the same live marking as the product, on government or exam-board material, not a pupil’s book. STA KS1 English writing exemplification. Contains material developed by the Standards and Testing Agency for 2018 national curriculum assessments and licenced under Open Government Licence v3.0.
Published script
Live marked report
Marked against: STA · primary · English writing
KS1 Writing Assessment
EXS
Working at the Expected Standard
This is a secure Year 2 piece that creates a vivid spooky setting and keeps the action clear. It closely matches the STA expected-standard setting description exemplar, which also uses a simple sequence of events, effective detail and mostly secure sentence control .
Strengths
You build atmosphere well with details such as 'lots of spiders', 'flaping its wings' and 'enormas box'.
You keep the action moving clearly from the attic scene to the pigeon flying out, so the reader can follow what is happening.
Areas for Development
Some sentences need cleaner punctuation or re-shaping, especially 'I wonder what is in that box thought Eliot.'
A few words are still phonetic attempts, such as 'flaping', 'enormas' and 'acely', so checking tricky spellings would make the writing even stronger.
Next Steps
1
Re-read each sentence and check that it has the right capital letter and full stop.
2
Choose two or three tricky words to correct using the version you know from your reading or classroom work.
MetPartially metNot met
Composition
| Can-statement | Status | Evidence |
|---|---|---|
| write simple, coherent narratives about personal experiences and those of others (real or fictional) | Met | The writing is coherent and sequenced: the attic scene leads into the pigeon appearing, speaking and flying away. |
| write about real events, recording them simply and clearly | Not met | This is a fictional description/narrative scene rather than a real event. |
Vocabulary
| Can-statement | Status | Evidence |
|---|---|---|
| write effectively and coherently for different purposes, drawing on their reading to inform the vocabulary and grammar of their writing | Partially met | The setting is made vivid with phrases such as 'lots of spiders', 'flaping its wings' and 'enormas box', but the piece does not show the wider control seen in greater-depth exemplification. |
| make simple additions, revisions and proof-reading corrections to their own writing | Met | Visible corrections such as 'pijan' to 'pigeon' and 'fe'/'f' to 'flew' show re-reading and editing. |
Grammar and punctuation
| Can-statement | Status | Evidence |
|---|---|---|
| demarcate most sentences in their writing with capital letters and full stops, and use question marks correctly when required | Met | Most sentences begin with a capital and end with a full stop; the exclamation mark in 'Go away!' is also correct. |
| use present and past tense mostly correctly and consistently | Partially met | Past tense is sustained in 'There were', 'was flaping', 'crept', 'came', 'went' and 'flew', with a brief present-tense thought in 'I wonder what is in that box thought Eliot.' |
| use co-ordination (e.g. or / and / but) and some subordination (e.g. when / if / that / because) to join clauses | Partially met | Co-ordination appears in 'He crept closer to open the box but suddenly a pigeon came out...', but subordination is not evident. |
Spelling
| Can-statement | Status | Evidence |
|---|---|---|
| segment spoken words into phonemes and represent these by graphemes, spelling many of these words correctly and making phonically-plausible attempts at others | Met | Words such as 'attic', 'crept', 'closer', 'suddenly', 'window' and 'thought' are spelled correctly, with plausible attempts such as 'flaping' and 'enormas'. |
| spell many common exception words | Partially met | Common words such as 'There', 'were', 'what', 'said' and 'behind' are mostly secure. |
Handwriting
| Can-statement | Status | Evidence |
|---|---|---|
| Handwriting (assessed from the original work) | Met | Irregular letter sizes with some spacing issues. |
Grammar, Punctuation & Spelling security assessment
Sentence structure
Sentence demarcation with capitals and full stops
Secure
“There were lots of spiders in the attic.”
“Some thing was flaping its wings behind a [ILLEGIBLE] enormas box.”
“Go away! said the pigeon.”
Most sentences are clearly started and ended; one exclamation mark is used accurately.
Grammar
Past tense control
Mostly secure
“There were lots of spiders in the attic.”
“He crept closer to open the box but suddenly a pigeon came out from behind the box.”
“The pigeon ... went out the window.”
The piece is mainly written in the past tense, with a brief present-tense thought in 'I wonder'.
Co-ordination
Emerging
“He crept closer to open the box but suddenly a pigeon came out from behind the box.”
A coordinating conjunction is used to join ideas; wider clause joining is limited.
Spelling
Phonically plausible spelling attempts
Mostly secure
“flaping”
“enormas”
“acely”
Several spellings are correct, and some unfamiliar words are attempted phonetically.
Common exception words
Mostly secure
“There were lots of spiders in the attic.”
“I wonder what is in that box thought Eliot.”
“Go away! said the pigeon.”
Common words such as 'There', 'were', 'what' and 'said' are mostly secure.
Student's original text with teacher annotations highlighted
There were lots of spiders in the attic. Some thing was flaping its wings behind a ILLEGIBLE enormas box. I wonder what is in that box thought Eliot. He crept closer to open the box but suddenly a crossed out: pijan pigeon came out from behind the box. Go away! said the pigeon. Eliot acely. The pigeon crossed out: fe went out the window. crossed out: f flew said Eliot that was close.