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STA 2018 KS1 Expected Standard
Piece D — Instructions
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
You have written a clear, purposeful piece that helps Elliott follow the steps for using a typewriter. The sequence is easy to follow, and you have shown a good awareness of the reader by opening with ‘Dear Elliott’ and closing with ‘love from … xxx’.
Strengths
The instructions are sequenced clearly with words like ‘First’, ‘Next’ and ‘Now’.
You use helpful task vocabulary such as ‘typewriter’, ‘paper’, ‘keys’, ‘lever’ and ‘ding’.
You also framed the piece like a letter, which makes it feel like it is written directly to Elliott.
Areas for Development
Some spellings need checking, for example ‘typwriter’, ‘diel’, ‘saver’, ‘cant’ and ‘any thing’.
A few sentences need tidying so they read more smoothly, especially ‘You machine is its a typewriter’ and ‘You cant take any thing off if you make a mistake!’
Try to keep capitals and full stops consistent across the whole piece.
Next Steps
1
Read the piece aloud and check each sentence starts with a capital letter and ends with a full stop or exclamation mark.
MetPartially metNot met
Composition
| Can-statement | Status | Evidence |
|---|---|---|
| Writes sentences that are sequenced and purposeful for the reader. | Met | The instructions are clearly ordered: ‘1. First…’, ‘2. Turn…’, ‘3. Next…’, ‘4. Now…’. |
| Shows awareness of audience and purpose. | Met | The piece opens with ‘Dear Elliott’ and ends ‘love from … xxx Now you can type letters to me.’ |
Vocabulary
| Can-statement | Status | Evidence |
|---|---|---|
| Uses vocabulary that fits the task. | Met | Words such as ‘typewriter’, ‘paper’, ‘keys’, ‘lever’ and ‘line’ are well matched to the instructions. |
| Uses simple sequence words to guide the reader. | Met | ‘First’, ‘Next’, ‘Now’ and ‘If’ help the reader follow the steps. |
grammar and punctuation
| Can-statement | Status | Evidence |
|---|---|---|
| Demarcates some sentences with capital letters and full stops. | Partially met | There are several capitals and full stops, for example ‘1. First put the paper in the typwriter.’ and ‘Now push the saver lever down…’ |
| Uses imperative verbs and command style for instructions. | Met | The commands ‘put’, ‘Turn’, ‘push’ and ‘take’ suit the instructional form. |
| Some sentence control is uneven. | Partially met | ‘You machine is its a typewriter’ and ‘You cant take any thing off…’ need more secure sentence control. |
Spelling
| Can-statement | Status | Evidence |
|---|---|---|
| Segments spoken words into phonemes and represents them by graphemes, making phonically plausible attempts at unfamiliar words. | Partially met | Spellings such as ‘typwriter’, ‘diel’, ‘saver’, ‘cant’ and ‘any thing’ show sound-to-letter attempts. |
| Spells common words and exception words consistently. | Partially met | Some common words are still insecure, for example ‘your/you’, ‘typewriter’, ‘cannot/cant’ and ‘anything/any thing’. |
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Handwriting
| Can-statement | Status | Evidence |
|---|---|---|
| Handwriting (assessed from the original work) | Met | Neat letters with some uneven spacing and size. |