Student Name: Date:

Year 1 Very High High Sound Developing Emerging

Rubric/Guide to
A thorough understanding and uses a A clear understanding and uses a high level
Making Judgement high level of skill in both familiar and of skill in familiar situations. Is beginning to
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.
Recount new situations. use skills in new situations.

Text Structure • Includes the following when writing • Includes most of the following, in a • Recognises and predominately follows • Requires some support to recognise • Requires significant support to
The organisation of the ‣ Main Characters logical order when writing the structure the structural elements of a recount produce a written text
structural components of ‣ Beginning ‣ Main Characters ‣ Main Characters and to produce a written text ‣ Has difficulty recognising the
a text. ‣ Events/Problem ‣ Beginning ‣ Beginning ‣ May use a modelled text for structural elements
‣ Ending ‣ Events/Problem ‣ Events/Problem assistance/prompts ‣ Text may have some structural
‣ Personal Feelings ‣ Ending ‣ Ending ‣ Some of the structural elements elements but may not be relevant
• Has included the important relevant ‣ Personal Feelings ‣ Personal Feelings may have been included without or it is difficult to recognise the
details • Has included details, although some • Attempts to put this into a logical assistance structure
are not necessary order when writing ‣ Writer relies on drawings to
• Some elements may be lacking in communicate text
detail

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 that 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 back own writing and
meaningful sentences. sentences with two or more clauses • Beginning use of 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) (adverb group/phrase)
and adjectives • Understands a simple sentence
‣ Understands there are three types expresses a single idea
of nouns • Experiments using different words
that represent nouns, verbs, adjectives
and adverbs

Punctuation • Consistent in application • 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 • The punctuation usage goes beyond • Predominately uses question marks marks and exclamation marks, signal • Requires some support to: between the various sentence types
appropriate punctuation that expected for Year 1, for example: and exclamation marks correctly sentences that make statements, ask ‣ Recognise the difference between • Uses punctuation randomly in their
that aids reading of a ‣ Recognises that capital letters signal questions, express emotion or give the various sentence types writing
piece of text. proper nouns commands ‣ Apply this in their writing
‣ Commas are used to separate items • Attempts to apply this knowledge in
in lists their writing
• Punctuation may have been overused

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 Year 1 Rubric/Guide to Making Judgement Recount

Spelling • Consistent in application and goes • Correctly spells one and two syllable • Correctly spells some one and two • Requires some support to: • Has difficulty recognising one and two
The accuracy of spelling beyond that expected for Year 1, for words with common letter patterns, syllable words with common letter ‣ Recognise one and two syllable syllable words
and the difficulty of example: e.g. known blends ‘bl’, ‘st’ patterns, e.g. known blends ‘bl’, ‘st’ words • Unable to build word families from
words used. ‣ Shows a knowledge of morphemic • Understands that a letter can • Builds word families from common ‣ Build word families from common common morphemes
word families by attempting to use represent more than one sound and morphemes, e.g. play, plays, playing morphemes • Applies basic knowledge of letters and
prefixes and suffixes applies this correctly when spelling • Uses visual memory to write high- ‣ Recognise the letters that represent sounds to spell words
‣ Uses knowledge of letter patterns words frequency words more than one sound • Relies heavily on environmental print
and morphemes to attempt spelling • Correctly spells an increasing number • Understands that a letter can • Relies on environmental print for some
not predictable from their sounds represent more than one sound high frequency words
‣ Uses most letter-sound matches (limited visual memory)
when writing words of one or more
syllables

Editing • Consistent in approach and goes • Actively rereads own work • When prompted: • Requires support to read own work • Minimal or no evidence of appropriate
Ability to re-read beyond that expected for Year 1, for • Attempts to edit own work to improve ‣ Rereads own work • Requires encouragement to discuss editing skills
and edit own work to example: meaning, spelling and punctuation ‣ Discusses possible changes to changes to improve own work
check for meaning, ‣ Edits text for spelling, sentence- improve meaning, spelling and
spelling, punctuation boundary, punctuation and text punctuation
and grammar structure

Teacher Name:

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