Reading+AssessmentWriting+Assessment+of+an+Early+Years+Student

= Writing Assessment of an Early Years Student =

Level 2 writers: "write short texts that include several related ideas in sequence, and, where relevant, combine writing with drawing or computer graphics. They experiment with more complex grammatical features, such as ways of linking ideas in sentences using pronouns, conjunctions and adverbial phrases indicating time and place. They begin to spell frequently used words accurately (for example, //come//, //going//, //like//), most words of one syllable with regular spelling (for example, //sharp//, //thick//, //star//), and some two-syllable words with regular spelling (for example, sunny, playing). They learn to use capital letters, full stops and question marks correctly. They learn strategies for planning, composing, revising and editing their writing. They begin to expand their vocabulary and use resources such as dictionaries and spell-checking software. They experiment with written and electronic publishing options. When handwriting, they practise correct letter formation." (VELS, 2008)

Writing interest survey
** Do you enjoy writing? Why? ** // Yeah, sort of. Not if I had to write a whole book! I like it because it teaches me how to hold a pencil properly, and write better. // // Lots of things. News, made up stories, famous people. // // Spiders, news and stories. I wrote a story about spiders at home the other day. // // To write stories. // // For other people to read them. // // I don’t know... For fun. // // Yes, but sometimes I can’t spell them right. // // My mum and dad and my friends. //
 * What do people write about? **
 * What do you like to write about? **
 * Why do people write? **
 * Why do people write stories? **
 * Why do you write? **
 * Do you try to write hard words? **
 * Who do you write for? **

Writing Assessment
Text reads: '10 litle Fings and 10 litle tose'

Written language
1 Letters only 2 Words with spaces 3 Two word phrases 4 Simple sentence 5 Several sentences with punctuation 6 Paragraph
 * Assessment (1-6) ||
 * 4 ||

Ideas
1 Concept of signs create a message 2 Concept that writing conveys a message 3 Copies writing 4 Uses sentences such as ‘I like…’ 5 Records own ideas 6 Composes several ideas
 * Assessment (1-6) ||
 * 3 ||

Text conventions
1 Directionality left to right 2 Return sweep top to bottom 3 Spaces between words and lines 4 Punctuation used appropriately 5 Spelling, punctuation, capitalisation is checked 6 Revising, editing and checking for flow and meaning of text After reading the unfamiliar text, Charlotte was asked to write a response to the text. Unfortunately, as we were running out of time, she was only able to draw a few small pictures, and write the title of the texts. If we had have had more time, she would have been able to write a more carefully considered, and detailed response, which means that the results of her writing assessment are most likely lower than what she would normally have scored. She wrote the title of the text without copying it from the book, and with some invented spelling, e.g. ‘fings’ to represent ‘fingers’. She explained that the image she drew was of the babies in the book, that were "all different, but still a bit the same".
 * Assessment (1-6) ||
 * 3 ||