HfL Assessment - criteria for Phase B steps 4/5/6

Writing
HfL Assessment - Criteria for Phase B Steps 4/5/6 (based on curriculum expectations for Year 4)
Composition – across a range of texts
Effect on audience












includes descriptive detail to evoke the setting and make it more vivid using small details and figurative language including both simile and metaphor
sequences events clearly and show how one event leads to another
imitates authorial techniques gathered from the reading of age-appropriate texts
uses details to build character describes and evokes a response
develops mood and atmosphere using a range of vocabulary, including figurative language, and sentence structures
evokes mood and atmosphere using a range of vocabulary, including figurative and expressive language, and sentence structures
includes character descriptions designed to provoke sympathy or dislike in the reader and try using some figurative or expressive language to build detail
monitors whether their writing has the desired effect on their reader
includes details expressed in ways that engage the reader e.g. Girls with swirling hijabs danced to the….
interests the reader by addressing them directly (You’ll be surprised to know that ... Have you ever thought about the way that ...?) or by relating the subject to their own
experience at the end (So next time you see a pile of dead leaves in the autumn ...)
writes to help readers understand what is being described by organising or categorising information based on notes from several sources
uses techniques to get the reader on side:
 addresses them directly (This is just what you’ve been waiting for)
 adopts a friendly and informal tone
 uses memorable or alliterative slogans (Happy Holidays at Hazel House)
 uses simple psychology to appeal to the reader’s judgement. (Everyone knows that ... Nine out of ten people agree that ... Choosing this will make you happy and
contented. You’d be foolish not to sign up.)
Sentence structure and punctuation








Text organisation
uses plural and possessive –s
uses Standard English forms for verb inflections instead of local spoken
forms [for example, we were instead of we was, or I did instead of I
done]
uses noun phrases expanded by the addition of modifying adjectives,
nouns and preposition phrases (e.g. the teacher expanded to: the strict
maths teacher with curly hair)
uses Fronted adverbials [for example, Later that day, I heard the bad
news.]
selects appropriate pronoun or noun within and across sentences to
aid cohesion and avoid repetition
uses inverted commas and other punctuation to indicate direct speech
[for example, a comma after the reporting clause; end punctuation
within inverted commas: The conductor shouted, “Sit down!”]
uses apostrophes to mark plural possession [for example, the girl’s
name, the girls’ names]
uses commas after fronted adverbials





plans and writes complete stories : using the structure : introduction – build-up – climax
or conflict - resolution
uses paragraphs to organise and sequence the narrative and for more extended
narrative structures
paragraphs shift to indicate a change in setting, character, time rather than simply
reflecting stages in planning
groups information, often moving from general to more specific detail and examples or
elaborations
organises or categorises information based on notes from several sources
© Herts for Learning Ltd
Writing
HfL Assessment - Criteria for Phase B Steps 4/5/6 (based on curriculum expectations for Year 4)
Transcription
Spellings
Handwriting


uses the diagonal and horizontal strokes that are needed to join letters and
understands which letters, when adjacent to one another, are best left unjoined
increases the legibility, consistency and quality of handwriting [for
example, by ensuring that the down strokes of letters are parallel and
equidistant; that lines of writing are spaced sufficiently so that the
ascenders and descenders of letters do not touch]








spells words with endings sounding like sure, ture, sion
spells endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian
spells words with the /k/ sound spelt ch (Greek in origin)
spells words with the /ʃ/ sound spelt ch (mostly French in origin)
spells words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French
in origin)
spells words with the /s/ sound spelt sc (Latin in origin)
spells words with the /eɪ/ sound spelt ei, eigh, or ey
uses further prefixes and suffixes and understand how to add them

spells further homophones

spells words that are often misspelt (English Appendix 1)

places the possessive apostrophe accurately in words with regular plurals [for example,
girls’, boys’] and in words with irregular plurals [for example, children’s]

uses the first two or three letters of a word to check its spelling in a dictionary

writes from memory simple sentences, dictated by the teacher, including words and
using punctuation taught so far
Key to attainment steps:
Beginning to show a few
aspects = not yet B4.
Refer to B1/2/3 sheet
Many of these aspects secure
(at least 20%) = B4
Most of these aspects secure
(at least 50%) = B5
Further guidance about weighting of criteria to follow
© Herts for Learning Ltd
Almost all of these aspects
secure (at least 80%) = B6
All aspects secure, now going
‘deeper and broader’ = B+

Download Report