TESTS AND TASKS - Rising Stars

Mark scheme for Long Writing Task 2: My Favourite Lesson Framework: Y2 Narrative Unit 1 Stories with familiar settingsName: Class: Date:Reading resultsComposition and effectText structure and organisationSentence structure and punctuationLevelShow whether the questions werecorrect or incorrect.AF☹☺Q• An attempt is made to give the reader information s/heneeds to understand the context. (Our books are in ourdrawers.)• The people and setting are described using carefullychosenwords and phrases (She is so cool; it’s a bit messybut …).• The writer’s reactions are explained (I laughed andlaughed because it was so funny).• Some verbs are carefully chosen in order to help thereader to ‘see’ the action (she shrieked; he tiptoed).• Sentences joined with connectives such as: because,when, so (He wanted to cross because his best friend hadcrossed) on more than one occasion.• The recount has a clear beginning (In our numeracylesson on Tuesday), middle and end. (When it wasdinnertime, we had to stop playing. But it was the bestlesson ever.)• A variety of adjectives in simple noun phrases is used(The tiny globe; The new stepping stone mats).8–10 marks6 marks• Writing is consistently in the past tense.• Pronouns are sometimes used to avoid repetition ofnoun phrases. (Sharma wanted to go to the toilet but shecouldn’t tell the teacher.)• 50% of sentences end with full stops, question marks orexclamation marks and begin with capital letters.• Commas are generally used in lists, including lists ofevents. (She saw what was happening, but it was toolate.)• Adjectives are used effectively both before and afternouns (my favourite teacher; the maths teacher is myfavourite).6 marks3cRising Stars UK Ltd 2008. You may photocopy this page.©223233223232263123a3b4567891011121314Total correct:• Aspects of recount writing include:• a clear sequence of events, which is memorable for agiven reason, is described to interest the reader;• some additional detail expands on what happened onat least one occasion. (His shirt came untucked and wecould see his tummy button.)• At least five words are carefully chosen to interest thereader.6–7 marks• Sentences joined with connectives such as: and, but,then, when• Simple adjectives are used in noun phrases (the redbucket).• Simple sentences (I found the number 5) and compoundsentences (joined with and, but, or, so) are used.• A simple sequence of events is described leading to aconclusion.5 marks• Writing is generally in the past tense, though this maynot be consistent. (I scored a goal. I run round and do ahandstand then I heard the whistle.)• More than 30% of sentences end with full stops,question marks or exclamation marks and begin withcapital letters.• Commas may be used in lists.2a5 marksLevel:Pattern of AF coverage in readingtest• Aspects of recount writing include:• some use of past tense – though this may not besustained;• a sequence of events that is indicated by adverbs(then, after that).• At least three words are carefully chosen to interest thereader (verbs like tried, missed; nouns like goal,parachute).4–5 marks• Ideas are grouped into sequences of sentences whichrelate to the same event or action. New events oractions are introduced with then, after that and so on.• A simple sequence of events is described, perhapswithout a clear conclusion.• Sentences joined by connectives such as and, then (Theteacher wanted to go out and ask the Head a question).• Mainly simple sentences beginning with person and verb(The teacher said; Nishal wanted to).• At least three sentences marked by full stops and capitalletters.• No more than three uses of and in any sentence.2b3–4 marks3–4 marks• There are aspects of recount in the writing:• the writing conveys a series of events;• first person (I, we) narrator.• The vocabulary used is appropriate and relevant(interactive whiteboard, guitar, tripped, fell, laughed).2–3 marks• The recount contains at least two different actions orevents. (I saw the puppets and I laughed then it was myturn to find something).• The lesson described has a memorable event.• At least two sentences have full stops and capitalletters.• Sentences are often speech-like. (It was funny and Ilaughed and Tina laughed.)2c3 marks2 marks1211109876543212 3 4 5 6Assessment focus• An attempt is made to describe a lesson.• Writing is placed appropriately on the page.• Writing can be read without needing mediation.• Attempts original writing, rather than retelling themodel text.1 mark1 mark• Simple sentence-like structures used. (We play footballand I played in goal and we won.)• At least one full stop is used appropriately.1 mark1a