Key Stage 1 English Assessment

This framework is used to make an assessment at the end of the key stage 1 and not to track progress throughout the key stage. Reading and writing are broken into three standards, each with 'pupil can' statements.

Working towards the expected standard

Working at the expected standard

Working at greater depth within the expected standard

Key Stage 1 English Assessment

October 28, 2017 admin

READING
Working Towards the expected standard

The pupil can :

  • read accurately by blending the sounds in words that contain the common graphemes for all 40+ phonemes*
  • read accurately some words of two or more syllables that contain the same grapheme-phoneme correspondences (GPCs)*
  • read many common exception words*.

In a book closely matched to the GPCs as above, the pupil can:

  • read aloud many words quickly and accurately without overt sounding and blending
  • sound out many unfamiliar words accurately.

In discussion with the teacher, the pupil can:

  • answer questions and make inferences on the basis of what is being said and done in a familiar book that is read to them.

READING
Working At the expected standard

The pupil can :

  • read accurately most words of two or more syllables
  • read most words containing common suffixes*
  • read many common exception words*.

In age-appropriate books, the pupil can:

  • read words accurately and fluently without overt sounding and blending, e.g. at over 90 words per minute
  • sound out most unfamiliar words accurately, without undue hesitation.

In a familiar book that they can already read accurately and fluently, the pupil can:

  • check it makes sense to them
  • answer questions and make some inferences on the basis of what is being said and done

READING
Working at greater depth the expected standard

The pupil can, in a book they are reading independently:

  • make inferences on the basis of what is said and done
  • predict what might happen on the basis of what has been read so far
  • make links between the book they are reading and other books they have read.

WRITING
Working TOWARDS the expected standard

The pupil can write sentences that are sequenced to form a short narrative, after discussion with the teacher:

  • demarcating some sentences with capital letters and full stops
  • segmenting spoken words into phonemes and representing these by graphemes, spelling some correctly
  • spelling some common exception words*
  • forming lower-case letters in the correct direction, starting and finishing in the right place
  • forming lower-case letters of the correct size relative to one another in some of the writing
  • using spacing between words.

WRITING
Working AT the expected standard

The pupil can write a narrative about their own and others’ experiences (real and fictional), after discussion with the teacher:

  • demarcating most sentences with capital letters and full stops and with some use of question marks and exclamation marks
  • using sentences with different forms in their writing (statements, questions, exclamations and commands)
  • using some expanded noun phrases to describe and specify
  • using present and past tense mostly correctly and consistently
  • using co-ordination (or / and / but) and some subordination (when / if / that / because)
  • segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
  • spelling many common exception words*
  • spelling some words with contracted forms*
  • adding suffixes to spell some words correctly in their writing e.g. -ment, -ness, -ful, -less, -ly*
  • using the diagonal and horizontal strokes needed to join letters in some of their writing
  • writing capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters
  • using spacing between words that reflects the size of the letters.

WRITING
Working at greater depth the expected standard

The pupil can write for different purposes, after discussion with the teacher:

  • using the full range of punctuation taught at key stage 1 mostly correctly
  • spelling most common exception words*
  • spelling most words with contracted forms* e.g. -ment, -ness, -ful, -less, -ly*
  • using the diagonal and horizontal strokes needed to join letters in most of their writing
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