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Year 1–2 Early Writing
English / Writing · Years 1–2
Tracks early writing development across letter formation, sentence construction, punctuation, and conveying meaning.
Criteria
Forms letters clearly
ExceedingForms all letters correctly and consistently; writing is legible at a comfortable size.
MeetingForms most letters correctly; minor reversals or sizing issues do not affect legibility.
ApproachingForms familiar letters correctly but less confident letters may be inconsistent or hard to read.
BeginningMany letters are unclear or incorrectly formed; legibility is significantly affected.
Writes in sentences
ExceedingWrites several complete sentences independently, with correct subject–verb agreement and variety in sentence openings.
MeetingWrites complete sentences independently, though length and variety may be limited.
ApproachingAttempts sentences but may run ideas together or write fragments.
BeginningWrites words or phrases; sentence boundaries are not yet established.
Uses punctuation
ExceedingUses full stops, capital letters, and question marks correctly and consistently; attempts other punctuation (e.g. commas, speech marks).
MeetingUses full stops and capital letters at sentence boundaries most of the time.
ApproachingUses capital letters and full stops sometimes; placement may be inconsistent.
BeginningLittle or no punctuation used; capital letters may appear mid-sentence.
Conveys a clear idea or message
ExceedingCommunicates a clear, developed idea with relevant detail; the reader can follow the meaning without difficulty.
MeetingMain idea is clear, though detail may be brief or the sequence could be clearer.
ApproachingAn idea is present but may be unclear or expressed in only one or two words/phrases.
BeginningMeaning is very difficult to determine from the writing alone.