What sort of level would this be, please?

[lougle]

This is independent work, uncorrected:

a unsupontime there was a girl cald lis and was in bed whiled the fire was going and there was a kid in the fire and she gode into the fire and got out of the fire and everee own cherad at lis. darnsed for joi.

It's the type of thing my Year One DD would write, but she is summer-born.

Year 1?

Yep my yr one ds would write like that, tho his spelling is slightly better. He is 5, my elder boys wouldn't have written as much or as well at that age.

But def yr one stage I would say.

Love "darnsed for joi" btw

That's interesting, thank you.

It's the work of my DD who is in year 2. At the end of last year I was told she was 1A, which is slightly ahead of expected (1B).

This year she's really fallen apart in general and I don't know whether she was just assessed high at the end of last year, or has regressed.

So many threads (even within the last week !) have quite rightly said that you can't level on one piece of work. You need several pieces of evidence to assign a 'level'.

The d sound in whilst and goes would worry me. Year one, maybe low year two.

I realise that, ipadquietly, but I just wanted an ad hoc ball park for this piece of work that I know is independent because she wrote it in front of me without my prompting.

Sounds like your school is a bit hung up on assessing a little early tbh.

She uses 'gode' in speech, too. I correct and model tirelessly, but it never gode away

Your dd certainly needs to start writing in sentences before her writing hits level 2. Get her to answer you in full sentences (orally); particularly when she answers questions about her reading book.

Hmm..I'm not sure BuzzardBird. They actually seem very sensible. Her teacher, this parents evening, said 'forget targets, let's just get her happy in school. Everything else will come in time.'

buzzardbird - schools assess each individual child's progress from the minute they enter school. There is no such thing as 'assessing too early'. It's what Ofsted wants.

Full sentences is an issue. She has some quirky traits and tends to think that everyone knows what she's thinking. After she'd written 'darnsed for joi' I pointed out that she had to tell us who had danced for joy. Was it Liz? Or Liz and the child she rescued? Or the people around them? Or everyone?

Well my dd appears to have got to Yr 2 without a 'level'?

She sounds very intelligent and funny OP, I think you will notice a massive difference in her written language in Yr 2 as they no longer allow 'creative spelling'

I understood her perfectly...and I am a right pedant

buzzardbird Believe me, your dd's teacher will know your dd's EYFS scores, her Y1 level and her expected end of Y2 level - whether s/he's told you or not!

Probably but they have never once discussed it with me in all the parents evenings I have attended. I guess they would if they felt there was a problem? I love the way they spell when they are just using their imagination and confidence that you understand them. I hate it now I have to correct her and teach her to spell correctly...and I really am a pendant

But remember levels are going with the new 2014 curriculum.

Buzzard - I know for a fact that every child in my son's school is regularly assessed and given a level, I know they have end of year targets and predicted SATs grades - I know this as it's discussed at governors' meetings but I have never once had a discussion with my (Year two) child's teacher about his personal level as it's not something routinely shared with parents apart from when they are given SATs results.

Ah thanks Fuzzy did worry me that perhaps I should have asked before

Many parents find levels confusing and unhelpful. A 10 minute parents evening slot isn't enough to talk about the child properly and explain the levelling system. So I shared levels with parents who would understand them (secondary teachers, have older children) WHEN I thought it was relevant, but didn't volunteer levels unless asked (which I wasn't) for parents I didn't expect to understand them. It doesn't mean I don't know the levels the children are working at, and more importantly what they need to do to get to the next level, but I took a view that parents would be more interested in the things their child can do well and what we'll be working on next to help them improve further, rather than putting a label on their current attainment.

And I would have gone with 1b for the piece of writing above - for a 1a I would be looking for greater accuracy in punctuation/spelling/sentence structure. Danced for joy is nice - she's clearly got it in her to be a good writer. Can you put your finger on why she's fallen apart this term? It's not unusual to dip after the summer holidays, and levelling isn't an exact science, but I'd expect her by now to at least be at the level she was at the end of year 1 and possibly slightly ahead. My children who finished year 1 as a 1a are now showing strong elements of a 2c in their writing.

Levels were never supposed to be reported on until ends of key stages. Schools are utterly obsessed with them now and, by consequence, are lots of parents.

Lots of oral storytelling, role play, just playing will help. Taking turns to tell a sentence of a story is a good car game.