"It's hard though as they are taught phonics but then with spelling I guess you have to start un-teaching it as there are lots of words that are not spelt phonetically!"
No you need to teach her that her that there are different spellings for some sounds and in this word we spell the sound this way ... all words are spelt phonetically.
It's not possible to accurately level a single piece of writing because there needs to be evidence of writing for different purposes - letters, reports- instructions etc as well as stories but it's level 1
I can see evidence for the statements in bold
1.Can write own first name with appropriate upper and lower case letters (may not be
accurate).
2 Can form most letters correctly, although size and shape may be irregular.
3 Writes simple regular words, some spelt correctly.
4
Begins to make phonic attempts at words.
5
Can spell CVC words (consonant, vowel, consonant e.g. sit / bag / cat) usually correctly.
6
Writes captions, labels and attempts other simple forms of writing, (lists, stories etc).
7
Can show some control over letter size, shape and orientation in writing.
8
Can say what writing says and means.
9
Can produce own ideas for writing.
10
Can show some control over word order producing logical statements.
11
Can spell most common monosyllabic words correctly (most R / Y1 High Frequency words).
12
Can make recognisable attempts at spelling words not known, (almost all decodable without the child’s help).
13
Can write simple text such as lists, stories, explanations.
14
Begin to show awareness of how full stops are used in writing.
15
Can usually give letters a clear and regular size, shape and orientation (ascenders and
descenders / use of upper and lower case are usually accurate).
16
Can use simple words and phrases to communicate meaning (majority of work can be read/decoded by an adult without assistance from the child, must be three or more statements).
17
Can use ANY connective, (may only ever be ‘and’) to join 2 simple sentences, thoughts,ideas etc.
18
Can use appropriate vocabulary, (should be coherent and sensible).
19
Can use phonic strategies when trying to spell unknown words.
20
Can produce a paragraph or more of developed ideas independently, that can be read without help from the child (may be more like spoken than written language / must not be a retell).