Could someone level this writing please?

[Bloodywornoutnow]

Written as dd has written it

The enchanted wood!

Chapter 1
The enchanted wood
Once upon a time there lived 3 fairies their names were rosey, elizabeth and olivia, they were all sisters.They lived in a toadstool in the enchanted wood.One day the three faries set of to pick strawberrys from the strawberrybush.but when they sailed through the lake they saw big bad billy...... hes the most biggest fish in the lake.Them faries got eaten and they were never seen again.The three faries mummy and daddy were looking for them everywear bt they could not find the three faries anywhere.

Chapter 2
The big adventure
The hole town split up looking for them 3 faries, even the elves looked for the faries and the gnome and the witches.But suddenly they thought the faries might be in the lake.So the elves went on a boat looking for the faries...

Chapter 3
Big bad trouble
The elves didnt look where they were going and they got swolen by big bad billy too...
Suddenly a pirate appeared and came to the rescue by getting the elves and faries out of big bad barry.They all liked happily ever after
THe eND!

Thanks

You can use this link to level it yourself - it's fairly straightforward and will definitely help you to identify areas that she needs to work on to become secure within these levels.

<a class="break-all" href="http://webarchive.nationalarchives.gov.uk/20110809101133/wsassets.s3.amazonaws.com/ws/nso/pdf/a78a147abab77f7a750782a77b250372.pdf" rel="nofollow" target="_blank">Levels 2 & 3

Thanks for the link tired.

If there are any teachers who wouldn't mind levelling it I would be really greatfull

I'd say 2a,...3c at a push.

What were you hoping for?

Thanks Thatssofunny That is actually about where I was thinking, we were given a target of a 4B by dd's previous school which I felt she was nowhere near (I was assured she was by the school), the new school have confirmed that dd is nowhere near that level and have said probably a 3c/3b.

Um, this plot has been stolen wholesale from Ben and Holly. Does that matter? I'm just mentioning it in case the OP wasn't aware.

Bloodywornoutnow Could the previous school's target have been calculated based on KS1 scores? I've had many conversations with SLT at my previous school, which went along the lines of:
SLT: "He needs to have a target of 4b for the end of this year and a 5c for then end of KS2. He got a 2a in KS1."
Me: "Well, you can give him that target, but he's not going to make it. He entered UKS2 on a 2b! You might want to have a word with his infant school!"
Some targets are purely set on data, so the school might have been under pressure to see your DD achieve a certain target.

Does the concept of plagiarism even exist in infant writing?

Plagiarism as you call it collumgollum is what Pie Corbett would define as the imitation part of the developmental process of learning to write - imitation, innovation, invention.

but you wouldn't use it for levels

Really?

So when children rewrite a fairy tale, create a new ending or write character descriptions using characters from fairy stories (or other tales they've been studying), none of it is used for levelling? [Genuinely curious emoticon]?

Specific text types, which have been taught through this model, get re-assessed a few weeks after the end of the unit. You need them to have done independent writing to level it properly.
They will have had the teaching, but it's important for them to actually retain knowledge and understanding for longer than a few days.

"So when children rewrite a fairy tale, create a new ending or write character descriptions using characters from fairy stories (or other tales they've been studying), none of it is used for levelling? [Genuinely curious emoticon]?"

If they re-write it is their work = levelled
If they create a new ending it is their work = levelled
If they write a character description it is their work = levelled
If they simply copy what they have read it isn't their work = not levelled

The problem with children re-writing TV programs is that the teachers probably don't even realise that they have re-told a story.

Dd3 has been doing this for years and it has been marked as if it is imaginative/creative!

We have a similar problem with levels OP!

Which is basically why giving a level based on one piece of work is no good. Levels should be based on different types of writing stories, poetry, instructions, reports, letters, recounts ....

Still from what you said mrz the retelling of a story seen on TV, as long as it's in the child's own words (like the OPs), is levellable..

Furthermore if you say that at school a child might have a whole level of difference between one genre or piece of writing and another, then the art of levelling writing does include some sort of averaging (if I understood your previous post correctly).

Therefore surely each piece of writing that is used to gain an overall level is first individually levelled (at least to a point) otherwise how could you reach an overall level?

So what is the problem with telling a parent this story, report, whatever is about level X, although this only applies to this one piece? This question is just a general one as I know you do level pieces of writing on occasion.

What is really interesting is how nearly all levelling requests are for stories, with very few letters / reports etc.

A single piece isn't levellable whether it's a retelling of a TV story or not tiredbutnotweary

I didn't mean to disparage the child's efforts. I only mentioned that the plot had been lifted from elsewhere in case it informed the OP's thinking and she wasn't aware of this. I was assuming that part of levelling a piece of fiction is the ability to construct a coherent narrative, particularly at higher levels.

mrz - if a single piece isn't levellable why do you sometimes provide levels for posters?

I'm being picky I suppose - do you mean a single piece can't provide an accurate level, although a level can and is attributed to pieces by teachers (not just yourself) on MN?

I mean it really is very clear when a piece of writing is no more than a level 1 or a level 2 for example - surely the ability to determine this is a form of levelling for that one piece alone?

The piece of writing may be level 1/2/3/4 but that doesn't mean that is the level the child is working at ...it could be that one piece is particularly good and much better than the child's normal work or conversely particularly bad ...would it be fair to say that is the level for the child ?

Of course that's true, it could be that the piece of writing is above or below what a child usually produces. It could be that the parent has been far more supportive than the school would be, so inflating the level - there are all sorts of variables.

Despite these variables I still think providing a level, even on one piece of writing, has significant value for parents who, for whatever reason, are trying to get an understanding of their child's writing progress or current state.

Another levelling thread running at the moment supports my view on this. There, yet another parent being told there's no problem by a school, meaning no support is being provided to the child, when clearly there is a problem. Confirmation that her child is significantly behind will help give her the confidence to demand support for her child from the school.

I guess I'm just hoping that you and the few other teachers willing to do so, won't stop giving out rough levels on MN.

I don't suppose a parent asking for a level on mn wants a scientific evaluation. She just wants to know what's the deal with this bit of writing. I can't see the problem, myself.

Despite these variables I still think providing a level, even on one piece of writing, has significant value for parents who, for whatever reason, are trying to get an understanding of their child's writing progress or current state.

^

In the best possible way I am not fond of the interrogating of the whys and wherefores behind a poster asking a question.

If you want to reply then do, if you take issue with the posters questions or want a run down of their history, it may be easier not to comment at all. Its not helpful and this is supposed to be a helpful sight after all.

helpful "site"

I think most teachers do give a disclaimer when they give levels tiredbutnotweary for that reason ... it can only be a very rough guide.

So if a teacher on MN says that piece of writing is a 2C but the child normally wites at 1B that gives the parent a false impression of their child's ability but obviously that is too difficult for you to understand columngollum.

The piece I have posted is about average for dd.