Oh why not?.....can someone level this for me please?

[Sheneverdid]

I wont go into detail about age etc I just want to see what others think.

Task to write a creative story as an astronaut who has been to space and returned after 50 years, what changes on earth.

When we got half way to eath my engine faild and I was coming into eath to fast.I maniged to take controal of the rocet. I landed witha thud when a landed the entier spacestaision calapsed onto the shutle. I got out and I heared something I looked behind me and saw a masive land shark With 700 horns and 100,0000000000000 poisonus teeth and 700,00000 claws on each of its fore legs. I quicly grabed my ray gun and shot into it's mouth the monster blweu into 100,00000 pecis. I emerged from the guts of the beast and saw my freind XXX coming to me screaming "XXX help me" he had a arm missing and a biground bite mar k on his other arm behind him has a masiv worm with teeth spining in its mouth like a razor blade I killed that thing and lost my thum. we went to a mine and found a load of zombies.

no idea. but I loved reading it :)

Well, it's completely irrelevant (he hasn't written about what has changed on earth; he's written about a battle between himself and a monster - is the monster supposed to be one that has developed/mutated on Earth in the last 50 years?) but I like his description!

Sounds like a Year 4 or 5 task to me, at least, but hard to tell.

I thought that too Cocktail he has missed the point of the task and your right YR4. So how would it be marked? What do you think about the spellings etc?

Kemmo it seemed a bit graphic in parts for me TBH ha ha

My ds is yr 3. I suspect he would also miss the point if the task completely. My ds would get most of the spellings correct but wouldn't have used such mature language in some places (emerged from the guts of the beast for eg)

Great to read, so vivid I can see the creature.
Interesting, would say the ideas and thought in the story are ahead of the spellings. Perhaps a yr4+ ideas, yr3 spellings.

Just a guess, not a professional view my 2 are in Foundation and yr2.

Oh! that was a good guess. Hmm, I don't know about levels. Story and imagination are ahead of spelling, I'd say... Agree with wizard.

L3b/a?

No paragraphs in an extended piece of writing, but an attempt at engaging the reader and a range of techniques employed (vocab, hyperbole, intensifiers).

Could you ask him to write chapter 2 with the zombies please? I want to know what happened next!

I am not a primary teacher but I think that is something like Year 4 / level 3c ish but this child has the potential to be an excellent writer. Work on spellings and paragraphs next.

I would say 2A, elements of 3C, but not enough for that level, and too much of required L2 elements are missing.

(and we can't tell about handwriting!)

Level 2

• Communicates meaning (though may be repetitive or sparse) in narrative and non-narrative, using some appropriate and interesting vocab. (AF1/AF7)
• Some awareness of reader, some basic purpose established and some appropriate features of relevant form/style used. (AF2)
• Some ideas developed in sequences of sentences, with openings and closings sometimes signaled. (AF3)
• Ideas in sections grouped by content. (AF4)
• Mainly simple sentences, some connected with ‘and’. (AF5)
• Some variation in sentence openings. (AF5)
• Past and present tense generally consistent. (AF5)
• Sentences sometimes (mostly) demarcated with capitals and full stops. (AF6)
• Some accurate use of question and exclamation marks and commas in lists. (AF6)
• Mostly grammatically accurate clauses. (AF6)
• Simple, monosyllabic words usually spelt correctly; errors are phonetically plausible. (AF8)
• Letters are generally accurately formed with ascenders/descenders distinguished and generally consistent in size, but may be have inconsistencies in orientation, size and upper/lower case (though not usually within words).

Level 3
Writing often organised, imaginative and clear, with some elaboration of basic information. (AF1)*

• Viewpoint adopted but often not maintained or consistent. (AF1)

• Main features of diff. forms of writing used appropriately, beginning to be adapted to diff. readers. (AF2)

• Some attempt to sequence ideas logically, with openings/closing usually signaled. (AF3)

• Some use of paragraphs, though movement between ideas/paragraphs often disjointed. (AF4)

• Mainly simply structured sentences, with some complex ones. (AF5)

• ‘and’, ‘but’ and ‘so’ most common connectives, with occasional subordination. (AF5)

• Some limited and not always reliable variation in use of tense and verb forms. (AF5)

• Basic grammatical structure of sentences usually correct. (AF6)

• Punctuation – full stops, capital letters, question marks – is usually accurate. Some use of speech punctuation and (possibly inaccurate) commas (AF7)

• Some words chosen for variety and interest. (AF7)

• Spelling usually accurate, including common polysyllabic words. (AF8)

• Handwriting is sometimes joined and legible, with accurate and consistent letter formation.

To be fair if there was a level for excitement, passion and literary potential it would be a lot higher than the levels we are trying to give it

Hi thanks everyone for trying to level even though you don't have the work in front of you.

Ds's last teachers assessment had him as 2c in Dec but we could never actually see how they got this mark (no work!). He was working below the curriculum levels 2 years ago so to see this amount of writing made me very proud. Just wanted an idea of levels (taking into consideration he missed the point).

His writing is very large so sometimes only 3 words per line quite messy seems rushed but it looks this way if he is taking his time, not joined. Spacing not regular throughout. I sometimes can't tell if he has used a capital letter or if it just appears that way due to his big writing so they seem to be scattered through his sentences. He also tends to 'forget' spellings which he has used many times before which has me a bit sometimes.

He does have a very active imagination = nightmares most nights.

Will ask him about chapter 2!

Can I be cheeky and ask if reading levels are usually close to that of writing?? he is currently a 3c

Reading and writing levels are not always connected. Child A may score highly on reading because he is a technically adept child, but low on writing because whilst his technicals are good (punctuation, spelling) his imagination is limited because he's not actually thinking about the books he is reading.
Child B may have a great imaginative writing score, but be technically challenged by spelling, punctuation and so on. He may fine actual reading difficult so score low, but be able to pick up nuances and interpret texts much better than child A, leading to being a more imaginative writer.

Does that make sense?

2C in December would probably be accurate to be at 2a now for narrative writing. Of course we don't know what his non fiction writing is like, which may well drag his overall score down as most children find writing non-fiction more difficult.

Yes Missme thanks that does make sense. Non-fiction is not very good TBH that's where we only see a sentence...if we are lucky.

Thank you again for your help.

I go for (an amateur, I don't teach Primary), level 2. His writing has some vivid description, but there are some basic errors in sentence structure (full stops and capitals not always in the right place) and weak spellings for it to be any higher than level 2.