Reading and writing progression grids

2007 www.teachit.co.uk Page 1 of 7 4964.doc

Note for teachers
These grids split each of the assessment foci for reading and writing down into sub-skills and then trace how those
skills might develop from Level 2 to A*. This helps teachers to focus their teaching, mark accurately and give precise,
'next steps' feedback to students.

The grids complement the new APP materials. Those work best retrospectively. The grids, on the other hand, have a
more 'day-to-day', even 'moment-to-moment' use.

Reading and writing progression grids
2007 www.teachit.co.uk Page 2 of 7 4964.doc
Reading progression: Grades U F (Levels 24)

Level 2 Grade G (level 3) Grade F (level 4)
AO Assessment focus
Pupils can Pupils can Pupils can

a Range a Read straightforward
texts fluently and with very
few mistakes
a Read harder, longer
texts fluently with very few
mistakes, and
b
Independence
a/b Read simple texts
aloud with intonation and
expression, taking account
of punctuation
b Read on their own b on their own
c
Understanding
c Understand simple texts
at a literal level
c Work out some
meanings for themselves
c Work out meanings for
themselves
AF1
Use a range
of strategies,
including
accurate
decoding of
text, to read
for meaning
d Strategies d Try more than one way
of tackling less familiar
words
d Sound out words d Skim and scan texts
2(i)
Lit 1
a Find
information
a Recognise the main and
sub-topics of a text
a Pick out the main points
being made in a text
a Summarise the main
points in a text
b Collate
information
b Talk about possibly
useful sources of
information
b Find good or useful
sources of information
b Find and use ideas and
information from texts
c Evaluate
sources
c Use indexes, contents &
dictionaries to find
information
c Decide on relevant key
words to help a search
d Use
evidence
c/d Use alphabetically
ordered texts to get
specific information
d Use the alphabet
correctly
d Refer to the text when
explaining their views
about it
AF2
Understand,
describe,
select or
retrieve
information,
events or
ideas from
texts and use
quotation and
reference to
text e Make notes e Get relevant information
from specified parts of a
text
e Choose some relevant
information from texts
e Choose mostly relevant
information from texts &
make notes
2(iv)
2(ii)
2(i)
Lit 1
a Interpret a Understand surface
meanings in simple texts
a Show that they
understand the basic
meaning of a text
a Show that they
understand significant
ideas, themes, events and
characters
b Deduce &
infer
b Make simple inferences
(e.g. empathising),
particularly in fiction
b Notice that sometimes
texts have deeper
meanings
b Develop some
deductions & inferences
AF3
Deduce, infer
or interpret
information,
events or
ideas from
texts
c Justify
interpretations
c Express opinions about
major aspects of texts
c Form and develop their
own opinions about texts
c Support their opinions
about texts
2(i)
Lit 2
a Structure &
meaning
a Understand key features
of layout in non-fiction
a Say how different texts
are organised (e.g. in
paragraphs)
a Pick out and describe
some basic ways that texts
are organised
AF4
Identify and
comment on
the structure
and
organisation
of texts

b Text
sequencing
b Use a non-fiction texts
sequencing to make some
predictions
b Use a texts organisation
to make valid predictions
b Sum up the purpose of a
section or paragraph of
texts, identifying topic
sentences
Lit 2
2(iv)
2(iii)
a Implication a Understand the effect of
specific words or phrases
on meaning
a Answer questions about
particular words
a Say why one word is
better than another
AF5
Explain and
comment on
writers uses
of language
at word
and sentence
level
b Effect on
reader
b Notice that writers
choose particular words
b Notice the way
sentences are written
2(iii)
2(iv)
Lit 2
2(v)
a Viewpoints a Show some
understanding of why a
text has been written
a Understand a reason
why a text has been
written
a Comment on why a text
has been written
AF6
Identify and
comment on
writers
purposes and
viewpoints
b Influence b Recognise explicit
opinions
b Tell the difference
between facts and explicit
opinions

b Tell the difference
between facts and
opinions
2(ii)
AF7
Relate texts to
their social,
cultural and
historical
contexts
a Contexts a Know that texts have
been written for many
centuries and in all places
a Think about when and
where texts were written
a Know when and where
texts were written
2(v)
Lit 4
Lit 3

Reading and writing progression grids
2007 www.teachit.co.uk Page 3 of 7 4964.doc
Reading progression: Grades E C (Levels 57)

Grade E (level 5) Grade D (level 6) Grade C (level 7)
AO Assessment focus

Pupils can Pupils can Pupils can

a Range

a Read long texts such as
novels written for their age
a Read long texts written for
teenagers
a Read long texts written for
adults
b
Independence

b Read at length & with
concentration
b Read unfamiliar subject
matter with concentration
b Read challenging subject
matter with concentration
c
Understanding

c Read with understanding c Read thoughtfully c Read critically
AF1
Use a range
of strategies,
including
accurate
decoding of
text, to read
for meaning
d Strategies

d Know when to skim and
scan
d Skim & scan confidently d Use apt reading methods
2(i)
Lit 1
a Find
information

a Choose key ideas and
information from texts
a Sum up the main points in
a text
a Write a summary of the
main points in a text
b Collate
information

b Bring relevant information
together from a range of
sources
b Bring together and use a
wide range of relevant
information from different
sources
b Choose and combine a
range of information from a
variety of sources
c Evaluate
sources

c Consider whether sources
are accurate and useful
c Consider whether sources
are trustworthy
c Use a variety of ways to
judge the trustworthiness of
sources
d Use
evidence

d Use evidence from texts
to back up their views
d Use quotations to back up
their views
d Use precisely chosen
evidence to back up their
views
AF2
Understand,
describe,
select or
retrieve
information,
events or
ideas from
texts and use
quotation and
reference to
text
e Make notes

e Use different sorts of
notes
e Choose the best way of
making notes
e Use varied and
appropriate ways of making
notes
2(iv)

2(ii)

2(i)
Lit 1
a Interpret

a Understand some
meanings below the surface
of texts
a Begin to explore layers of
meaning
a Explore layers of meaning
with confidence
b Deduce &
infer
b Use inference and
deduction to understand
texts
b Recognise and comment
on implied meanings
b Explore implied meanings
AF3
Deduce, infer
or interpret
information,
events or
ideas from
texts
c Justify
interpretations

c Interpret texts and use
supporting quotations
c Consider more than one
interpretation of a text
c Explore more than one
interpretation of a text
2(i)

Lit 2
a Structure &
meaning

a Explain a range of ways
that different texts are
organised
a Consider how a texts
structure affects its meaning
a Explain how a text could
be structured differently
b Text
sequencing

b Recognise how
paragraphs or sections are
linked
b Explain how paragraphs or
sections are linked
b Explore the effect on the
reader of how a text is
sequenced
AF4
Identify and
comment on
the structure
and
organisation
of texts

c Text
development
c Recognise how texts
develop ideas and values
c Explain how texts develop
ideas and values in varied
ways
Lit 2

2(iv)

2(iii)
a Implication

a Explain why a writer might
have chosen particular
words
a Comment on the
significance of particular
words and sentence styles
a Explore the significance of
particular words and
sentences
AF5
Explain and
comment on
writers uses
of language
at word and
sentence level
b Effect on
reader
b Suggest possible effects
on the reader of particular
words and styles of
sentences
b Comment on the effects on
the reader of particular
words and styles of
sentences
b Explore the effects on the
reader of particular words
and styles of sentences
2(iii)

2(iv)
Lit 2
2(v)
a Viewpoints

a Understand a writers
purpose even when it is
not obvious
a Tell the difference between
an authors and a characters
viewpoints
a Explain how texts can
have more than one
viewpoint
b Influence

b Identify bias and opinion
in texts
b Comment on bias and
opinion in texts
b Explain how texts
influence readers
AF6
Identify and
comment on
writers
purposes and
viewpoints
c Overall
effect
c Consider their own
reaction to texts
c Suggest how readers
might react
c Explore a texts overall
effect on readers
2(ii)
a Contexts

a Comment on when and
where texts were written
a Consider the significance
of when and where a text
was written
a Appreciate the significance
of when and where a text
was written
AF7
Relate texts to
their social,
cultural and
historical
contexts
b
Intertextuality
b Notice how one text might
have been influenced by
another text or by the
writers culture
b Compare similar texts by
different writers
b Explore the influence one
text might have had on
another
2(v)

Lit 4
Lit 3

Reading and writing progression grids
2007 www.teachit.co.uk Page 4 of 7 4964.doc
Reading progression: Grades B A*

Grade B Grade A Grade A*
AO
Assessment focus

Pupils can Pupils can Pupils can

a Range a Read a wide range of texts a Read a wide range of
demanding texts
b
Independence
b Analyse challenging
subject matter
b Evaluate demanding
subject matter
a/b Read and evaluate a
wide range of demanding
texts with confidence and
fluency
c
Understanding
c Respond to texts in
original, personal and
perceptive ways
c Make sustained and well-
developed responses to
texts
c Make personal, highly
perceptive and original
responses to texts
AF1
Use a range
of strategies,
including
accurate
decoding of
text, to read
for meaning d Strategies d Choose and state
appropriate reading methods
d Choose and use a variety
of apt reading methods

2(i)

Lit 1
a Find
information
a Select and analyse ideas
and information
a Plan and carry out a
research project
a Analyse results of a
research project
b Collate
information
b Compare and weigh up
relevant ideas and
information from varied
sources
b Choose the best
information from widely
varying sources
b Review ideas &
information in the light of
new discoveries
c Evaluate
sources
c Choose best ways of
deciding the trustworthiness
of a source
c Confidently evaluate the
trustworthiness of sources
c Generate criteria for
evaluating the
trustworthiness of sources
d Use
evidence
d Make precise and detailed
references to texts
d Make precise and detailed
cross-references between
texts
d Use deft, concise and
fluent textual references
within their own texts
AF2
Understand,
describe,
select or
retrieve
information,
events or
ideas from
texts and use
quotation and
reference to
text
e Make notes e Create apt note-making
methods and frameworks
e Make notes in a form that
is useful for someone else

2(iv)

2(ii)

2(i)
Lit 1
a Interpret a Analyse layers of meaning a Analyse symbolic
meanings
b deduce &
infer
b Define implied meanings
precisely and confidently
b Analyse implied meanings
precisely and confidently
a/b Analyse different
interpretations with
originality and independence
AF3
Deduce, infer
or interpret
information,
events or
ideas from
texts
c Justify
interpretations
c Weigh up different
interpretations of a text or
issue
c Make apt and careful
comparisons within and
between texts
c Make subtle and
discriminating comparisons
within & between texts
2(i)

Lit 2
a Structure &
meaning
a Evaluate the structure and
presentation of a text
a Analyse how meaning is
conveyed through a texts
structure
b Text
sequencing
b Explore and identify the
likely effect on a reader of
how a text is sequenced
b Analyse the likely effect on
a reader of how a text is
sequenced
a/b Show flair and precision
when analysing how texts
structural features contribute
to their meaning and effect
AF4
Identify and
comment on
the structure
and
organisation
of texts

c Text
development
c Analyse how texts develop
ideas and values in different
ways
c Analyse the effects of a
wide range of dramatic and
literary devices

Lit 2

2
(iv)

2
(iii)
a Implication a Analyse the implications of
particular words and
sentences
AF5
Explain and
comment on
writers uses
of language
at word
and sentence
level
b Effect on
reader
b Evaluate the effects on the
reader of particular words
and styles of sentences
a/b Skilfully analyse the
implications and effects of
ironic, dramatic, emotive and
figurative language
a/b Show skill and originality
when interpreting patterns of
language used for effect
2(iii)

2(iv)

Lit 2

2(v)
a Viewpoints a Explore the effects of a
writers use of more than one
viewpoint
a Analyse the effects of
writers uses of multi-
viewpoints
a Perceptively analyse a
writers intentions in using
multi-viewpoints
b Influence b Analyse a texts influence
over its readers
AF6
Identify and
comment on
writers
purposes and
viewpoints
c Overall
effect
c Identify and evaluate the
over-all effect of a text on its
readers
b/c Analyse different ways
different readers might
respond to a text
b/c Perceptively analyse the
subtle, shifting relationships
between writer, text and
reader
2(ii)
a Contexts a Analyse the significance of
when and where a text was
written
a Skilfully analyse a texts
moral, social, historical,
cultural or philosophical
context
a Show originality when
analysing a texts moral,
social, historical, cultural or
philosophical context
AF7
Relate texts
to their social,
cultural and
historical
contexts
b
Intertextuality
b Define and analyse the
influence one text might have
had on another
b Evaluate the significance
of a texts achievements
within its genre

2(v)

Lit 4
Lit 3

Reading and writing progression grids
2007 www.teachit.co.uk Page 5 of 7 4964.doc
Writing progression: Grades U F (Levels 24)

Level 2 Grade G (level 3) Grade F (level 4)
AO Assessment focus
Pupils can Pupils can Pupils can

a Detail a Communicates meaning
beyond a simple
statement
a Write relevant ideas a Use adverbials to add
detail
b
Techniques
b Use simple noun
phrases
b Use some adjectives to
add interest to their writing
b Expand noun phrases
AF1
Write
imaginative,
interesting
and thoughtful
texts
c Viewpoint c Show some consistency
in the use of first person
and third person
narratives
c Think about a viewpoint
for their writing
c Establish a view point in
their writing expressing
likes and dislikes
AO3
(i)
a Purpose a Give sufficient detail to
engage the reader
a Understand the purpose
of a writing task
a Write with a clear sense
of purpose
b Form b Use characteristics of a
non-fiction form, e.g.
layout, specific language
b Sometimes use features
of a particular form e.g.
formal letters
b Use features of a
particular form
AF2
Produce texts
appropriate to
task, reader,
purpose
c Style c Use a personal style c Use clear expression c Write in a particular style
AO3
(i)
a Sequence a Assemble ideas from
their own experience
a Begin to group similar
ideas together
a Group similar ideas
together with some detail
b Structure b Write a story with a
beginning, middle and end
b Write appropriate
openings
b Write appropriate
openings and endings
AF3
Organise
whole texts
effectively,
sequencing
and
structuring
c Organise c Organise texts
chronologically
c Begin to organise texts
other than just by
chronology
c Organise ideas usefully
AO3
(ii)
a
Paragraphs
a Know what a paragraph
is for and what it looks like
a Write ideas in sections a Use sections of writing to
expand ideas
AF4
Construct
paragraphs
and use
cohesion
within and
between
paragraphs
b Cohesion b Begin to use
connectives that signal
time, e.g. when, then,
while
b Sometimes use linking
words
b Use simple connectives
to link sentences
AO3
(ii)
a Sentence
structures
a Begin to use
conjunctions in sentences
a Write clear simple
sentences
a Begin to use different
length of sentence,
including complex
sentences
AF5
Vary
sentences for
clarity,
purpose and
effect
b Tenses b Use ed correctly on
past tense verbs
b Sometimes write in
different tenses
b Write accurately in
different tenses
AO3
(iii)
AF6
Write with
technical
accuracy
using
punctuation in
phrases,
clauses and
sentences
a
Punctuation
a Often use full stops, and
begin to use question
marks and commas
a Use full stops at the end
and capital letters at the
beginning of many
sentences
a Use full stops and some
commas
AO3
(iii)
a
Vocabulary
a Begin to use words that
are suitable for the text
type
a Use simple words
accurately
a Begin to choose words
carefully
AF7
Select
appropriate
and effective
vocabulary
b Effect of
choice
b Select from an
alternative word choice

AO3
(ii)
AF8
Use correct
spelling
a Spelling a Spell two syllable words
correctly
a Spell most common words
accurately, e.g. thank, game
a Spell words with regular
patterns correctly e.g.
dinner, flies
AO3
(iii)
Reading and writing progression grids
2007 www.teachit.co.uk Page 6 of 7 4964.doc
Writing progression: Grades E C (Levels 57)

Grade E (level 5) Grade D (level 6) Grade C (level 7)
AO Assessment focus

Pupils can Pupils can Pupils can

a Detail a Use and develop relevant
ideas
a Use some original and
interesting ideas
a Develop ideas into a
coherent piece of writing
b
Techniques
b Use a range of
techniques to add interest
including some rhetorical
devices and dialogue
b Express and explain
opinions, attitudes or
feelings in detail
b Convince the reader with
a range of devices
AF1
Write
imaginative,
interesting
and thoughtful
texts
c Viewpoint c Maintain a viewpoint
throughout the task with
some detail to reinforce this
c Adopt their own
viewpoint
c Convey their own
viewpoint while taking
account of other viewpoints
where necessary
AO3
(i)
a Purpose a Maintain a clear sense of
purpose
a Persuade the reader a Use more than one
viewpoint for interest
b Form b Write in a variety of forms b Adapt the conventions of
a particular form to
purpose
b Exploit and bend the
conventions of a form to
suit purpose
AF2
Produce texts
appropriate to
task, reader,
purpose
c Style c Use a style that engages
the reader
c Use formal styles when
appropriate
c Use a range of styles to
suit the intended effect of
the task
AO3
(i)
a Sequence a Link paragraphs a Vary paragraphs and link
them in varied ways for
effect
a Sequence ideas in
paragraphs to give impact
b Structure b Write engaging openings
and endings
b Link openings and
endings
b Use structure to surprise
or influence the reader
AF3
Organise
whole texts
effectively,
sequencing
and
structuring
c Organise c Explain ideas by
developing detail
c Link ideas by chaining
pronouns and connectives
c Control ideas to create
an effect and lead to a
focused ending
AO3
(ii)
a
Paragraphs
a Use paragraphs to
organise their ideas
a Use a variety of ways to
organise paragraphs such
as contrast and time
a Use paragraphs to add to
the effect of their writing
AF4
Construct
paragraphs
and use
cohesion
within and
between
paragraphs
b Cohesion b Use apt connectives and
pronouns
b Use adverbials or
connectives to link ideas in
and between paragraphs
b Build up detail to create
pace or mood across
paragraphs
AO3
(ii)
a Sentence
structures
a Vary sentence length,
structure and connectives
for effect
a Vary sentences,
sometimes stating them
with phrases or
subordinate clauses
a Use phrases and clauses
within sentences to add
detail
AF5
Vary
sentences for
clarity,
purpose and
effect
b Tenses b Vary tenses as
appropriate and use modals
b Use modal verbs when
appropriate
b Use passives where
appropriate
AO3
(iii)
AF6
Write with
technical
accuracy
using
punctuation in
phrases,
clauses and
sentences
a
Punctuation
a Almost always use full
stops, commas, speech
marks and other basic
punctuation correctly
a Use punctuation to clarify
meaning and show the
structure of sentences
a Use different types of
punctuation to clarify
meaning and for effect
AO3
(iii)
a
Vocabulary
a Use imaginative
vocabulary choices
a Use adventurous and
emotive vocabulary
a Use a wide range of
vocabulary for particular
effects
AF7
Select
appropriate
and effective
vocabulary
b Effect of
choice
b Choose a word for
particular effect
b Choose words to affect
the readers response
b Manipulate the readers
response through their
vocabulary choice
AO3
(ii)
AF8
Use correct
spelling
a Spelling a Spell complex words
correctly e.g. necessary,
disappear
a Usually spell irregular
words correctly, e.g.
desert, women
a Almost always spell
correctly
AO3
(iii)
Reading and writing progression grids
2007 www.teachit.co.uk Page 7 of 7 4964.doc
Writing progression: Grades B A*

Grade B Grade A Grade A*
AO
Assessment focus

Pupils can Pupils can Pupils can

a detail a Develop the ideas into a
suitable task
a Be inventive with ideas a Be entirely convincing,
including imaginative ideas
b
techniques
b Use rhetorical devices
convincingly
b Use appropriate devices
for a range of writing styles
b Manipulate devices for
the purpose of their writing
AF1
Write
imaginative,
interesting and
thoughtful
texts

c viewpoint
c Adopt more than one
viewpoint
c Clarify viewpoints with
appropriate detail
c Use a range of
viewpoints to consider a
judgement
AO3
(i)
a purpose a Influence the reader a Manipulate the reader a Fully engage the reader
across a range of purposes
b form b Use form to convince the
reader
b Merge features of various
forms to convince the
reader
b Exploit features across a
range of forms to suit the
purpose
AF2
Produce texts
appropriate to
task, reader,
purpose
c style c Adapt the style to
purpose and audience
c Write in a range of styles c Control the style of their
writing
AO3
(i)
a sequence a Consciously sequence
ideas/ paragraphs to
structure writing
a Organise ideas in a
variety of ways to add
impact
a Consciously vary length
and structure of
paragraphs to control their
writing
b structure b Use a range of linking
devices to control structure
b Use a distinctive
structure
b Use structure to
consciously create an
effect
AF3
Organise
whole texts
effectively,
sequencing
and
structuring c organise c Control the opening to
establish an appropriate
tone or mood
c Organise the various
stages of the text
c Organise the text in an
original way
AO3
(ii)
a
paragraphs
a Use paragraphs to
develop the structure of
their writing
a Skilfully vary length and
structure of paragraphs
a Deliberately place
paragraphs for effect or
impact
AF4
Construct
paragraphs
and use
cohesion
within and
between
paragraphs
b cohesion b Use variety in the choice
of connectives for
sequence and cause and
effect
b Use a range of cohesive
devices
b Use a variety of cohesive
devices to make meaning
clear
AO3
(ii)
a sentence
structures
a Use simple, compound
and complex sentences
effectively
a Use subordination and
co-ordination within
sentences to give variation
of focus
a Use a full range of varied
sentence structures to add
precise purpose or effect
AF5
Vary
sentences for
clarity,
purpose and
effect
b tenses b Control tenses and
agreements accurately
b Move confidently
between tense changes
b Manipulate tenses for
effect
AO3
(iii)
AF6
Write with
technical
accuracy
using
punctuation in
phrases,
clauses and
sentences
a
punctuation
a Use punctuation to avoid
ambiguity
a Use punctuation to
deliberately create effects
a Manipulate punctuation in
an accurate or unusual way
AO3
(iii)
a
vocabulary
a Maintain a tone using
specific vocabulary choice
a Be ambitious with
vocabulary
a Use vocabulary in a
precise, deliberate way
AF7
Select
appropriate
and effective
vocabulary
b effect of
choice
b Clearly indicate what the
reader should be feeling
b Sometimes make choices
to surprise the reader
b Lead the reader with
sophisticated vocabulary
choices
AO3
(ii)
AF8
Use correct
spelling
a spelling a Spell complex words
correctly
a Spell most words
correctly including irregular
patterns
a Spell virtually all words
correctly
AO3
(iii)