Cayman Islands Writing Exemplar

AF4 - Organization

AF5 - Sentence Fluency

AF6 - Conventions

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53

Level 1

Usually with support, 

AFs are evident in some 

writing

Level 2

AFs are evident in some 

forms of writing

Level 3

AFs are evident in most 

forms of writing

Level 4

AFs are evident across a 

range of writing

Level 5

AFs are evident across 

a wide range of writing 

Usually with support, I 

use some

basic adjectives.

Usually with support, I 

use some simple action 

verbs (e.g., 

I saw, I went, 

I did).

Usually with support, I 

use simple vocabulary 

and repeat key words.

I use a variety of basic 

adjectives.

I use a variety of action 

verbs (e.g.,

 I played, I 

watched, I used).

I make some  

adventurous word 

choices.

I use a variety of strong 

adjectives throughout the 

text (e.g., 

tiny, enormous, 

freezing, boiling, bitter).

I attempt to use a variety 

of interesting action verbs 

and adverbs (e.g.,  

travelled, glimpsed, 

quickly, gently).

I attempt to make  

powerful word choices 

that energise my writing 

(e.g., 

The wind sent chills 

up my spine).

Throughout the text, I use 

descriptive and figurative 

language (e.g., similes 

or alliteration) to “show” 

rather than “tell” the  

reader (e.g., 

I bounced 

merrily through the 

garden like a basketball 

dribbling down the court).

I use a broad range of 

interesting action verbs 

and adverbs throughout 

text.

I make powerful word 

choices that energise my 

writing and have an effect 

on my reader (e.g.,  

deliberate attempt to 

choose the best word 

instead of the first word 

that comes to mind). 

Throughout the text, I  

use descriptive and  

figurative language to 

create strong, fresh and 

vivid images that allow 

the reader to visualise. 

I confidently use a 

broad range of  

interesting action verbs 

and adverbs throughout 

the text to describe 

meaning, mood, or 

emotion. 

I demonstrate a wide 

vocabulary when 

making powerful word 

choices that energise 

my writing and have 

an effect on my reader 

(e.g., precisely chosen 

words suited to the 

topic). 

Usually with support, I 

show awareness of the 

sounds formed by  

different letters and 

groups of letters (e.g., 

some high frequency 

words are spelled  

correctly and  

phonetically plausible 

attempts are made).

Usually with support, 

I use the word wall for 

tricky words.

I usually spell simple, 

monosyllabic words  

correctly, and where 

there are inaccuracies, 

the alternative is  

phonetically plausible.

I use the word wall for 

tricky words.

I can spell simple mono 

and polysyllabic words 

correctly.

With limited errors, I use 

a spelling resource for 

unknown words.

I can spell polysyllabic 

words that conform to 

regular patterns.

I use a spelling resource 

for unknown words.

Spelling is accurate 

throughout the text.

Usually with support, 

I correctly place most 

letters on the line and I 

use spaces between my 

words.

Usually with support, I 

may include basic  

presentation features of 

the text type (e.g., a sim-

ple illustration or picture).

I can correctly place my 

letters on the line, use 

spaces between my 

words, and my letters 

are orientated and sized 

accurately. 

I may include  

presentation features 

of the text type (e.g., 

an illustration or picture 

related to the recount). 

I may include  

presentation features 

of the text type that are 

suitable to the recount 

and begin to enrich the 

text (e.g., illustrations, 

pictures, changes in font 

type or size, etc.).

I may include  

presentation features 

of the text type that are 

suitable to the recount 

and enrich the text (e.g., 

illustrations, pictures, 

timelines, captions, 

changes in font type or 

size, etc.).

I may include  

presentation features 

of the text type that are 

suitable to the recount 

for a particular effect 

(e.g., illustrations,  

pictures, timelines,  

captions, changes in 

front type or size, etc.)