Keep examples until after the child's first response. There is no single right creative text, emotional reading, arrangement, next question or ending. The exact facts below constrain source claims; a child can make a clearly different invention. Actual own oral text is composition, not automatically written evidence. Exact scribing preserves child authorship but adult encoding/physical writing is disclosed. Rich adult read-aloud is not child independent decoding. Sample locally eligible components; not-yet-taught/declined/unavailable is not a failure.
E · source criteria and possible later teaching
Story E invents a backward story: Ivo gives an ending, has not invented the middle, leaves a question for later. The information note locates one broad rectangular speaker above three round buttons in a vertical column. It does not name button jobs. Speaker/button shape and position are drawing facts; real sound, finished story, listener trial and functional mechanism are unknown/not supplied. A reasonable inference might be that Ana wants the earlier events; support it with her question. Another supported reading or uncertainty is valid.
Later example, not required: “Ivo told the ending, but he had not made the middle.” Both clauses are complete, with contrast. Own narrative could invent a missing journey; an informative child text could describe a chosen own drawing detail. Do not treat the supplied ending as a real completed story/listener result. Purpose evidence can name narrative events/dialogue versus descriptive location statements. Accept a phrase/sign/selected detail with explanation; genre name alone is weaker evidence than a useful reason.
Separately eligible dictation: chain, cheap. Reading braid/clay/steep/bleat and the new line is matched independently; a matched reading turn does not make either dictation target eligible. Listen/read first before corrective coaching. The family criterion is unclip = undo/remove the clipping action; clips = clip + -s in “She clips the note”. Adult reading may support meaning, not independent print. The word part does not prove actual prop use.
F · source criteria and possible later teaching
The supplied drawing has two broad curtain panels and one small closed rectangular door between them, with an empty title box below. What is behind the door is not shown. In the fiction Sal and Ren propose a field or another tiny room; neither opening event is written. No performance or audience reply occurs. A child may prefer either, reject both or invent another possibility, while distinguishing a proposal from an actual enacted/performed result.
Later example, not required: “Sal wanted a field, and Ren suggested a tiny room.” Both clauses are independent. Information about the saved graphic can stay with the door/curtain positions; a new invented setting can be labelled as own fiction. Empty title box is not an instruction to supply a title. Purpose/detail comparison can use structure, dialogue, headings/descriptions or visible features; no single detail is compulsory.
Separately eligible dictation: grain, cheek. Independent reading brain/stray/sweep/heap and the line is checked against local entry. The family criterion is replant = plant again; planting = plant + -ing. Accept a correct sentence/explanation in the chosen mode. No actual living thing/gardening encounter is inferred; adult-read word reasoning is distinguished from independent print/spelling.
Descriptive component rubric · no summed mastery score
| Component | Useful emerging evidence | More connected evidence | When not sampled / next move |
|---|---|---|---|
| Purpose and organisation | Identifies a useful source event/detail or says what a text helps do | Explains narrative versus information using a source-supported language/structure/visual feature | Adult briefly models two different jobs on an ordinary new topic, then another fresh turn |
| Literal / inferred meaning | Locates a supplied detail or honestly names an unknown | Offers a plausible inference with a clue, retaining what is unknown | Reread a short portion in an available form; model clue versus guess after first capture |
| Own composition and purpose | Creates one meaningful actual event/detail in an available form | Organises related ideas for an intended purpose with an apt group, vocabulary or structure | Invite one useful child-owned beginning; oral-only and unmade proposal remain accurately named |
| Clauses and sentence boundaries | One complete idea or two separate complete ideas | Two independent clauses joined by a suitable coordinating conjunction; boundaries fit chosen text | Model each clause standing alone. Because-clause is dependent here; joining noun labels alone is insufficient |
| Reading / phrasing / meaning | Independently blends eligible unfamiliar print, with support disclosed | Rereads a meaningful phrase and monitors/self-corrects without a speed score | Untaught items not tested; choose locally eligible new print. Rich adult reading stays separate |
| Morpheme meaning | Identifies a base/meaningful prefix or suffix with help disclosed | Builds/uses the family and explains a meaningful change in context | Adult-read ordinary family for meaning; independently read/write only locally eligible print |
| Spelling | Independently attempts an eligible target using taught matches | Encodes regular target accurately; explains a useful part when appropriate | Copying/adult spelling not independent encoding. Teach one actual observed gap then a fresh eligible target |
| Physical handwriting / interaction | Record only if actually and relevantly observed | Actual unjoined-letter or willing interaction sample with appropriate support | Not claimed from typed/scribed work. LY08/LY07 and a whole-year physical/voice judgement are outside this selected pack |
The whole Year 2 standard remains broader: familiar audience purposes, most high-frequency words, less common patterns, wider text/cultural range, voice and consistently legible letters need further actual opportunities and professional judgement. This is a partial component sample, not a readiness score. Do not require independent handwriting or a public audience to receive useful composition teaching.
Practical collection
One shared source reading can support a small group. Capture each child's useful purpose response and own brief actual text when available; sample only one/few individual print or word-part components at a time. Further short sittings are allowed. Keep first response distinct from later keyed coaching, copied print, adult prompting and spontaneous own edit. Write a brief next move tied to the actual gap; do not fill a repeated source-status checklist instead of making.