Assessment for Learning Source Sheets (narrative): for teachers creating success criteria, self assessment sheets, Records of Achievement sheets and target setting.

Adapted from the National Literacy Strategy, the Renewed Literacy Framework and related documents.

Purpose of narrative texts

I know that narrative texts tell a story. 
I know that they are written to entertain and enthral a reader or audience.

I know that stories…
•	create imaginary worlds 
•	help the reader/audience to understand themselves and the things around them 
•	take the reader/audience beyond their experience. 
I know that stories are written to make the reader/audience feel happy, excited, horrified or sad.
I know that stories may be written just to entertain or to as a way of passing on knowledge, memories or beliefs about the world. 

Typical text structure of story/narrative texts

Text Structure - my success criteria	1	2	3	4	

I create a good opening which…
•	“sets the scene”
•	introduces characters					
My next paragraphs tell the reader about a series of events …
•	which build up
•	include a complication and resulting events
Also: 
•	My ideas are organised in paragraphs about the same aspect of the subject.
•	I focus on most interesting/important aspects of the events.
•	I use sub-headings where helpful.					
I write a resolution (which “sorts out” all the problems)
and an ending (which comments on, for example, how the events have affected or changed the characters)					
	
I use “time-shifts” or flash-backs when this will help make my story more interesting for the reader					
I make good choices about when to use illustrations and when to present my story using the computer as a multimedia text.					

Typical language features of story/narrative texts

Language features - my success criteria	1	2	3	4	

I use thoughtfully chosen verbs and …
•	I make a good decision when to write in the first person or the third person
•	I write in the past tense (unless it is best to write in the present tense)
•	I keep to the right “person” and tense throughout my story
•	I use the verbs to describe actions, thoughts and feelings					
I use connectives that:
•	show the passing of time (e.g. early that morning, later on)
•	introduce suspense (e.g. suddenly, without warning)
•	shift attention from one place, time or character to another (e.g. meanwhile, at that very moment)
•	move the setting (e.g. on the other side of the forest, back at home)					
I create some dialogue (but not too much)…
•	which has the correct punctuation
•	which I write in the correct tense					
I choose some language effects I have thought about when reading stories to help me create an impact on the reader (e.g. metaphors, similes, alliteration, etc. as well as good adverbs, adjectives, precise nouns and expressive verbs)					
When I have finished writing my story, I read it through carefully (to myself or my partners) to make sure that
•	I have said what I wanted to
•	The reader can follow my plot-line 
•	I have tried to use all the senses in my descriptions
•	My characterisations build up throughout the story
•	My settings impact on the events and my characters
•	I have shown my characters’ thoughts and feelings in what they say and do (rather than just telling the reader what they think and feel)
and that
•	I have used the best vocabulary
•	My punctuation is accurate
•	My spelling is accurate					

Planning a story

Planning a story - my success criteria	1	2	3	4	

Before I start planning in detail, I decide or think about:
•	what impact I want my story to have on the reader
•	the overall idea of the story
•	a small number of characters to use
•	the setting(s) to use					
Planning the structure of my story…
•	I decide the main events
•	I use a timeline to plan my story where helpful
•	I decide whether (and where) to use flash-backs
•	I check the main events lead towards the ending					
Planning the characters…
•	I think about the right sorts of characters to use in the type of story I am writing
•	I decide whether I need to use characters which will contrast with each other
•	I list a few details that show something about their personality for each main character
•	I think about how details about the main character(s) can be introduced at different points in the story					
Planning the settings…
•	I think about the right sorts of setting(s) to use in the type of story I am writing
•	I use all my senses to imagine and describe the setting
•	I think about how ideas about the setting can be introduced at different points in the story					
Before I write…
•	I try telling my story to a partner
While I am writing…
•	I try to picture the story in my mind
•	I say the sentences to myself before I write them down (thinking about the best order for the words)
•	I stop from time to time to read what I have written so far to myself or my partner and then improve it where I can 					

Year group statements: writing stories

Y1
I can write a story with a beginning, a middle and an end.					
I decide the setting for my story.					
In my story, I use some ideas from stories I have read or ones someone has read to me.					

Y2
I can write a complete story with several events which take place in a sensible order.					
When I am thinking about what my settings and my characters should be like, I use ideas from stories I have read or heard.					
I write my story in the third person and the past tense.					
In my story, I write about the setting and the characters as well as what happens.					
My characters say things in my story.					
In my own writing, I use story language such as she couldn’t believe her eyes.					

Y3
I can write complete stories with a complete series of events in a sensible order.					
I write an opening paragraph.					
I use new paragraphs for each stage of my story.					
I include a dilemma or conflict and resolution.					
I decide whether I should write my story in the first person or the third person and I stick to my choice throughout the story.					
I include some dialogue (conversation) between the main characters to show their relationship.					

Y4
I plan complete stories by including an introduction, build-up, climax or conflict and resolution.					
I use paragraphs to organise my story and put my ideas in a sensible order.					
I use different ways to start and link paragraphs (e.g. Some time later…, Suddenly…, Inside the castle…)					
I use details to build up character descriptions and make the reader like or dislike them.					
I develop the settings in my stories using good adjectives and figurative language to help the reader picture the place, the mood and the atmosphere I have in mind.					

Y5
I know some different ways to start a story and try to make a suitable choice of opening for the story I am writing.					
I can add scenes with characters and dialogue to a story I know. When I do this, my style of writing matches the type of story well; the events I introduce and the way I make the characters act and respond fit the story well.					
When I write narrative, I develop my characters by showing the reader what they say and do, think, feel and react at different points of the story.					
When I plan and write a complete story, I write in good paragraphs. 					
I describe different episodes happening at the same time to make a more complex story structure.					
I link paragraphs in different ways (using adverbs and adverbial phrases) to make my story flow.					
I think about the audience I am writing for and adapt the way I write to the particular audience.					
I make sure that my writing style is consistent throughout the story.					
I make sure that my characters develop in a consistent way through the story.					

Y6
I can plan my own story quickly, including the plot, the characters and the overall timeline (structure).					
I use paragraphs well to vary the pace and emphasis of my writing.					
I vary the length of the sentences I am writing to create a particular effect.					
I use different techniques to introduce and develop my characters.					
I use dialogue at key points of the story to move the plot on or reveal new information.					
I use expressive or figurative language to create the setting(s).					
I tell the reader more about the settings by describing how they make the character(s) feel and by adding detail of sights, sounds and smells.					
I can use different narrative structures e.g. using flash-backs, two narrators as well as simultaneous events to make a complex story structure. I start new paragraphs in the correct place to help					
I can plan and write extended stories.