# data[].attributes.headline
Level1,2,3 How the levels break up into beginning, middle and end.

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Level1,2,3 How the levels break up into beginning, middle and end.

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Red: Unsure how we are supposed to assess writing at this point- so many different things over last few years- not clear

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Using the relevant documents to assist with assessment and moderation

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Using the relevant documents to assist with assessment and moderation

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Amber-I enjoyed working on the positives but need to learn more about the WTN for an individual writer

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Amber-I enjoyed working on the positives but need to learn more about the WTN for an individual writer

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Knowing the levels above what I am teaching

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AMBER:

GREEN:  Need to continue referring to exemplars especially current writing samples to work FROM and celebrate the positives of children's writing.

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Using documents to support my assessment and identifying next steps

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Using documents to support my assessment and identifying next steps

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Identifying the strengths of a piece of writing.

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Identifying the strengths of a piece of writing.

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Red: Haven't done moderation. Amber: Need more practise in assessment. 

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Red: Haven't done moderation. Amber: Need more practise in assessment. 

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Using the wide variety of exemplars available in the best possible way for student achievement

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Using the wide variety of exemplars available in the best possible way for student achievement

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(and Sam) Oral language is strong but their written language needs support. Assess based on written language or oral recount?

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(and Sam) Oral language is strong but their written language needs support. Assess based on written language or oral recount?

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I would like to keep on discussing with my colleagues

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I would like to keep on discussing with my colleagues

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Refined leveling e.g. 1B, 1M, 1E; 4B, 4M, 4E

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Refined leveling e.g. 1B, 1M, 1E; 4B, 4M, 4E

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Looking into the different deeper features

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Referring to the NS Illustrations AGAIN and identifying positive aspects. Using in conjunction with our own samples.

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Can I use e-asTTle to assess writing? Have not used anything else for ages

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Can I use e-asTTle to assess writing? Have not used anything else for ages

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Trying to read some really hard to read handwriting & the child can't read his/her writing too in retrospect.

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Trying to read some really hard to read handwriting & the child can't read his/her writing too in retrospect.

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Identifying the parts that the student has done well in.

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assessing my kids to see the positives in their writing

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assessing my kids to see the positives in their writing

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Fair ways to assess little ones in their writing other than sitting by themselves writing a story

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Green - Using the documents to moderate writing 

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Green - Using the documents to moderate writing 

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Work on identifying all positives in a piece of writing

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Work on identifying all positives in a piece of writing

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Utilising easttle for writing to help with their learning pathways.

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Utilising easttle for writing to help with their learning pathways.

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Am I being too specific about the children achieving everything within each level before moving them on.

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Am I being too specific about the children achieving everything within each level before moving them on.

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practice and checking in with Matt or team close to year levels  for moderation

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Being clearer for the children on next steps for learning

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Being clearer for the children on next steps for learning

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Feel confident about identifying strengths and next steps

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Identifying phonemic awareness in a child - does the spelling out of just the initial letter count?

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Identifying phonemic awareness in a child - does the spelling out of just the initial letter count?

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PD for writing within our writing levels

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PD for writing within our writing levels

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(and Sam) Communicating and celebrating the positives in children's writing

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(and Sam) Communicating and celebrating the positives in children's writing

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The variety of level 1 writers (no pre writers?)

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Referring to TKI for moderation sources