Writing goals and achievements week 5

GRi11 Writing Assessment Matrix 2015

		Highlight where you think you best fit...
Audience Purpose	1	I always use a simple text structure to organise my ideas to meet the writing purpose (recount, narrative, report, explanation.)	I am learning to independently select a text type to meet the writing purpose (recount, narrative, report, explanation, argument, procedure.)	I can independently select a text type to meet the writing purpose. (recount, narrative, report, explanation, argument, procedure.)	I deliberately choose a text type depending on the audience and purpose. (recount, narrative, report, explanation, argument, procedure.)	I deliberately choose a text type depending on the audience and purpose. (personal narrative, report, explanation, argument, procedure poem, research report, responses, character profiles.)
	2	My writing always has a beginning, middle and end.	I am learning to organise my ideas into paragraphs, including a topic sentence with supporting detail.	I can organise my ideas into paragraphs including a topic sentence with supporting detail.	I can organise my ideas into paragraphs. I make links between paragraphs.	I always organise my ideas into paragraphs. The ideas are clearly related.
	3	I include personal thoughts feelings and ideas when they fit with the text type.	I am learning to express my personal voice with sincerity when it is appropriate to the text type.	I express my personal voice with some sincerity when it is appropriate to the text type.	I express my personal voice with some sincerity when it is appropriate to the text type.	I express my personal voice with sincerity when it is appropriate to the text type..Evidence
Ideas	4	My writing is mostly relevant to the topic.	My writing is relevant to the topic.	My writing is always relevant to the topic.	My writing is always relevant to the topic.	My writing is always concise and relevant to the topic.Evidence
	5	I support the main ideas with extra detail most of the time.	I am beginning to select detail to elaborate on the main ideas.	I can select detail to elaborate on the main ideas.	I carefully select details to elaborate on the main ideas.Evidence	I carefully select details to elaborate on the main ideas.
	6	I plan and organise my ideas and information using different tools to meet the writing purpose.				I can effectively plan my ideas for writing and record information I need for writing across the curriculum.
Structure	7	I always use simple and compound sentences correctly. I am learning to use complex sentences.	I am beginning to use a variety of sentences in my writing, including complex sentences.	I use a variety of sentences in my writing.Evidence	I use a variety of sentences; using different structures, beginnings and lengths for effect.	I can effectively use a variety of sentences; using different structures, beginnings and lengths for effect.
	8	Some of my sentences have different beginnings and lengths.	Some of my sentences have different beginnings and lengths.

Language	9	I can use similes, alliteration and onomatopoeia to support my writing and paint a picture for the reader.	I carefully select similes and onomatopoeia to support my writing and paint a picture for the reader.	I am beginning to  use a variety of descriptive language and  language features to engage the reader and convey meaning.	I use a variety of descriptive language and  language features to engage the reader and convey meaning.	I deliberately select language features to engage the reader and convey meaning (rhetorical questions, metaphors.) Evidence
	10	I choose nouns, verbs, adjectives to clearly communicate my ideas.	I am beginning to use some clear, precise, vocabulary to support my ideas.	I am beginning to use some clear, precise, vocabulary that is appropriate to the topic and purpose.	I use clear, precise, vocabulary that is appropriate to the topic and purpose. Evidence	I deliberately select clear, precise, sophisticated vocabulary that is appropriate to the topic and purpose.Evidence
Grammar	11	I am learning to proofread my writing. My writing mostly makes sense and meets the purpose for writing. I respond to feedback.	I am learning to proofread my writing independently to check; words, spelling and punctuation. I respond to feedback.	I sometimes proofread and change my writing (words, spelling and punctuation) to add impact during and after the writing process. I respond to feedback.	I always edit/proofread and change my writing (words, spelling and punctuation) to add impact during and after the writing process. I respond to feedback. Evidence	I always check that my writing meets the purpose and will engage the intended audience during and after the writing process. I ask for feedback on my writing to ensure this.
Punctuation	12	I use capital letters, full stops, question marks and exclamation marks correctly. I am learning to use apostrophes and commas correctly.	I usually use basic punctuation correctly  . C ! ? “” I am learning to use apostrophes and commas correctly.	I usually use basic punctuation correctly . C ! ? “” I use apostrophes for belonging and commas correctly.	I always use basic punctuation correctly . C ! ? “” I use apostrophes for belonging, commas and semi colons correctly most of the time	I always use basic punctuation correctly . C ! ? “” ‘ , I am learning to use complex punctuation (semi-colons, colons, parentheses.)
Spelling	13	Most of the time I spell known words correctly. I can spell most words by myself.	I am learning to spell technical and irregular tricky words correctly.	I sometimes spell technical and irregular tricky words correctly.	I usually spell technical and irregular tricky words correctly. I independently use appropriate resources to spell unknown words.	I always spell technical and irregular tricky words correctly. I independently use appropriate resources to spell unknown words.