Writing Goals

NATIONAL STANDARD

By the end of Year 6, students will create texts in order to meet the writing demands of the New Zealand Curriculum at level 3.2016 Writing Matrix

Achieved

My Current Goal

		LEVEL TWO	EVIDENCE	LEVEL THREE	EVIDENCE
1.	Purpose	I can write a range of text types that meet the writing purpose.		I can independently select a text type to meet the writing purpose.
2.	Writing Process	I understand and follow the writing process.		I understand and follow the writing process.
3.	Planning	I can select and use tools to plan and organise ideas and information to meet the purposes for writing.		I can independently select and use tools to plan and organise ideas and information in a way appropriate for the text type. (e.g., tree map for a report.)
4.	Ideas	I  include content that is mostly relevant to the curriculum task. I include a range of ideas, experiences, or items of information. I often include detail and comments that support my main points.		I include content that is usually relevant to the task. I support and elaborate on main ideas with selected detail.
5.	Structure - Sentences.	I use mainly simple and compound sentences, and some complex sentences, which are mostly grammatically correct. I use a variety of sentence structures, beginnings, and lengths.		I always use simple and compound sentences correctly. I use complex sentences which are mostly grammatically correct. I use a variety of sentence structures, beginnings, and lengths.
6.	Structure - Paragraphs			I can organise related ideas into paragraphs. I can use a topic sentence with supporting detail. I am beginning to link my paragraphs.
7.	Structure - Text Types	I use language and a simple text structure that is appropriate for the writing purpose. Recount Letter/Email Description		I can independently use the language and text structure that is appropriate for the writing purpose. Recount Letter/Email Description Narrative Report Procedure Explanation Argument
8.	Personal Voice	I express my personal voice by including my personal thoughts, feelings and ideas when appropriate to the text type.		I express my personal voice with some sincerity when it is appropriate to the text type.
9.	Language Features	I use written language features (such as similes and onomatopoeia) and visual language features (such as illustrations and diagrams) to support meaning.		I use a variety of descriptive language features (such as onomatopoeia, similes, metaphors) and visual language features (such as headings, charts, or maps) to engage the reader and convey meaning.
10.	Vocabulary	I use vocabulary (in particular, nouns, verbs, adjectives, and adverbs) to clearly record ideas, experiences, or information.		I use clear, precise, vocabulary that is appropriate to the topic, register, and purpose (e.g., academic and subject specific vocabulary or descriptive words to create a mental image.)
11.	Re-crafting/ Proof-reading	I reread my writing throughout the writing process to check for meaning and that it meets the writing purpose. I re-craft my writing for clarity, impact, and to check it meets the writing purpose, often in response to feedback. I proofread for accuracy of spelling, grammar, and punctuation.		I can independently re-craft my writing to check for meaning and to add impact. I use feedback to improve my writing. I proofread and improve my writing (vocabulary, spelling and punctuation) using appropriate tools.
12.	Grammar	I correctly use subject–verb agreement, tense agreement, and pronouns and prepositions.		My writing makes sense.
13.	Punctuation	I use capital letters, full stops, question marks, and exclamation marks correctly. I use speech marks, commas for lists, and apostrophes for contractions correctly most of the time.		I usually use basic punctuation correctly . C ! ? “” I attempt some complex punctuation (e.g., using apostrophes for possession, commas for clauses, or semicolons.) I usually use apostrophes for belonging and commas correctly. I can use speech marks correctly.
14.	Spelling	I use my knowledge of spelling to spell personal vocabulary and most high frequency words correctly. I expand my writing vocabulary by using strategies such as: applying their knowledge of the meaning of most common prefixes (e.g., un-, sub-, pre-, non-) and most common suffixes (e.g., -ful, -ly, -tion, -able/-ible, and -ment) using reference sources (e.g., dictionaries and thesauruses) to check the meanings of words and to find new words.		I use my knowledge of spelling to spell unknown words, including words with many syllables. (Spelling rules and patterns). I correctly spell all high frequency words.
15.	Publishing	I make choices, when appropriate, for publishing in a variety of media, including digital and visual media.		I can independently make choices, when appropriate, for publishing in a variety of media, including digital and visual media.