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Level Rubrics 2 to 4

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LEVEL 2 WRITING WRITING SURFACE FEATURES PUNCTUATION (YR 4 NATIONAL STANDARDS) Year 7 – At Risk - National Standards : Year 8 – Critical - National Standards I AM BEGINNING I AM DEVELOPING I AM ACHIEVING I AM AN EXPERT I use capitals and full stops at the beginning and end of sentences. I use capitals on known proper nouns. I use correctly formed sentences with support. With support I use capital letters, full stops, commas, question marks and speech marks most of the time. Mostly
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  L EVEL 2 W RITING   (Y  R 4 N ATIONAL S TANDARDS ) Year 7 – At Risk - National Standards : Year 8 – Critical - National Standards W RITING I AM B EGINNING I AM D EVELOPING I AM A CHIEVING I AM   AN E XPERT S URFACE  F EATURES P UNCTUATION I use capitals and fullstops at the beginningand end of sentences.I use capitals on knownproper nouns.With support I use capital letters, full stops,commas, question marksand speech marks most of the time. Mostly I use capitalletters, full stops,commas, question marksand speech marks.I use capital letters, fullstops, commas, questionmarks and speech marks. G RAMMAR I use correctly formedsentences with support.With support I use somegrammar conventionswith support – correctlyformed sentences,consistent tense andpronouns, subject verbagreement, correctprepositions. Mostly I use somegrammar conventionswith correctly formedsentences, consistenttense and pronouns,subject verb agreement,correct prepositions.I use some grammarconventions correctlyformed sentences,consistent tense andpronouns, subject verbagreement, correctprepositions. S PELLING H OW   IT W ORKS I know and use lettersounds, consonant andvowel blends to spellwords.I can sequentially writedominant sounds inunknown words.I can spell words inSpell Write Lists 1-2.With support I can usemy visual memory andknowledge of simplespelling patterns – (ing, er,ed, s, etc) to spell. With support I can userimes and long vowels. With support I can proof-read and use “fix up”strategies to correct myspelling. With support I can spellmost words in Spell writelists 1-4. Mostly I can use myvisual memory andknowledge of simplespelling patterns – (ing, er,ed, s, etc) to spell. Mostly I can use rimesand long vowels. Mostly I proof-read anduse “fix up” strategies tocorrect my spelling. Mostly I can spell mostwords in Spell Write lists1-4.I use my visual memoryand knowledge of simplespelling patterns – (ing, er,ed, s, etc) to spell.I can use rimes and longvowels.I proof-read and use “fixup” strategies to correctmy spelling.I can spell most words inSpell write lists 1-4. D EEPER  F EATURES A UDIENCE /P URPOSE I can sometimes writedirectly to my audience.With support I can getaudience attention indifferent ways (humour,choice of language etc). Mostly I can get audience attention indifferent ways (humour,choice of language etc). I get audience attention indifferent ways (humour,choice of language etc). I review my writing and  I review my writing andmake sure it meets theintended purpose – andrevise if I need to.I review my writing andmake sure it meets theintended purpose – andrevise if I need to.make sure it meets theintended purpose – andrevise if I need to. I DEAS I can think of ideas andrecord them on a plan.With support I can writeabout personallymeaningful thoughts,feelings and ideas withsome detail andcomment.Mostly I can write aboutpersonally meaningfulthoughts, feelings andideas with some detailand comment.I can write aboutpersonally meaningfulthoughts, feelings andideas with some detailand comment. V OCABULARY  I can use words from mytalking and reading tomake better wordchoices.With support I can usecontent relatedvocabulary – precisenouns and verbs as wellas adjectives.Mostly I use contentrelated vocabulary –precise nouns andverbs as well asadjectives.I use content relatedvocabulary – precisenouns and verbs as wellas adjectives. S TRUCTURE I can use a plan to turnideas into connectedsentences.I can organize my ideassequentially.With support I can usesimple and compoundsentences with variedbeginnings and lengths.With support I can usea range of conjunctions: because,so, but, when, etc.With support I can usecomplete sentences tosay what I meanaccurately.Mostly I can use simpleand compoundsentences with variedbeginnings and lengths.Mostly I use a range of conjunctions: because,so, but, when, etc.Mostly I use completesentences to say what Imean accurately.I can use simple andcompound sentenceswith varied beginningsand lengths.I use a range of conjunctions: because,so, but, when, etc.I use completesentences to say what Imean accurately. V OICE I can include somepersonal comment.With support I canconvey my feelingswith responses whenwriting.Mostly I convey myfeelings with responseswhen writing.I convey my feelingswith responses whenwriting.  L EVEL 3 W RITING   (Y  R 6 N ATIONAL S TANDARDS ) Year 7 – Below expected - National Standards : Year 8 – At Risk - NationalStandards W RITING I AM B EGINNING I AM D EVELOPING I AM A CHIEVING I AM   AN E XPERT S URFACE  F EATURES P UNCTUATION I use capital letters, fullstops, commas, questionsmarks and speech marks.With support I can usepunctuation correctly (capital letters, full stops,question marks, commas,speech marks). Mostly I use punctuationcorrectly (capital letters, fullstops, question marks, commas,speech marks). I use punctuation correctly( capital letters, full stops,question marks, commas,speech marks, apostrophes). G RAMMAR I use some grammarconventions correctlyformed sentences,consistent tense andpronouns, subject verbagreement, correctprepositions.With support I can mostlyuse grammar conventionscorrectly (well formedsentences, consistent tenseand pronoun, subject verbagreement, correctprepositions). Mostly I use grammarconventions correctly (wellformed sentences,consistent tense andpronoun, subject verbagreement, correctprepositions). I mostly use grammarconventions correctly (wellformed sentences, consistenttense and pronoun, subjectverb agreement, correctprepositions). S PELLING H OW   IT W ORKS I use my visual memoryand knowledge of simplespelling patterns – (ing, er,ed, s, etc ) to spell.I can use rimes and longvowels.I proof-read and use “fixup” strategies to correctmy spelling.I can spell most words inSpell Write list 1-4.With support I can spellmost words correctly,using my understandingof basic sounds andpatterns (including roof words/prefixes/suffixes). I proof-read for accuracyand use “fix up”strategies to correct,including using thesaurus,dictionaries etc.Mostly I can spell mostwords correctly, using myunderstanding of basicsounds and patterns (including roof words/prefixes/suffixes). I proof-read for accuracyand use “fix up”strategies to correct,including using thesaurus,dictionaries etc.I spell most wordscorrectly, using myunderstanding of basicsounds and patterns (including roof words/prefixes/suffixes). I proof-read for accuracyand use “fix up”strategies to correct,including using thesaurus,dictionaries etc. D EEPER  F EATURES A UDIENCE /P URPOSE I get audience attention indifferent ways (humour,choice of language etc). I review my writing andWith support I can get myaudience attention bychoosing appropriatelanguage featuresMostly I get my audienceattention by choosingappropriate languagefeatures (humour, choice of  I get my audienceattention by choosingappropriate languagefeatures (humour, choice of 
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