WRITING SUCCESS CRITERIA

Carol
Shona
Becky
Dana
Mel

IDEAS
R1 R2 R3 R4 R5 R6 R7
Ideas are Text has a few Text has many Ideas are Ideas are Ideas show N/A
unrelated to the simple, simple, relevant and complex and insight,
topic ​OR ​one unelaborated unrelated ideas begin to show elaborated originality and
brief, simple ideas relating relating to the some some authority
idea related to to the topic topic ​OR​ an complexity ​and a​nd/or
the topic idea is related text has one reflection on
to the topic and elaborated idea the wider world
has some basic or​ text has
elaboration several ideas Ideas are
that have some deliberately
elaboration selected,
effective and
elaborated

SUCCESS CRITERIA
I can write an I can write I can write four My ideas are My ideas are My ideas are N/A
idea ​(I am two/three or more ideas clear and clear and clear and I
playing at the simple ideas about the topic related to the elaborated to have provided
park.) about the topic I can add detail topic give the reader evidence to
(I am playing to my ideas ​(I I can add more more support them.
I can keep my at the park. I am playing at than one detail information ​(I My ideas will
idea in my am on the the park with to an idea ​(I am playing on reflect on the
head slide.) my friends.) am playing at the slippery world around
the park with slide with my me.
I can plan for my friends best friend ​(I am playing
writing using a and we are on Samantha. It on the
picture/visual the slide.) is a cold slippery slide
afternoon.) ​(​S)​ with my best
friend
Samantha.
The slide is
slippery
because it
was frosty. I
think a
warning sign
should be put
up to keep
little children
safe!)

ORGANISATION
R1 R2 R3 R4 R5 R6 R7
Ideas are Text attempts Ideas are Text shows Ideas are Paragraphs Paragraphs are
disconnected to group and grouped and control over organised into support the deliberately
and/or random sequence sequenced and grouping and basic development of structured to
or​ text lacks ideas text generally sequencing of paragraphs the text direct the
coherence flows ideas but reader
Text has some paragraphs are
coherence Text may be not used or are Ideas are
brief but indicated linked
Re-read what I coherent incorrectly effectively
have written to within and
maintain Text is across
meaning coherent paragraphs

SUCCESS CRITERIA
I can write an I can write My ideas are Similar ideas My ideas are I have a topic Topic
idea. ideas about the all in the are grouped organised into sentence. sentences link
topic and am correct order. together by basic ideas.
starting to put using linking paragraphs My topic
them in order. My ideas make words. with linking sentence is Ideas are
sense. words. supported by related to the
My ideas make clear introduction.
sense. Similar ideas Most of them information.
are grouped are in
together. sequence. I have
subheadings
when
appropriate.

I have words
that link my
paragraphs.
 VOCABULARY
R1 R2 R3 R4 R5 R6 R7
Uses a small Uses a range Uses a range Uses a variety Selects words Precise N/A
range of of simple, of everyday of precise and phrases to language
simple, everyday words and words and enhance choices
everyday words and phrases, with a phrases to add meaning consistently
words and phrases from small number information and/or mood enhance
phrases from personal of precise and/or interest meaning
personal vocabulary words to add and/or mood
vocabulary detail

SUCCESS CRITERIA
I can write I can write I can use I can use I am choosing I am N/A
words. words that I some precise to use figures accurately
use often. adjectives and adjectives and of speech that using figures
I am starting to verbs in my verbs in my enhance of speech that
recognise I am starting to writing. writing to add meaning or enhance
HFW use words like ​I am starting interest. (​S​) mood. meaning or
in, under, on, to use exciting mood
above, over, words that I am starting to
since, during, paint a picture use figures of
after I can use topic speech like
(prepositions) words. metaphors,
onomatopoeia
I can write I am starting to and
down initial & use similes personification
ending sounds and (​S​)
of words alliteration.
 Experiment
with capturing
words from
their oral
vocab

SENTENCE STRUCTURE
R1 R2 R3 R4 R5 R6 R7
Few correct Correct Correct Most Sentences are Sentences are N/A
sentences sentences are sentences sentences are controlled and deliberately
short and may begin to show correct show variety in crafted to
have minimal variety in structure, impact and
extension structure and Correct length and type engage
type sentences and have
show variety in extending
structure, phrases and/or
length and type clauses
and have
extending
phrases and/or
clauses ​or ​all
sentences are
correct but
repetitive

SUCCESS CRITERIA
I can write one I can write I can write I use different My sentences I can explain N/A
correct more than one correct sentence show a variety how I have
sentence. correct compound starters. (​S​) of structure and crafted my
sentence. sentences. (​S​) length. sentences for
I can write from Most of my impact and
left to right I am trying to I am trying to sentences I am starting to engagement.
write write complex show a variety write my
I can form compound sentences. (​S​) of structure and sentences with I am writing my
letters correctly sentences. length. (​S​) an effect in sentences with
I am starting to mind (moods, an effect in
I can use use different emotions, mind (moods,
varied ways of sentence tension) emotions,
beginning starters. tension)
sentences

PUNCTUATION
R1 R2 R3 R4 R5 R6 R7
Little, no or Experimentatio Some correct Correct Correct Punctuation Control of
random n with sentence use of punctuation of sentences assists punctuation to
punctuation punctuation sentence most punctuation meaning enhance
punctuation sentences – AND correct Sentence meaning
beginning and use of other punctuation is Few or no
end – AND punctuation correct AND a errors in
some correct (contractions, wider range of punctuation
use of other commas in other
punctuation ​or lists) with punctuation is
c​orrect experimentatio used correctly,
punctuation of n in complex including
ALL sentences punctuation capital letters
 – beginning (e.g., direct
and end – with speech,
no other commas for
punctuation phrases and
used clauses)

SUCCESS CRITERIA - Can our learners self-assess against these??

I have used a I am starting to Most of my Capital letters I am starting to I am choosing I have few or
full stop and a use full stops at sentences start are used use speech to use a variety no errors in a
capital letter. the end of a with a capital correctly marks and a of punctuation variety of
sentence. letter and end throughout my new line for a like punctuation.
I am with a full stop. writing. speaker. exclamation
experimenting I am starting to marks to
with spaces use capital I am starting to The beginning I am starting to enhance the
between my letters in the use commas, and end of my use a variety of sentence.
words. right place. question sentences are punctuation like
marks, punctuated exclamation I am starting to
exclamation correctly. marks to use dashes,
marks, speech enhance the parentheses,
I​ can leave marks, Using capitals sentence. hyphens,
spaces apostrophes for proper semicolons and
between my I usually know nouns. ie days Use colons.
words. where to use of the week, apostrophes for
capital letters places and contractions
I can write and full stops. names. and
word endings possession.

I can use Use commas to

fullstops & correctly list
captial letters items or ideas.
to begin and
end sentences
 SPELLING
R1 R2 R3 R4 R5 R6 R7
Uses some Spells a few Spells a range Spells a wide Spells Spells N/A
letters to personal and of personal and range of high-frequency high-frequency
represent high-frequency high-frequency high-frequency words and and a range of
meaning words correctly words correctly words correctly some difficult difficult words
(e.g., my, it, if) (e.g., school, words correctly with few or no
Single letters or where, friend, Attempts errors
strings of Attempts words outside, difficult word/s Attempts
letters that do using playing) using difficult words
not support phoneme-grap phoneme-grap using diverse
meaning heme Attempts a heme phoneme-grap
relationships wider range of relationships heme
words using and developing relationships,
phoneme-grap knowledge of and knowledge
heme spelling rules of spelling rules
relationships and and
and word morphemes morphemes
chunks

SUCCESS CRITERIA
I write some I can spell I can spell most I can spell most I can spell I demonstrate a N/A
sounds in a some high high frequency words from some difficult high level of
word. frequency words by Essential Lists. words spelling
words by myself. correctly. accuracy.
myself. I use basic
spelling rules.
I am starting to I can write I can write I can use a I am trying to
write HFW some correct most correct When I spell diverse range spell
words correctly sounds in a sounds in a difficult words I of spelling challenging
word. word. am almost rules. words.
I can utilise correct.
classroom I am trying to I am trying to
resources to spell tricky spell new
help me access words. words.
words
I can correctly
record the
dominant
sounds in
words

Apply
sound/letter
relationships to
write words we
want to use

Use developing
visual memory
to consistently
encode/spell
some known
words correctly

Make close
attempts to
spell words by
using
phoneme-grap
 heme
relationships

Would like to use responding to feedback - not too sure where to add this though. What do you all think???? Dana