Writing+Rubric.


 * Level 3 Writing **** (Yr 6 National Standards) **


 * Year 7 – Below expected - National Standards : Year 8 – At Risk - National Standards **

I can use rimes and long vowels. I proof-read and use “fix up” strategies to correct my spelling. I can spell most words in Spell Write list 1-4. || With support I can spell most words correctly, using my understanding of basic sounds and patterns (including roof words/prefixes/suffixes). I proof-read for accuracy and use “fix up” strategies to correct, including using thesaurus, dictionaries etc. || Mostly I can spell most words correctly, using my understanding of basic sounds and patterns (including roof words/prefixes/suffixes). I proof-read for accuracy and use “fix up” strategies to correct, including using thesaurus, dictionaries etc. || I spell most words correctly, using my understanding of basic sounds and patterns (including roof words/prefixes/suffixes). I proof-read for accuracy and use “fix up” strategies to correct, including using thesaurus, dictionaries etc. || I review my writing and check it meets the intended purpose – and revise if I need to. || With support I can get my audience attention by choosing appropriate language features (humour, choice of language etc). I review my writing and make sure it meets the intended purpose – and revise if I need to. || Mostly I get my audience attention by choosing appropriate language features (humour, choice of language etc). I review my writing and make sure it meets the intended purpose – and revise if I need to. || I get my audience attention by choosing appropriate language features (humour, choice of language etc). I review my writing and make sure it meets the intended purpose – and revise if I need to. ||
 * ** Writing ** || ** I am Beginning ** || ** I am Developing ** || ** I am Achieving ** || ** I am an Expert ** ||
 * ** Surface Features **
 * Punctuation ** || I use capital letters, full stops, commas, questions marks and speech marks. || With support I can use punctuation correctly (capital letters, full stops, question marks, commas, speech marks).  || Mostly I use punctuation correctly (capital letters, full stops, question marks, commas, speech marks). || I use punctuation correctly ( capital letters, full stops, question marks, commas, speech marks, apostrophes). ||
 * ** Grammar ** || I use some grammar conventions correctly formed sentences, consistent tense and pronouns, subject verb agreement, correct prepositions. || With support I can mostly use grammar conventions correctly (well formed sentences, consistent tense and pronoun, subject verb agreement, correct prepositions).  || Mostly I use grammar conventions correctly (well formed sentences, consistent tense and pronoun, subject verb agreement, correct prepositions). || I mostly use grammar conventions correctly (well formed sentences, consistent tense and pronoun, subject verb agreement, correct prepositions). ||
 * ** Spelling **
 * How it Works ** || I use my visual memory and knowledge of simple spelling patterns – (ing, er, ed, s, etc ) to spell.
 * ** Deeper Features **
 * Audience/Purpose ** || I get audience attention in different ways (humour, choice of language etc).

I make language choices to add interest (smiles, metaphor, personification etc) – a ppr opriate to genre. || I use complete sentences to say what I mean accurately. || With support I can organize my ideas into paragraphs in which ideas are clearly related with a topic sentence following by supporting details. I review my writing and make sure it meets the intended purpose – and revise if I need to. I use a variety of genre ( to meet the purpose of my writing). || Mostly I organize my ideas into paragraphs in which ideas are clearly related with a topic sentence following by supporting details. I review my writing and make sure it meets the intended purpose – and revise if I need to. I use a variety of genre (to meet the purpose of my writing). || I organize my ideas into paragraphs in which ideas are clearly related with a topic sentence following by supporting details. I review my writing and make sure it meets the intended purpose – and revise if I need to. I use a variety of genre (to meet the purpose of my writing). || I can record my personal views and responses sincerely. ||
 * ** Ideas ** || I can write about personally meaningful thoughts, feelings and ideas with some detail and comment. || With support I can express ideas related to the task with detail and comment || Mostly I express ideas related to the task with detail and comment. || I express ideas related to the task with detail and comment. ||
 * ** Vocabulary ** || I use content related vocabulary – precise nouns and verbs as well as adjectives. || With support I can use a range of general academic and topic vocabulary to suit the purpose of my writing. || Mostly I use a range of general academic and topic vocabulary to suit the purpose of my writing. || I use a range of general academic and topic vocabulary to suit the purpose of my writing. ||
 * ** Language Features ** ||  || With support I can make language choices to add interest (smiles, metaphor, personification etc) – appropriate to genre. || Mostly I make language choices to add interest ( smiles, metaphor, personification etc) – appropriate to genre. ||
 * ** Structure ** || I can use simple and compound sentences with varied beginnings and lengths.
 * ** Voice ** || I convey my feelings and responses. || With support I can record my personal views and responses sincerely. || Mostly I can record my personal views and responses sincerely. ||