Writing+Rubric+Term+3

** Year 7 – Below expected - National Standards : Year 8 – At Risk - National Standards ** ** Surface Features – Writing L3 ** ||      ** I am Beginning **  || ** I am Developing ** || ** I am Achieving ** || ** I am an Expert ** || - Capitals, Full stops, Commas, Question Marks are used correctly - I use speech marks in my writing when someone says something - I use apostrophes correctly, e.g. don’t, shouldn’t, can’t
 * Level 3 Writing **** (Yr 6 National Standards) **
 * SF: Punctuation **
 * SF: Punctuation **

|| I need the teacher to help me. || I try first and my teacher checks it with me. || I can do this almost all the time || I do this all the time and only make a mistake when I go too fast || - I use the right location word in a sentence – on, beside, under, behind
 * SF: Grammar **
 * SF: Grammar **

- I write when something happened properly – I saw (past), I see (present), I will see (future) and it stays the same all the way through the writing. || I need the teacher to help me. || I try first and my teacher checks it with me. || I can do this almost all the time || I do this all the time and only make a mistake when I go too fast || - I can spell lots of words that I use every day – and, but, here, you, school, house - I proof read my work and fix errors - I can spell less common words - words with three syllables e.g. exciting, usual || I need the teacher to help me. || I try first and my teacher checks it with me. || I can do this almost all the time || I do this all the time and only make a mistake when I go too fast || ** Deeper Features – Writing L3 ** ||      ** I am Beginning **  || ** I am Developing ** || ** I am Achieving ** |||| ** I am an Expert ** || - I know who I am writing for (audience) - I use words from our topic to make my writing interesting - I use time related vocabulary e.g. first, next, then … - I use editing time to check if my writing meets the purpose e.g. does it inform?, does it explain? || I need the teacher to help me. || I try first and my teacher checks it with me. || I can do this almost all the time || I do this all the time and only make a mistake when I go too fast ||   || - I plan my writing - I use the plan to help me write - I support each new idea with good detail || I need the teacher to help me. || I try first and my teacher checks it with me. || I can do this almost all the time || I do this all the time and only make a mistake when I go too fast ||   || - I put my writing in the correct order - I have an introduction, main body and a conclusion - I separate my ideas into paragraphs - I use simple and compound sentences || I need the teacher to help me. || I try first and my teacher checks it with me. || I can do this almost all the time || I do this all the time and only make a mistake when I go too fast ||   || - I use bullet or number lists - I use a passive voice example:
 * SF: Spelling **
 * SF: Spelling **
 * DF: audience/ purpose **
 * DF: audience/ purpose **
 * DF: Ideas **
 * DF: Ideas **
 * DF: Structure **
 * DF: Structure **
 * DF: passive voice **
 * DF: passive voice **

I mixed the eggs and butter = personal voice

Mix the eggs and butter = passive voice || I need the teacher to help me. || I try first and my teacher checks it with me. || I can do this almost all the time || I do this all the time and only make a mistake when I go too fast ||   ||