KOPUTAROA SCHOOL WRITTEN LANGUAGE MATRIX OF DEEPER FEATURES (Merger of: Literacy Learning Progressions, NZC Matrix, National

Standards)
Level 1 (After 6 months at school) WRITERS PURPOSE I can retell a story or an event. Level 1i (After 1 year at school) I gain some audience interest. Level 1ii (After 2 years at school) Character: I am becoming aware of audience interest. My writing may include a personal response. I am developing an awareness of Voice. Transactional: I attempt to explain a personal phenomenon. Level 1iii (After 3 years at school) I can explain an idea, feelings/ phenomenon with some clarity. I show awareness of audience interest. Character: I am beginning to develop my voice with support. Level 2 (By the end of Year 4) I can explain an idea, feelings/ phenomenon with some clarity. I deliberately choose appropriate language features to enhance my writing. I attempt to gain audience interest. Character: I consciously include my voice with sincerity. Transactional: I sometimes develop my ideas. Level 3 (By the end of Year 6) I can record ideas, feelings/ phenomenon with clarity. I deliberately choose appropriate language features to enhance my writing. I often gain audience interest through content and language choices (eg: humour, anecdotes, analogies). Character: I consciously use my voice with sincerity and honesty. Transactional: I develop my ideas and use language features to enhance my explanation or argument. Level 4 (By the end of Year 8) I can record ideas, feelings/ phenomenon clearly and logically. I deliberately choose appropriate language features to enhance my writing. I maintain audience interest through content and language choices (eg: humour, anecdotes, analogies). Character: I sustain sincerity of voice and can respond to events with some perception. Transactional: I develop my ideas and use language features to enhance my explanation or argument. I support the main idea with substantial data, reasons, comments, evaluations and/or observations. Level 5

I can record ideas, feelings/ phenomenon clearly and logically. I deliberately choose appropriate language features to enhance my writing. I engage/target the audience interests through the use of appropriate language and content. Character: I sustain the use of voice convincingly and can express experiences with perception. Transactional: I develop my ideas to meet the intended audience.

CONTENT IDEAS

I can talk and draw a picture for my writing. I can keep an idea in my head to write and retell it to someone else.

I can write a simple idea, response opinion or question.

I can form and express ideas. I can write information/ideas that relate to a topic with some supporting detail/comment.

I begin to support my ideas. I can write about items, information and/or experiences relating to a topic that has some supporting detail/ comment.

I can write a range of ideas, information, and/or experiences which often includes detail and/or supporting comments. My writing is mostly relevant to the task/topic. Structure: I can sequence my thoughts, feelings/explanation with some condence. Sentences: I use mainly simple and compound sentences, and I attempt complex sentences. I am beginning to vary sentence beginnings and lengths. Transactional: I attempt to organise ideas logically. I begin an explanation with a simple denition of the topic and end with a simple summary. I can sequence an argument with some condence.

I use supporting, signicant detail and/or comments to add to my ideas. I am selective about what I choose to add.

I develop and sustain a strong central idea/point of view.

STRUCTURE ORGANISATION

I attempt several simple sentences (including some compound sentences with simple conjunctions, like and)

I use mainly simple and some compound sentences. I use simple conjunctions correctly.

Structure: I am beginning to use simple conjunctions to join ideas, reasons, thoughts, feelings, eg: and, but. Sentences: I use simple and compound sentences with some variation in beginning. I am attempting to use complex sentences.

Structure: I begin to organise ideas. thoughts, data and or opinions into paragraphs. Sentences: I use a variety of sentence structures, beginnings and lengths. I use simple and compound sentences that are grammatically correct and some complex sentences that are grammatically correct. Transactional: I begin an explanation by dening or describing the topic and end with a summary statement. I begin an argument by taking a position and developing it with evidence. I use some conjunctions (eg: because) to link ideas.

Structure: I condently shape and organise ideas into paragraphs and usually make logical links between paragraphs. Sentences: I use a variety of sentence of sentence structures, beginnings and lengths for effect, which are grammatically correct. Transactional: I prioritise groups and organise ideas, data, reasons or opinions an an explanation. I organise and link ideas logically in an argument.

Structure: I link main and supporting ideas within paragraphs, using a range of connectives. (Conveys a sense of wholeness and coherence). Sentences: I use a variety of sentences structures for effect and impact.

LANGUAGE

I can say, hear and record rst and last sounds, and some middle sounds. I can identify all letters by name and match some letters and sounds. I can use some high frequency words in my writing. I can write words I know. I attempt to write unknown words. I can form most letters.

I attempt to use some key personal/topic appropriate words. I attempt to use some words from my reading or news. I can use some high frequency words appropriately. I can recognise the name, sound and shape of all alphabet letters. I can use classroom resources to locate sounds and words.

I use some key personal/topic appropriate words. I can to use some words from my reading or news. I can use high frequency words. I attempt to use a variety of adjectives, nouns and verbs.

I am extending the use of key personal/topic appropriate words. Character: I am beginning to use some language features, eg: similes and onomatopoeia.

I am beginning to use some language features (related to either character, explanation or argument). Character: I use some varied and precise adjectives, verbs and nouns. Transactional: I use some topic-related vocabulary, some which may be technical. My writing includes words and phrases, such as nouns, adjectives and adverbs that convey an idea, experience or information.

I use language features with increasing condence to enhance my writing (either character, explanation or argument). I use subject specic vocabulary suite to the purpose. Character: I use a range of vocabulary with increasing condence. Transactional: I consistently use specic verbs, imperatives, pronouns, tense to assist my explanation or argument.

I condently use a range of vocabulary /technical vocabulary to suit the audience/purpose. Transactional: I often use a range of explanatory/persuasive language features effectively.

I condently use a range of vocabulary /technical vocabulary to suit the audience/purpose. Transactional: I often use a range of explanatory/persuasive language features effectively with control and intent.

Difference between Year 5/6 and Year 7/8 At Year 6 and Year 8, there will be increased fluency and accuracy in writing a variety of texts across the curriculum. Year 6 will be writing more complex texts and be more effective in selecting different strategies for different purposes. Year 8 will confidently and deliberately chose the most appropriate processes and strategies for writing in different learning areas.