English Writing Matrix
The expectations will vary according to the grade and age of the student
The student can… *
| SUPPORT LEVEL | Beginning 1 | Developing 2 | Expanding 3 | Consolidating 4 | Bridging 5 |
|---|---|---|---|---|---|
| SNAPSHOT | Demonstrate ideas through, pictures, labels, basic phrases, no evidence of writing style | Write short sentences or a basic paragraph, meaning is not clear | Write ideas in paragraph (s), meaning is somewhat understandable | Write ideas in detailed and connected paragraph(s), meaning is clear and interesting | Write in a variety of genres, meaning is clear and interesting with supporting detail |
| VOCABULARY | • Copy or write some basic words and/or phrases • Use common vocabulary on familiar topics |
• Use high frequency common words • Use no figurative language |
• Use common vocabulary • Use some specialized academic content vocabulary • Sometimes use figurative language (e.g. simile) |
• Use descriptive vocabulary • Use specialized academic content vocabulary • Use figurative language (e.g..metaphor, personification) |
• Use varied descriptive vocabulary • Use a wide range of specialized academic content vocabulary • Use figurative language often and effectively |
| SENTENCE STRUCTURE | • Label or list, often following an example • Write basic phrases |
• Write simple sentences Connect basic ideas to make a compound sentence using ‘and ‘ |
• Write a clear message • Combine ideas using compound sentences with words such as and, but, because |
• Write a clear, descriptive message • Use clauses in sentences • Use compound and complex sentences with subordinate words such as although, since, nevertheless |
• Write a sophisticated and interesting message for intended purpose • Use sentences containing two or more clauses • Use a variety of complex sentences for effect |
| ORGANIZATION | 3• Use simple words or basic phrases with no evidence of paragraphs • Show no evidence of transition words • Repeat ideas with no topic present |
• Write one paragraph usually with a topic sentence • Use a few transition words (e.g. first, second) • Use narrative • Write on topic with little details |
• Write paragraphs • Use some transition words (first, then, finally) • Use expository • Clearly detail main idea |
• Write multi-paragraph essay structure • Use a variety of transition words (e.g. therefore, however) • Use a variety of styles (e.g . persuasive • Enhance main idea with examples |
• Write multi-paragraph essay structure with clear transitions • Use a variety of effective transition words (e.g. due to, furthermore, in spite of) • Use a variety of styles appropriate for the purpose • Sustain and enhance main idea with examples |
| ENGLISH CONVENTIONS | • Attempt periods and capitals • Attempt to spell some familiar words • Attempt present tense |
• Use some punctuation and capitalization • Accurately spell some basic words • Use simple present tense with some accuracy • Use some subject verb agreement |
• Use punctuation and capitalization with some accuracy • Spell some academic words accurately • Use simple present, past, future tense with some accuracy • Use subject verb agreement, often with accuracy |
• Use a variety of punctuation and capitalization accurately most of the time • Spell many academic words correctly most of the time • Use many verb tenses with accuracy • Use consistent subject/verb agreement |
• Use a variety of punctuation and capitalization accurately • Spell academic words correctly most of the time • Use a variety of verb tenses accurately • Use consistent subject/verb agreement |
* The expectations will vary according to the grade and age of the student.
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