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Alliera Carroll – Shell Cove Public School

How to Use These I Can Statements These ‘I Can Statements’ have been developed to correspond with the markers of the Literacy Continuum (Writing). Each marker has been

broken down into student friendly language.

This works best if you print this document into a booklet and give one to each student. I use formative assessment strategies to work out where my students are in their learning and what I need to do to move them forward. Once I have this information I highlight student’s individual

goals in their booklets – Students will start on different clusters, your assessment data will show you where individuals need to start. You can

highlight as many goals as you wish. I usually highlight two goals per student. These goals correspond with my Bump It Up Wall (see Bump It

Up document).

Students need to show me four work samples before they achieve that goal and get signed off. As they show me a sample I date it in their

booklet. Once they have achieved their goal they get a new one.

This booklet can move through school with the student. I have found that since developing this booklet, I have had a better understanding of where

my students are on the Literacy Continuum and can accurately plot this information onto PLAN.

If you have any further questions, please contact me at [email protected]

mailto:[email protected]

Alliera Carroll – Shell Cove Public School

My Personal Learning Goals

Writing

_________

Alliera Carroll – Shell Cove Public School (Adjusted from Hamilton Public School)

Aspects of Writing – Cluster 1 T

M1

I can attempt to write (uses scribbly or strings of letters).

M2

I can try to write my own name (one or two letters, scribble).

M3

I can hold a pencil or crayon to draw and scribble.


M1 I can write at least one word about a story or picture.

M2

I can write from left to right.

I can leave spaces between words.

M3

I can try to write letters.

M4

I can tell someone about what I am going to write.

M5

I can tell someone about what I wrote or drew.

M6

I can try to use a mouse and keyboard.

M7

I can try to write my whole name (this may not be spelt correctly).



M1

I can write my first name correctly.

M2 (Punctuation)

I can try to write a sentence.

I can try to use capital letters and full stops.

M3

I can use my own ideas to write.

M4 (Audience)

I can tell someone about my writing

M5 (Spelling)

I can sound out my words when I write.

M6 (Vocabulary)

I can start to write common words – I, am, like, come, see, can

M7 (Grammar)

I can describe something – The little ball.

I can write about ‘how’, ‘when’, ‘where’ or ‘why’.

M8 (Handwriting)

I can understand how to hold a pencil properly.

I can show you where my paper should be when I write.

I can understand how to sit properly when I write.

M9 (Word Processing)

I can try to use a computer to write.



M1

I can write one or more sentences correctly.

I can spell some words.

I can form most of my letters correctly.

I can use full stops and capital letters.

M2

I can write one or two ideas.

M3 (Editing)

I can read my own writing aloud to see if it makes sense.

M4 (Audience/

Purpose)

I can tell you who I am writing for and why.

M5 (Spelling)

I can try to spell the common words that my teacher uses.

M6 (Sentence Structure)

I can use joining words to link my ideas – I went to the park and I saw a dog.

M7 (Grammar)

I can use pronouns in my writing - I, he, she, they, we.

M8 (Handwriting)

I can form most letters correctly (20/26 letters correctly).

M9 (Handwriting)

I can hold my pencil correctly.

I can put my paper in the right place when I’m writing.

I can sit properly when I write.

I can fix my posture, pencil grip or paper.


I can use the computer to write with my teacher’s help.



M1

I can use words or groups of words that the teacher has shown me to write my own sentences.

M2

I can join my class mates to make stories together using different mediums – digital stories etc

M3

I can write 4-5 sentences about topics that are interesting to me.

M4 (Editing)

I can reread my own work.

I can fix my writing to ensure it make sense.

M5

(Punctuation)

I can use capital letters and full stops in the right places.

I can use spaces between words.

I can try to use question marks - ?

I can try to use exclamation marks - !

M6 (Grammar)

I can write a simple sentence with one verb.

I can join two simple sentences with a conjunction – I didn’t go swimming because it was too cold.

M7 (Grammar)

I can use adjectives to describe nouns to make my writing more interesting – big, little, dirty, fluffy, round, sharp.

M8 (Handwriting)

I can write my capital letters correctly.

I can write my lower case letters correctly.



M1

I can write 5 or more sentences about familiar topics.

I can use diagrams, maps, graphs in my writing.

M2

I can try to use paragraphs in my writing.

I can try to use headings in my writing.

M3 (Editing)

I can proof read my writing to check that it makes sense by circling the word.

I can show that I have edited my writing to check that it makes sense - Use your editing slip before you bring your work to your teacher.

M4 (Spelling )

I can spell high frequency and topic words.

M5

(Punctuation)

I can use full stops, exclamation marks and question marks in my writing.

M6

I can write my ideas in order so that they make sense.


I can make my writing more interesting by trying to use complex sentences.

M8 ()

I can hold my pencil correctly.

(Handwriting) I can place my paper correctly to write.

I can write quickly and neatly.

M9 (Word

Processing)

I can correct my writing on the computer.



M1 (Planning )

I can plan my writing by making notes, drawing diagrams or planning a sequence of events / information.

I can use a range of planning strategies to create simple paragraphs or breaks between texts with guidance or a scaffold from my teacher.

M2 (Audience)

I can tell my teacher why I am writing.

I can tell my teacher who will be reading my writing.

M3 (Spelling)

I can spell regular words.

I can have a go at spelling difficult (irregular/ sight) words.

M4 (Editing/Spelling )

I can apply spelling rules to my writing.

I make some attempts to improve the quality of my words when editing.

M5

(Punctuation)

I can use full stops and question marks correctly in short pieces of text.

I can attempt to use exclamations marks in short pieces of writing.

I can use apostrophes for contractions – don’t, didn’t, they’d, I’d

I can use capital letters to start a sentence and for proper nouns – Australia, Shell Cove, Miss Carroll

M6 (Text Structure)

I can write a short recount or report (1/2 page) that is in order and makes sense.

M7 (Grammar)

I can use different types of verbs; relating, action, feeling, thinking and saying verbs.

I can choose the correct tense within a sentence, so that my nouns and verbs match – past, present, future.


I can use a computer to create writing that includes pictures.



M1 (Text Structure)

I can create texts that are at least one-page long.

I can attempt to write explanation texts.

I can attempt to write persuasive texts.

I can attempt to write imaginative texts.

M2 (Publishing)

I can experiment with writing and publishing my own text using different mediums and modes, e.g. plays, songs, e-mail, Power Point etc.

M3 (Editing)

I make attempts, during the writing process and when editing, to improve the quality of my writing.

M4 (Audience/

Purpose)

I can write for different reasons to explain and express my ideas for a variety of audiences.

M5 (Spelling)

I can use different spelling strategies to spell unfamiliar/tricky words.

M6 (Punctuation)

I am learning to use capital letters, full stops, question marks and commas for lists in longer pieces of writing.

I can use quotation marks.

After the first quotation mark I can use a capital letter.

I am learning to use commas, full stops, exclamation marks and question marks before closing the quotation mark.

M7

(Sentence Structure)

I can write simple and compound sentences that usually make sense in longer pieces of text.

I can write grammatically correct sentences that include the verb/subject agreement.

I can experiment with word choice and order to form sentences that usually make sense.

I can use simple time connectives in my writing. I can use the correct noun to pronoun reference in simple sentences. I can use some compound sentences effectively using a limited range of conjunctions.

M8 (Handwriting)

I can write quickly and neatly.

Paragraphing

(Not required to

achieve Cluster 8)

I can sometimes use paragraphs that are about the one topic.

I can separate my ideas by leaving a line.

I can use paragraphs to separate the body from the introduction and conclusion.

I am learning to work with less guidance from my teacher when using paragraphs by using my plan.



M1 (Text Structure)

I can create an imaginative text.

I can create an informative text.

I can create a persuasive text.

M1 (Audience/Purpose)

I can choose language appropriate to my purpose and audience.

M2 (Planning)

I can plan my writing using headings, mind maps and questions.

I refer to my plan effectively when I am writing.

M3 (Editing)

I can reread and edit my work (by circling words that I think are incorrect).

I can reread to make sure my writing makes sense.

I can give and receive feedback from peers and teachers and use this to revise my work (2 stars and a wish).


I can confidently compose simple and compound sentences.

I am learning to identify and compose complex sentences that make sense.

M4 (Paragraphing)

I can write paragraphs that use sentences that are about one topic or idea.

I can write two paragraphs.

I am learning to write topic sentences.

M5 Spelling

I can use different spelling strategies to spell words - stretch the word, use the word wall, break the word into syllables, chunking.


I can use computer skills such as spell check and grammar check.

M7 (Grammar)

I can use verbs correctly - jump, skip, run, drop.

I can use adverbs correctly - quickly, slowly, carefully.

I can use adverbials to express my ideas - in the car, on the bridge.

I can use nouns correctly - ball, dog, car (common noun), a swarm of bees (collective noun).

I can use pronouns correctly - he, she, it, they, their, us.

I can use adjectives correctly - yellow, huge, small, pretty, crazy, dirty.

I can draw on my knowledge of vocabulary, parts of speech and ways words can be arranged to compose clear sentences.

M8 (Handwriting)

I can join my letters when writing.

I can write letters of the same size.

M9 (Multimodal Texts)

I can create simple multimodal texts digitally – a combination of pictures and/or text and/or voice over and/or sound.



M1 (Text Structure/

Audience)

I can use personal experience, other texts and research to create imaginative texts for different audiences.

I can use personal experience, other texts and research to create informative texts for different audiences.

I can use personal experience, other texts and research to create persuasive texts for different audiences.

M2 (Persuasive)

I can justify my opinion with evidence (specific to persuasive text).

M3 (Planning)

I can find resources and information when planning.

I refer to my plan effectively.

M4 (Editing)

I can reread, revise and use a range of strategies to improve my word choices – refer to our synonym wall, use a

I can reread and revise to delete unnecessary information and add new information.

I am learning to edit my work so that I do not repeat the same words.


I can write sentences with different beginnings.

I can write sentences with an adverbial clause - Unless you run fast, you will miss the bus.

I can write complex sentences.

M5 (Paragraphing)

I can write at least three paragraphs that use sentences that are about one topic or idea.

My paragraphs are becoming more detailed.

I am learning to write effective topic sentences.

M6 (Punctuation)

I can use sentence and simple punctuation correctly - capital letters for the start of a sentence and proper nouns, full stops, comma lists, and exclamation marks.

I can use apostrophes to show contractions - we’re, he’d, she’s.

M7 (Spelling)

I can spell words by thinking about what they mean.

I can spell words by knowing how letter combinations look. I can spell words by knowing the sound of letters.

I can use prefixes and suffixes appropriately.

I can edit my spelling.

M8 (Grammar)

I can use examples of precise nouns, noun groups and pronouns to link ideas and information.

I can use different connectives to link ideas and information.

I can use a few different examples of conjunctions.

I can use synonyms correctly.

I can experiment using similes, metaphors and personification.

M9 (Handwriting) I can write using neat and consistent handwriting.



M1 and M2 (Text Structure)

I can construct a logical, well-structured imaginative text.

I can construct a logical, well-structured informative text.

I can construct a logical, well-structured persuasive text.

M1 (Audience/Purpose)

I can write structures texts for a range purposes and contexts.

M3 (Referencing)

I can accurately acknowledge site sources when necessary.

M4 (Feedback and

Editing)

I can use feedback to edit my writing - 2 stars and a wish, VF, PF, GF, SF.

I can use feedback to improve my vocabulary.

I can edit my work to ensure my text is not repetitious.

M5 (Vocabulary/

Grammar)

I can use words that appeal to the senses in imaginative texts.

I can use objective, technical language of nouns and noun groups to inform.

I can use exaggeration and rhetorical questions to persuade the reader.

I can use descriptive language to inform.

I can use six or more precise words and word groups.

I can use three or more examples of evaluative language.

I can use three or more examples of emotive language.

I can use examples of colloquial language.

M6

(Sentence Structure)

I can use some effective topic sentences.

I can organise main and subordinate ideas.

I am learning to write complex sentences that start with conjunctions.

Most sentences are correct and are starting to display variety. I can write some examples of simple, compound and complex sentences to achieve the text purpose.

M6 (Paragraphing)

I can plan and write at least one paragraph that is logically constructed and detailed.

I refer and make modifications to my plan for the purpose of improving my paragraphs.

M7 (Punctuation)

I can consistently use sentence punctuation correctly.

I am learning to use semicolons ;

I am learning to use colons :

I can use dashes, sparingly -


I can use commas to separate clauses.

M8

(Spelling)

I can spell new words using generalisations.

I can spell new words using meanings of base words.

I can spell new words using prefixes and suffixes.

M9

(Handwriting)

I can write fluently with appropriate size.

I can write fluently with slope.

I can write fluently with appropriate spacing.


I can use word processing programs confidently.

I can use various functions in word processing programs - creating, editing, saving and printing documents; copying, pasting, moving and deleting text within a document; formatting text, such as font type, bolding, underlining or italicising and creating and editing tables.

M11

(Multimodal Texts)

I can plan and design complex multimodal texts. This can include - combination of pictures, text, voice over or sound.



M1 (Text Structure)

I can write logical, well-structured texts for a range of purposes. I can write a text that is cohesive.

M2 (Audience)

I can choose the type of text to suit a purpose and audience.

I can write paragraphs for imagining, persuading and informing purposes and for different audiences.

M3 (Planning)

I can write a detailed plan and refer to this plan during the writing process.

M3 (Vocabulary/

Grammar)

I can use emotive language to persuade the reader.

I can use evaluative language to make judgements.

I can use descriptive language to appeal to the five senses.

I can write more complex and detailed subject matter. My text mostly uses examples of precise vocabulary.

I can use alliteration effectively.

I can use literacy devices such as metaphors and personification.

I can use irony to make amusing contradictions.

I can use synonyms effectively.

I can use two or more good examples of nominalisation.

M4 (Feedback/

Editing)

I can refine writing in response to feedback and then edit and publish. I can effectively self-assess based on a success criteria and edit and improve my word choices.

M5

(Grammar)

I can use sophisticated literary devices such as humour and irony to engage an audience.

I can use grammatical features such as modality to influence an audience.

I can use grammar and punctuation for effect.


I can make sentence level choices such as shorter sentences to build tension and complex sentences to add detail.

I can use a variety of sentence starters.

I can use pronoun links correctly.

I can use a variety of dependent clauses.

I can use varied and effective examples of conjunctions.

M6 (Paragraphing)

I can plan and write logically constructed and appropriately detailed paragraphs.

M7 (Punctuation)

I can use brackets to enclose additional information.

I can use quotation marks and commas to indicate clauses.

M8 (Spelling)

I can use a range of spelling strategies to spell most words. I can spell words with many syllables.

M9 (Multimodal

Texts)

I can use visuals to extend or clarify meaning.

I can experiment creatively with the production of multimodal text for audience impact.



M1 (Text Structure)

I can write well-structured and sequenced imaginative texts.

I can write well-structured and sequenced texts for persuasive purposes

I can use concluding statements (including the use of a coda or moral for imaginative texts).

M2 (Audience)

I can choose parts of, or a combination of texts to suit a purpose and audience.

My language choices are matched to the purpose and audience.

M3 (Research/Planning)

I can create and develop ideas to explore a concept or theme.

M4 (Paragraphing)

I can use paragraphs to structure information and separate events and ideas.

I can write logically constructed and appropriately detailed paragraphs.

I can use effective topic sentences.

I refer and make modifications to my plan for the purpose of improving paragraphs.


I can use a variety of sentence types including complex sentences for effect.

I can apply a range of sentence beginnings to achieve the text’s

All sentences are correct.

I can use elaborated sentences, quotations and substantiated claims to provide effective supporting evidence.

I can effectively use a range of conjunctions to build cohesion.

I can apply cohesive devices effectively to engage my reader e.g. referencing, nominalisation, word association and precise words.

M6 (Multimodal Texts)

I can create texts with appropriate design, layout and graphics.

M7 (Spelling)

I can independently check my spelling and apply spelling knowledge to spell complex words.

M8 (Punctuation)

I can use complex punctuation correctly to enhance the meaning of my text.

There are no punctuation errors in my text.

M9 (Editing/

Feedback)

I can use a range of editing strategies to improve my writing.

I can reflect upon feedback to set goals and apply strategies in achieving them.

M10 (Handwriting)

I can write legibly and fluently.

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