Co-construct writing matrix

In Term 2, I used Katie's writing matrix with a few groups of my students. We spent a lot of time unpacking what each indicator meant. Many students struggled to highlight themselves on the matrix and therefore it was not meaningful as it didn't make sense to most of them. The purpose of this activity was for students to gain a deeper understanding of the writing levels, to think about themselves as writers and where the 'best fit' was for them on the matrix, and from there set personal goals.

I was dissatisfied with the result from our first go. Most students left confused and the goals were not meaningful as they didn't understand what they had highlighted. For my Year 5 students, I decided that the amount of writing for each indicator and language used was too advanced.

From here, I decided that it would be beneficial to co-construct our own writing matrix, using Katie's example and the teacher matrix from our assessment book. I selected a small group of students who were very capable readers and writers. These students were really motivated to embark on our 'mission'. We went through each indicator and broke it down; what did it mean? what words are too hard? How could we change it? It was really exciting seeing the knowledge these students had about writing and seeing them investigate language through the use of synonyms and online dictionaries. It turned into powerful learning on it's own! We went through each indicator and participated in rich discussion. 

The final product is a much simplified version of the writing matrix - there is less there and the language is very simple - mostly. At first, it bothered me how simple it was. Until I went back to the purpose of the matrix: For students to self assess their writing and set personalised goals. I believe that this matrix can achieve this. 

My next step is to use the matrix with a group of students. From there, I will consider what is not working and make any change that will refine the matrix further. My goal is to have all students from Pot of Gold complete the matrix and set goals from this by the end of Week 5.

[ A big thank you to Katie for sharing her writing matrix with me. It was a perfect platform for my capable writers/readers to work from and made our co-construction much easier! ]

Deeper Features
Audience / purpose	I always use a simple text structure to meet the writing purpose. (Text types: Recount, letter, description, report, procedure, narrative, explanation, argument)	I am learning to choose the best text type for the writing purpose. (Text types: Recount, letter, description, report, procedure, narrative, explanation, argument)	I can choose the best text type for the writing purpose. (Text types: Recount, letter, description, report, procedure, narrative, explanation, argument)	I deliberately choose a text type for my readers and the writing purpose. (Text types: Recount, letter, description, report, procedure, narrative, explanation, argument)
	My writing always has a beginning, middle and end.	I am learning to organise my writing into paragraphs using a topic sentence and detail.	I can organise my writing into paragraphs using a topic sentence and detail.	I  can organise my writing into paragraphs and make connections with the other paragraphs.
	I include personal thoughts and feelings when they fit with the text type	I am learning to use my personal voice to add detail to my writing.	I am using personal voice to add detail to my writing.	I am using personal voice to add detail to my writing.
Ideas	My writing is mostly related to the topic.	My writing is usually related to the topic.	My writing is always related to the topic.	My writing is concise and related to the topic.
	Most of the time, I add some detail to the main idea.	I am beginning to select detail to build onto the main idea.	I can carefully select detail to build onto the main idea.	I can carefully select detail to build onto the main idea.
	I sometimes plan my ideas to organise my writing.	I plan and organise my ideas and information using different way so I can meet the writing purpose.
Structure	I use simple and compound sentences correctly. I am learning to use complex sentences.	I am beginning to use a range of sentences in my writing. Including, complex sentences.	I use a range of sentences in my writing. (Simple, compound, complex)	I use a range of sentence structures in my writing. (Simple, compound, complex)
	Some of my sentences have different beginnings and lengths.	Some of my sentences have different beginnings and lengths	I carefully choose my sentence starters and lengths.	I use a range of sentence starters and lengths for effect.
Language	I can use similes, alliteration and onomatopoeia to paint a picture for my reader.	I carefully select similes, alliteration and onomatopoeia to paint a picture for my reader.	I am beginning to use a range of descriptive language (good vocab) and language features to keep my reader interested.	I use a range of descriptive language (good vocab) and language features to keep my reader interested. Rhetorical questions, metaphors
	I choose nouns, verbs and adjectives to clearly communicate my ideas.	I am beginning to use some clear and accurate vocabulary to support my ideas.	I am beginning to use some clear and accurate vocabulary that is appropriate to the topic and purpose.	I use  clear and accurate vocabulary that is appropriate to the topic and purpose.

Surface features
Grammar	I am learning to proofread my writing. My writing mostly makes sense and meets the writing purpose. I respond to feedback.	I am learning to proofread my writing independently to check words, spelling, punctuation. My writing makes sense. I respond to feedback.	I sometimes proofread and change my writing (words, spelling, punctuation) to add impact to my writing throughout the writing process. I respond to feedback.	I always edit/proofread and change my writing (words, spelling,punctuation to add impact to my writing throughout the writing process. I respond to feedback
Punctuation	I sometimes use capital letters, full stops, question marks and exclamation marks correctly.	I usually use capital letters, full stops, question marks, exclamation marks and speech marks correctly. I am learning to use apostrophes and commas correctly.	I use capital letters, full stops, question marks, exclamation marks and speech marks correctly. I use apostrophes and commas correctly.	I always use capital letters, full stops, question marks, exclamation marks and speech marks correctly. I use apostrophes for belonging, commas and semicolons correctly most of the time.
Spelling	Most of the time I spell common words correctly.	I make a good attempt at spelling tricky words.	I can spell most tricky words correctly.	I can spell most tricky words correctly and know where to find the correct spelling.