WRITING GOALS think may have been spelt ‘incorrectly’
IDEAS:
Use strong details to make my writing
interesting (answer who/ what/ where/ when/
why/ how)
Use my five senses to give sensory details
ORGANIZATION:
Use one (of the six) story openers
Use paragraphs to organise my ideas
Use appropriate finger spacing between
words
WORD CHOICE/FIGURATIVE LANGUAGE:
Use specific verbs (screamed instead of said)
Use specific adjectives (turquoise instead of
blue)
Use specific adverbs (furiously, excitedly)
Simile/Metaphor (as round as the moon, ran
like the wind / she is a couch potato)
Power of three (words, phrases, sentences)
Repetition
Alliteration (she sells seashells)
Personification (the wind laughed at me)
SENTENCE FLUENCY:
Begin sentences differently (-ing, adverb,
adverbial, adjective)
Use short sentences to convey emotion, a
break or emphasis
CONVENTIONS:
Use capital letter at the beginning of the
sentence
Use capital letter for Proper Nouns
Use full stop at the end of the sentence
Use commas to separate clauses
Underline words I have ‘tried’ to spell or
Use capital letter for Proper Nouns
Use apostrophes correctly (possessives and
contraction)
WRITING GOALS
IDEAS:
Use strong details to make my writing
interesting (answer who/ what/ where/ when/
why/ how)
Use my five senses to give sensory details
ORGANIZATION:
Use one (of the six) story openers
Use paragraphs to organise my ideas
Use appropriate finger spacing between
words
WORD CHOICE/FIGURATIVE LANGUAGE:
Use specific verbs (screamed instead of said)
Use specific adjectives (turquoise instead of
blue)
Use specific adverbs (furiously, excitedly)
Simile/Metaphor (as round as the moon, ran
like the wind / she is a couch potato)
Power of three (words, phrases, sentences)
Repetition
Alliteration (she sells seashells)
Personification (the wind laughed at me)
SENTENCE FLUENCY:
Begin sentences differently (-ing, adverb,
adverbial, adjective)
Use short sentences to convey emotion, a
break or emphasis
CONVENTIONS:
Use capital letter at the beginning of the
sentence
Use full stop at the end of the sentence
Use commas to separate clauses
Underline words I have ‘tried’ to spell or
think may have been spelt ‘incorrectly’
Use apostrophes correctly (possessives and
contraction)
WRITING GOALS
IDEAS:
Use strong details to make my writing
interesting (answer who/ what/ where/ when/
why/ how)
Use my five senses to give sensory details
ORGANIZATION:
Use one (of the six) story openers
Use paragraphs to organise my ideas
Use appropriate finger spacing between
words
WORD CHOICE/FIGURATIVE LANGUAGE:
Use specific verbs (screamed instead of said)
Use specific adjectives (turquoise instead of
blue)
Use specific adverbs (furiously, excitedly)
Simile/Metaphor (as round as the moon, ran
like the wind / she is a couch potato)
Power of three (words, phrases, sentences)
Repetition
Alliteration (she sells seashells)
Personification (the wind laughed at me)
SENTENCE FLUENCY:
Begin sentences differently (-ing, adverb,
adverbial, adjective)
Use short sentences to convey emotion, a
break or emphasis
CONVENTIONS:
Use capital letter at the beginning of the
sentence
Use capital letter for Proper Nouns
Use full stop at the end of the sentence
Use commas to separate clauses
Underline words I have ‘tried’ to spell or
think may have been spelt ‘incorrectly’
Use apostrophes correctly (possessives and
contraction)