Getting your head around how to write your own success criteria can be tricky. Here are some examples of Reading, Writing and Maths success criteria that you can model off to write your own:
Reading
Example learning intention: We are learning to summarise a text
Possible success criteria:
I can identify the main idea of a text
I can pick out the most important details from a text
I can rephrase the text in my own words
I can accurately convey the main idea and key details of a text in a summary
Example learning intention: We are learning to make text-to-self connections
Possible success criteria:
I can identify personal experiences that relate to the events or themes in a text
I can explain how a character's actions or feelings in a text relate to my own experiences
I can make connections between the text and my own life and explain how it has affected me
I can use textual evidence to support my personal connections to the text
I can reflect on how the text has changed my perspective or understanding of a certain topic
Example learning intention: We are learning to make inferences from a text
Possible success criteria:
I can make inferences about characters thoughts, feelings and motivations
I can make inferences about what might happen next in the story
I can identify and explain the evidence that supports my inferences
I can use information from the text and my own knowledge to make logical inferences
Example learning intention: We are learning to understand the effect of a range of language features
Possible success criteria:
I can identify and explain the purpose and effect of different literary devices, such as metaphor and simile, in a text
I can identify and analyse the use of figurative language and its effect on the meaning of a text
I can analyse the use of descriptive language and its impact on the reader's understanding of the text
I can understand the use of persuasive language and its effects on the audience
I can explain how different sentence structures affect the rhythm and tone of a text
Example learning intention: We are learning to identify a range of text features
Possible success criteria:
I can identify and explain the purpose of different text features, such as headings, subheadings, captions and illustrations
I can use text features to make predictions about the content of a text
I can use text features to locate and extract information from a text
I can identify the structure of a text, such as chronological, cause and effect, or problem and solution
I can use text features to make connections between different parts of a text and understand the main idea of the text
Writing
Example learning intention: We are learning to organise our ideas
Possible success criteria:
I can use graphic organisers to categorise and organise my ideas
I can identify the main idea and supporting details in my writing
I can use transitions effectively to connect my ideas
I can use a clear and logical structure to present my ideas
I can revise my work to ensure that my ideas are organised and easy to follow
Example learning intention: We are learning to use a range of sentence types
Possible success criteria:
I can use simple, compound and complex sentences in my writing
I can use a variety of sentence openers to add interest to my writing
I can use a range of punctuation, including full stops, exclamation marks and question marks, correctly
I can vary my sentence length to create rhythm and pace in my writing
Example learning intention: We are learning to write a hook
Possible success criteria:
I can use an engaging opening sentence to draw readers in and make them want to read more
I can use an interesting question, quote or statement to start my writing
I can use descriptive language and imagery to create a strong opening
I can use a hook that is relevant to the topic of my writing
Example learning intention: We are learning to proof-read our writing
Possible success criteria:
I can identify and correct errors in grammar, punctuation, and spelling in my writing
I can use CUPS (Capitals, Usage, Punctuation, makes Sense) to guide my proofreading process
I can read my writing out loud to identify errors
I can use a dictionary to check the spelling of words
Example learning intention: We are learning to craft our writing to engage our audience
Possible success criteria:
I can use language and tone that is appropriate for my intended audience
I can use descriptive language and imagery to immerse my audience in an experience
I can use persuasive techniques to engage my audience and influence their opinion
I can use a clear and logical structure to present my ideas in a way that is easy for my audience to understand
I can use a variety of sentence types to create rhythm and pace, and keep my audience engaged
Maths
Example learning intention: We are learning to use the "counting on" strategy to solve addition to 20 equations
Possible success criteria:
I can count to 20 in 1s
I can identify the bigger number
I can count on from the bigger number
I can stop counting when I have added the second addend
I know that the last number I said is the total
Example learning intention: We are learning to use our place value knowledge to add two-digit numbers
Possible success criteria:
I can identify how many ones and tens are in the addends
I can add the ones together
I can add the tens together
I can add these two answers together to find the total
Example learning intention: We are learning to convert mixed numbers into improper fractions
Possible success criteria:
Knowledge:
I know that a mixed number is a number made up of a whole number and a proper fraction
I know that an improper fraction is a fraction where the numerator is greater than or equal to the denominator
I know that the value of a whole number can be expressed as a fraction
I know that to add fractions, the fractions must have a common denominator
I know multiplication facts for all times tables up to 12x12
To solve:
I can record the whole number (of the mixed number) as an improper fraction with a denominator of 1
I can multiply the numerator and denominator of this fraction by the same number so that the denominator is the same as the denominator of the proper fraction (of the mixed number)
I can add the fractions together by finding the sum of the numerators and the sum of the denominators
Example learning intention: We are learning to use the C.U.B.E.S. strategy to solve word problems
Possible success criteria:
I can circle the numbers in the word problem
I can underline the question
I can can draw a box around the keywords
I can eliminate any unnecessary information and evaluate what steps to take
I can solve the problem and check my solution
Example learning intention: We are learning to identify the properties of 2D shapes
Possible success criteria:
I can recognise and name common 2D shapes, such as circles, squares, triangles and rectangles
I can identify the number of sides and corners of 2D shapes
I can identify if a 2D shape is regular or irregular
I can identify parallel and perpendicular lines in 2D shapes
I can describe the properties of 2D shapes, such as the number of sides, types of angles and lines of symmetry