Kindergarten Writing Developmental Scale

Name: ___________________________________

Level 1: Emerging _______ Makes uncontrolled or unidentifiable scribbling

Level 2: Pictorial _______ Imitates Writing _______ Draws somewhat recognizable pictures _______ Tells about picture

Level 3: Pre-communicative _______ Writes to convey a message: attempts to read it back _______ Uses letter-like forms and/or random letter strings _______ Prints own name or occasional known word

Level 4: Semi-phonetic _______ Correct uses some letters to match sounds _______ May use one beginning letter to write a word _______ Usually writes left to right (may reverse some letters)

Level 5: Phonetic _______ Repeats beginning and ending consonant sounds _______ Spells some high-frequency words correctly in sentences _______ Includes some vowels (often not correct ones) _______ Writes one or more sentences

Once students have advanced beyond Level 5 (phonetic) they will be scored on the Kindergarten Year Long Writing Scoring Guide

Kindergarten Year Long Writing Scoring Guide Name:____________________________________

Process and Habits: Trait: Conventions

Below Basic Records strings of letters together with little or no spaces Doesn’t reread

Audience & Purpose Trait: Ideas & Content

Draws a picture unrelated to the prompt

Language Use & Conventions Trait” Conventions

No attempt to letter formation

Demonstrates limited knowledge of hearing and recording sounds in words by recording strings of letters Only uses I,, a correctly when using high-frequency words Specific Prompt Elements Trait: Ideas & Content

Comments:

Does not draw or write about a prompt

Date: __________________________________ Basic Writes words: may or may not use spaces

Proficient Uses spaces between words most of the time

Advanced Uses spaces between words consistently

Uses rereading strategy without 1-to-1 correspondence Writes to the prompt by drawing a picture

Uses rereading strategy with 1-to-1 correspondence Writes a simple message (a sentence) that communicates the writer’s purpose

Writes some letters using correct formation, may include capital letters (reversals accepted) Hears and records some consonant letter sounds but not necessarily in sequential order

Writes most letters using correct formation, may include capital letters (reversals accepted) Hears and records some consonant letter sounds in sequential order and some easy to hear vowels may appear randomly Writes 2-3 simple highfrequency words (excluding I, a) Draws and writes about the prompt

Uses rereading strategy and shows signs of editing Writes a simple message (two or more sentences) that communicates the writer’s purpose Writes all letters with correct formation (excluding reversals)

Writes less than 2 simple high-frequency words (excluding I, a) Draws or writes about the prompt

Hears and records some consonant letter sounds in sequential order and some easy to hear vowels may appear in sequential order Writes 4 or more simple high-frequency words (excluding I, a) Draws and writes about the prompt. Writing is supported by details