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K-5 Writing Continuum

READINESS

PRECONVENTIONAL

EARLY EMERGENT

EMERGENT

BEGINNING

____ Forms all letters legibly

____ Displays directionality (L-R, t-b)

____ Writes all capital and lowercase

____ Forms most letters legibly

√ Skills and strategies observed

letters from memory

____ Spacing between words is clear

____ Copies environmental print

____ Uses capital letters to begin

____

Begins to demonstrate print

____ Reads own writing

sentences, I, and people’s names

____ Uses sound symbol relationships to

awareness (top-bottom, left-right)

____ Continues to use pictures,

write words

during directed instruction

developmental spelling or conventional text

____ Leaves spaces between words

____ Uses resources to assist in spelling

to create writing drafts

(charts, lists, books, etc)

____ Writes pieces that others can read

____Uses paints, clay or other materials

____ Produces finished writing to share

to form letters

____ Uses developmental spelling to label

and/or publish

____ Writes pieces that others can read

____ Writes a variety of complete sentences

illustrations

____ Draws 4 basic shapes (circle,

____ Organizes ideas in logical sequence

____ Uses spaces between words

____ Begins to write in paragraphs

square, rectangle, triangle

____ Writes phrases using developmental

consistently

spelling

____ Writes story with beginning, middle &

____ Uses end punctuation correctly

____Uses illustrations to write

end

____ Produces a variety of writings

____ Attempts to read own writing

including stories, descriptions, and journal

____ Writes a story with beginning, middle

____Begins to copy words from the

____ Creates personal writing folder of

entries

and end incorporating details

environment

____ Responds to literature by drawing,

written work

telling or writing

____ Produces stories based upon personal

____ Writes about observations and

____Demonstrates some letter/sound

____ Stays focused on topic

experiences and own ideas

experiences

connections

____ Uses simple sentences, orally, to

convey ideas

____ Writes a simple story with beginning,

____ Uses reference materials to revise

√ Skills and strategies observed

____Pretends to read “own spelling”

middle & end

____ Shares supported, finished writing

____ Uses capital letters to begin sentences

____ Uses simple checklists and/or rubrics

____Prints first name

(I and names) and lowercase for the rest.

____ Revisits own writing with a purpose

to improve writing

√ Skills and strategies observed

____ Uses resources to assist in spelling

____Observes the modeling of writing

(charts, lists, etc)

√ Skills and strategies observed

____ Matches lowercase and capital letters

____ Represents most initial sounds

____Begins to generate ideas and

____ Demonstrates good visual copying

____ Represents most final sounds

____ Spells priority words correctly, using

____ Begins to use capital letters correctly

experiences for a story

____ Can independently write most letters

____ Represents most sounds (beginning,

resources, when writing

when writing proper nouns

____ Uses some initial sounds when writing

middle & end)

____ Incorporates instruction into own

____ Spells priority words correctly

____Contributes to group story telling

____ Writes name correctly

____ Shares written work with class

writing

____ Begins to edit own writing

____ Holds pencil correctly

____ Holds pencils correctly

____ Uses phonics system successfully

independently

____Sings familiar songs & rhymes to

____ Begins to use end punctuation

____ Writes complete sentences

____ Shares own writing with others

promote oral language

INSTRUCTIONAL LEVEL KINDERGARTEN

____ Begins to mimic an author’s patterns

____ Shares own writing with others

____ Enjoys writing independently

____ Holds pencil correctly

____ Chooses own writing topics

INSTRUCTIONAL LEVEL KINDER - GRADE 1

____ Uses editing devices with guidance

____ Revises own writing with purpose e.g.

____ Uses end punctuation

adding details with guidance

____ Chooses to write independently when

____ Writes nonfiction with guidance

given academic options

____Independently writes for extended

period of time

INSTRUCTIONAL LEVEL GRADE 1-2

K-5 Writing Continuum

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