K-5 Writing Continuum (Page 2 of 3) in pdf

K-5 Writing Continuum

____ Understands and applies elements of

EARLY DEVELOPING

DEVELOPING

BRIDGING

EXPANDING

level-appropriate rubrics to improve and

____ Writes legibly

____ Writes neatly and legibly

evaluate writing

____ Uses cursive writing

____ Writes legibly in cursive

____ Revises for specific writing traits (e.g.,

____ Publishes own writing with guidance

____ Consistently spells grade level priority

____ Uses knowledge of base words,

____ Uses knowledge of spelling patterns,

ideas, organization, word choice, sentence

words correctly

structural analysis, and spelling patterns to

base words, prefixes and suffixes to

fluency, voice, and conventions) with

____ Edits for capitals and punctuation with

enhance spelling competency in writing

guidance.

guidance

____ Increases use of visual strategies,

____ Publishes and presents work using the

____ Selects and publishes writing in

____ Incorporates suggestions from others

word features, and knowledge of word

writing process (drafting, revising, editing)

polished format, applying the writing

about own writing with guidance.

____ Writes a story with beginning, middle,

meaning parts to spell correctly.

____ Edits for punctuation, spelling, and

process.

____ Applies a range of instructional

and end incorporating details

grammar with greater precision.

____ Uses tools (e.g., dictionaries, word

strategies provided when planning

____ Publishes writing, applying guidance

____ Uses tools (e.g., dictionaries, word

lists, spell checkers) to edit independently.

independent writing.

____ Begins to write about feelings

given through the writing process.

lists, and spell checkers) to edit with

____ Begins to use complex punctuation

guidance.

(e.g., commas, colons, semicolons,

INSTRUCTIONAL LEVEL GRADE 3-4

____ Uses several prewriting strategies

____ Edits for punctuation, spelling, and

____ Develops stories with plots that

quotation marks) appropriately.

(e.g., web, brainstorm) with guidance

grammar. Uses commas and apostrophes

include problems and solutions with

____ Creates plots with problems and

correctly.

guidance.

solutions.

____ Writes with a central idea

____ Create narrative pieces which contain

____ Begins to develop dialogue of the

____ Writes fiction with clear beginning,

description and relates ideas, observations

main characters and describe detailed

____ Organizes ideas in a logical sequence

middle, and end.

or recollections of an event or experience

settings.

in fiction and nonfiction writing with

____ Develop an awareness of form,

____ Uses voice to evoke emotional

guidance

____ Writes about feelings and opinions.

structure, and author’s voice in various

response from readers.

genres

____ Writes persuasively about ideas,

____ Writes a variety of short nonfiction

____ Uses details in organized paragraphs.

____ Uses description, details, and similes

feelings, and opinions

pieces (e.g., facts, letters, lists) with

with guidance.

____ Uses descriptive language, details,

guidance

____ Writes organized nonfiction pieces

____ Begins to experiment with sentence

and similes.

(e.g. feature articles) with guidance.

length and complex sentence structure

____ Uses transitional sentences to connect

____ Writes short fiction and poetry with

using specific nouns, verbs, and descriptive

paragraphs.

guidance

____ Writes poetry using carefully chosen

words.

____ Revisits own writing to vary sentence

language with guidance.

____ Uses dialogue with guidance.

structure, leads, and endings.

____ Adds description and detail to

____ Revisits own writing to vary leads and

____ Writes cohesive paragraphs including

paragraphs with guidance

____ Uses strong verbs, interesting

endings with guidance

reasons and examples with guidance.

language, and dialogue with guidance.

____ Begins to write organized fiction and

____ Writes organized and fluent nonfiction

√ Skills and strategies observed

nonfiction for different purposes and a

____ Integrates information on a topic from

____ Spells high frequency words and is

____ Revisits own writing to enhance clarity

variety of audiences (e.g., reports, letters,

a variety of sources.

moving toward conventional spelling

by adding description and detail.

biographies, and autobiographies).

____ Writes poetry using carefully chosen

____ Begins to consider suggestions from

____ Writes informational reports across the

language

others about own writing

____ Uses resources (e.g., thesaurus and

curriculum that frame an issue or topic.

____ Revises for specific writing traits (e.g.,

____ Listens to others’ writing and offers

word lists) to make writing effective

Includes facts and details, and draws from

ideas, organization, word choice, sentence

feedback

more than one source of information.

fluency, voice, and conventions).

____ Begins to recognize and use

____ Seeks feedback on writing.

____ Writes poetry using carefully chosen

____ Uses criteria for effective writing to set

interesting language

language.

own writing goals.

____ Revisits own writing to incorporate

____ Applies instructional strategies for

____ Demonstrates various thinking skills

instructional strategies and sets goals with

effective writing to set own writing goals,

through open-ended and essay questions

INSTRUCTIONAL LEVEL GRADE 4-5

guidance

with guidance.

____ Use computer writing applications

INSTRUCTIONAL LEVEL GRADE 2-3

INSTRUCTIONAL LEVEL GRADE 3-4

during the writing process.

K-5 Writing Continuum Page 2

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