K_LA-Writing

 ·  Precommunicative stage (experimenting) - scribbles or writes random letters to label drawings  ·  Semi phonetic stage (emerging and developing) - writes correct beginning sound and possibly one or two other consonants  ·  Phonetic stage (capable) – words may include a beginning and ending sound and a vowel (vowel may or may not be correct)  ·  Transitional stage (capable) - words include two or more consonants and at least one vowel in each syllable (vowel may or may not be correct)  ·  Struggles to generate ideas independently and select a topic for writing  ·  Generates an idea with teacher support  ·  Generates an idea and creates a plan (i.e. drawing a picture, etc) that will be used as a topic for writing  ·  Generates ideas and creates a more detailed plan for writing including pictures and words  ·  Attempts to use additional prewriting strategies (i.e. 3 part plan – beginning, middle and end, webbing, etc.) The criteria below takes into consideration that writing in Kindergarten is interactive between teacher and students through shared reading and writing. Students work toward writing independently.  ·  ** Ideas ** – Uses drawings, scribbles, or shapes, that look like letters, for writing.  ·  ** Organization – **Ability to group or order is not yet present.  ·  ** Voice – **Communicates feelings through drawing or letter imitation. Awareness of audience is not present.  ·  ** Word Choice – **Pictures stand for words and phrases. <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  ** Ideas – **<span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold"> Labels drawings, dictates, or writes to tell a story (letters may be written randomly). <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  ** Organization - **<span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold">Connections between ideas are beginning to develop, but may be confusing. <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  ** Voice – **<span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold">Hints of voice present in words, phrases and pictures. Awareness of audience is unclear. <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  ** Word Choice - **<span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold"> Writes letter strings and copies environmental print. <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  ** Ideas – **<span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold"> Begins to write words to tell a story. Uses drawings that show increasing detail and illustration supports the writing. <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  ** Organization – **<span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold">Experiments with beginnings, and grouping of words in an attempt at sequencing. <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  **  Voice – **<span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold"> Expresses some predictable feelings in words, phrases and pictures. Begins to demonstrate an awareness of audience. <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  ** Word Choice – **<span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold"> Uses some recognizable, general or ordinary words and functional language. <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  ** Ideas – **<span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold">Writes in an attempt to tell a story or make a point. Details are present. Idea is generally on topic. <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  ** Organization – **<span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold">Writing is easy to follow. It has a beginning, logical sequence, and may have an ending. Key ideas begin to surface. <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  ** Voice – **<span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold">Expresses feelings in words and moments of individual sparkle. Writes to convey a story to an audience. <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  ** Word Choice – **<span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold"> Uses everyday words and descriptive words to create images and experiments with some new and different words. <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Is unable to write name <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Attempts to write letters. <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Letters may or may not be recognizable <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Writes name using some uppercase and lowercase letters <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Most capital and some lowercase letters are recognizable <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Attempts to use lines <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Writes name using uppercase and lowercase letters appropriately <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Most capital and lowercase letters are recognizable and are placed appropriately on lines most of the time <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Consistently writes first and last name with appropriate upper and lower case letters <span style="FONT-SIZE: 8pt; COLOR: windowtext; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Can consistently write each capital and lower case letter correctly using lines
 * __ Uses sounds and pictures to write important words __**
 * Performance Level 1 **
 * Performance Level 2 **
 * Performance Level 3 **
 * Performance Level 4 **
 * __ Generates ideas before writing __**
 * Performance Level 1 **
 * Performance Level 2 **
 * Performance Level 3 **
 * Performance Level 4 **
 * __ Records ideas and reflections __**
 * Performance Level 1 **
 * Performance Level 2 **
 * Performance Level 3 **
 * Performance Level 4 **
 * __ Gains increasing control over penmanship __**
 * Performance Level 1 **
 * Performance Level 2 **
 * Performance Level 3 **
 * Performance Level 4 **

** ELLs - English Language Learners
 * In addition to the above expectations, English language learners (ELLs) are expected to progress through the following language proficiency continuum. Language proficiency progress will be assessed in the spring and reported to the state using the Texas English Language Proficiency Assessment System.


 * Beginning -** Beginning ELLs have little or no ability to use the English language to build foundational writing skills.


 * Intermediate -** Intermediate ELLs have a limited ability to use the English language to build foundational writing skills.


 * Advanced -** Advanced ELLs have the ability to use the English language to build, with second language acquisition support, foundational writing skills.


 * Advanced High -** Advanced high ELLS have the ability to use the English language to build, with minimal second language acquisition support, foundational writing skills.