Instructions• Young writers can be described in terms of writing behaviors they

exhibit. Children go through distinct stages of development as they learn to write. The stages are characterized by common, observable writing behaviors.

• The following stages A-D reflect the characteristics of young emerging writers.

• Cobb County Kindergarten students are assessed in their development of the writing process every nine weeks.

• When the student has successfully moved through the four emergent stages, he/she would then be assessed using the Cobb County Kindergarten Writing Rubric. The rubric should be used as the student gains competency in the writing process.

Cobb County Kindergarten Writing StagesChild’s name_________________________________________ Date _____________________

Stage A

Pictorial Writer Writing is drawing or manipulating objects. The Alphabet awareness/letters may be known but are not applied. The “story” can be told with the child’s oral-language.

Stage B

The Squiggler/Verbal StoryTeller Writing is represented in scribbles or patterns Letters may be written randomly. Oral stories and pictures may become more elaborate. A connection is beginning to be understood between written symbols and

the idea of writing a “story”. There is an attempt to record letters and numbers as familiarity with them

is developed.

Stage C

The Letter Shaker/Copier Random letters and child’s name are often incorporated into the “story.” Letters and words posted in the environment are often copied. The oral/pictorial “story” often incorporates random letters or copied

words. Distinguishing between letters and words may not exist.

Stage D

The Sound Maker/Labeler There is evidence of beginning understanding of letter/sound connections. Parts of the picture “story” may be labeled in writing and referenced in the

oral story. The concept of story is beginning to be developed. Simple “stories” are conceived and told. Writing begins to reflect the separation of words by using spaces.

Components of the Standard

3Consistent and successfulprogress towards meeting thestandard

2Progressing toward meetingthe standard

1Limited or minimumprogress toward meeting thestandard.

Uses drawings, letters, andphonetically spelled wordsto describe familiar persons,places objects, orexperiences.

Writes sentences usingphonetically spelled words todescribe familiar persons,places, objects, or experiences.

Experiments with writingsentences, using beginningletter sounds and phoneticallyspelled words.

Draws a picture and writesletters to describe familiarpersons, places, objects orexperiences.

Accurately prints name, alluppercase and lowercaseletters of the alphabet, andteacher-selected words.

Accurately prints name, allupper and lowercase letters ofthe alphabet and teacherselected words.

Accurately prints most of theupper and lower case lettersintroduced and most teacherselected words.

Prints some upper and lowercase letters and some teacherselected words.

Uses left to right pattern of writing.

Consistently uses left to rightpattern of writing.

Some progress toward usingleft to right pattern of writing.

Limited or minimum progresstoward using left to rightpattern of writing.

Begins to use capitalizationat the beginning of sentencesand punctuation (periods andquestion marks) at the end ofsentences.

Uses capitalization at thebeginning of sentences andpunctuation (periods andquestion marks) at the end ofsentences.

Some progress when usingcapitalization at thebeginning or sentences andpunctuation (periods andquestion marks) at the end ofsentences

Limited or minimum progresstoward using capitalization atthe beginning or sentences andpunctuation (periods andquestion mark) at the end ofsentences.

Kindergarten Writing Rubric This rubric reflects only the GPS for Kindergarten. Further evaluation guidance by genre is

available on the Kindergarten Proficiency Chart.

K Standard: The student begins to understand the principles of writing

Kindergarten Writing

Sample Teacher Commentary

Kindergarten Writing Task

Commentary

for the Student

Celebrations:

You used capitalization at the beginning of your sentences and punctuation at the end. You also used the left to right pattern of writing.

Commentary for the Student

Next Step:

Can you write more to describe your experiences with watermelon?