1. Kellie Thomason READ 7140 Valdosta State University
Interdisciplinary Writing Units: Narrative Writing Expository Writing Kindergarten
Kellie Thomason
READ 7140
Valdosta State University

2. Georgia Writing Assessment: Third Grade
Stage One: The Emerging Writer
Stage Two: The Developing Writer
Stage Three: The Focusing Writer
Stage Four: The Experimenting Writer
Stage Five: The Engaging Writer
Stage Six: The Extending Writer

3. Stage 1: The Emerging Writer
Writing samples produced by students at this stage exhibit most or all of the following characteristics:
Little or no evidence of topic development, organization, and/or detail.
Little awareness of the audience or the writing task.
Errors in surface features that prevent the reader from understanding the writer’s message.

4. Stage 2: The Developing Writer
Writing samples produced by students at this stage exhibit most or all of the following characteristics:
A topic that is beginning to be developed.
The beginning of an organizational plan.
Limited awareness of the audience and/or the task.
Simple word choice and simple sentence patterns.
Errors in surface features that interfere with communication.

5. Stage 3: The Focusing Writer
Writing samples produced by students at this stage exhibit most or all of the following characteristics:
A clear topic although development of the topic is incomplete.
An apparent plan with loosely organized ideas.
A sense of audience and/or task.
Minimal variety of vocabulary and of sentence patterns.
Errors in surface features that interrupt the flow of communication.

6. Stage 4: The Experimenting Writer
Writing samples produced by students at this stage exhibit most or all of the following characteristics:
A clear and developed topic although the development may be uneven.
A clear plan with a beginning, middle, and end.
The beginning and/or ending may be clumsy.
Evidence of writing for an audience.
Evidence of experimentation with language and sentence patterns.
Word combinations and word choice may be novel.
Errors in surface features that may interrupt the flow of communication.

7. Stage 5: The Engaging Writer
Writing samples produced by students at this stage exhibit most or all of the following characteristics:
A topic that is well developed.
A plan with a clear beginning, middle, and end. Organization that sustains the writer’s purpose.
Audience awareness techniques that engage the reader.
Effective use of varied language and sentence patterns.
Errors in surface features that do not interfere with the reader’s understanding of the writer’s message.

8. Stage 6: The Extending Writer
Writing samples produced by students at this stage exhibit most or all of the following characteristics:
A topic that is fully elaborated with rich details.
Organization that sustains the writer’s purpose and moves the reader through the piece.
Audience awareness techniques that engage and sustain the reader’s interest.
Effective use of varied sentence patterns.
Creative and novel language.
Errors in surface features that do not interfere with the reader’s understanding of the writer’s message.

9. Developmental Stages of Writing in Children
McCardle, L. (2006). Linda’s learning links: Early writing development. Retrieved May 25, 2006, from
m/index.html

10. Stage 1: Drawing Picture Writing

11. Stage 2: Scribbling

12. Stage 3: Random Letters

13. Stage 4: Semi-phonetic Spelling

14. Stage 5: Phonetic Spelling

15. Stage 6: Transitional Spelling

16. Stage 7: Conventional Spelling

17. Interdisciplinary Writing Unit: Narrative Writing
Kindergarten
Content Area Integration: Literature

18. Preassessment Prompt
Give student a blank 8.5 x 11 paper and a pencil appropriate for each individual’s fine motor skills.
Tell students to write a story about going somewhere?
Where did you go?
How did you travel?
Who did you see?
What did you do when you got home?
Encourage the student to spell the best they can.

19. Narrative Writing Stories- beginning, middle, end
Characters- people, animals, or items who take part in the story

20. Grouping Arrangements for Instruction
Practice- Whole Group Instruction
Conserves Time
Ensures Consistency
Increases Time-on-Task
Assessment- Independent
Assess individual knowledge, strengths, and weaknesses

21. Grouping Arrangements: Cultural/Linguistics
Consider these elements:
Family organization
Family interests and activities
Religious practices and beliefs
Behavioral patterns
Speech patterns
Socioeconomic status (SES)
(Houston, 2006)

22. Lesson 1: My Terrific Trip- Part I
GPS: ELAKR6 The student gains meaning from orally presented text. The student (C.) Asks/answers questions about essential narrative elements (e.g. beginning, middle, end, setting, characters, problem, events, resolution) to a read aloud text.
Students will:
Write a story
Complete graphic organizer
Create booklet
Practice Activity:
Complete class graphic organizer
Assessment Activity:
Complete individual graphic organizer

23. Name:______________________ Title:________________________
My Story Graph
Name:______________________ Title:________________________
Middle
End
Beginning
(Printed on legal size paper for student copy.)
Thomason, K. (2006). My story graph: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

24. Progress Toward Meeting Standard
My Story Graphic Organizer Scoring Guide
Student Name:_____________________
Meets Standard 3
Progress Toward Meeting Standard 2
Improvement Needed 1
Events: Drawing
Draws a picture of a story with at least 3 events.
Draws a picture of a story with at least 2 events.
Does not draw story. OR
Draws a picture of a story with only 1 event.
Events: Dictating
Dictates a story with at least 3 events.
Dictates a story with at least 2 events.
Does not dictate a story. OR
Dictates a story with only 1 event.
Thomason, K. (2006). My story graphic organizer scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

25. Lesson 2: My Terrific Trip- Part II
GPS: ELAKR6 The student gains meaning from orally presented text. The student (C.) Asks/answers questions about essential narrative elements (e.g. beginning, middle, end, setting, characters, problem, events, resolution) to a read aloud text.
Students will:
Write a story
Complete graphic organizer
Create booklet
Practice Activity:
Create class booklet based on graphic organizer
Assessment Activity:
Create individual booklet based on graphic organizer

26. What My Story Needs 4 3 2 1 Events Characters
Thomason, K. (2006). What my story needs: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

27. Progress Toward Meeting Standard
Sense of Story: Pictorial and Dictated Personal Narrative Rubric: Kindergarten
Student Name___________________ Title____________________________
Exceeds Standard 4
Meets Standard 3
Progress Toward Meeting Standard 2
Improvement Needed 1
Events: Drawing
Draws a picture of a story with at least 4 events.
Draws a picture of a story with at least 3 events.
Draws a picture of a story with at least 2 events.
Does not draw story. OR
Draws a picture of a story with only 1 event.
Events:
Dictating
Dictates a story with at least 4 events.
Dictates a story with at least 3 events.
Dictates a story with at least 2 events.
Does not dictate a story. OR
Dictates a story with only 1 event.
Characters
Includes at least 2 or more characters.
Includes at least 1 character.
Includes at least 1 character, often self.
Thomason, K. (2006). Sense of story: Pictorial and dictated personal narrative rubric: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

28. Lesson 3: My First Day of School- Part I
GPS: ELAKR6 The student gains meaning from orally presented text. The student (C.) Asks/answers questions about essential narrative elements (e.g. beginning, middle, end, setting, characters, problem, events, resolution) to a read aloud text.
Students will:
Write a story
Complete graphic organizer
Create booklet
Practice Activity:
Complete class graphic organizer
Assessment Activity:
Complete individual graphic organizer

29. Name:______________________ Title:________________________
My Story Graph
Name:______________________ Title:________________________
Middle
End
Beginning
(Printed on legal size paper for student copy.)
Thomason, K. (2006). My story graph: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

30. Progress Toward Meeting Standard
My Story Graphic Organizer Scoring Guide
Student Name:______________________
Meets Standard 3
Progress Toward Meeting Standard 2
Improvement Needed 1
Events: Drawing
Draws a picture of a story with at least 3 events.
Draws a picture of a story with at least 2 events.
Does not draw story. OR
Draws a picture of a story with only 1 event.
Events: Dictating
Dictates a story with at least 3 events.
Dictates a story with at least 2 events.
Does not dictate a story. OR
Dictates a story with only 1 event.
Thomason, K. (2006). My story graphic organizer scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

31. Lesson 4: My First Day of School- Part II
GPS: ELAKR6 The student gains meaning from orally presented text. The student (C.) Asks/answers questions about essential narrative elements (e.g. beginning, middle, end, setting, characters, problem, events, resolution) to a read aloud text.
Students will:
Write a story
Complete graphic organizer
Create booklet
Practice Activity:
Create class booklet based on graphic organizer
Assessment Activity:
Create individual booklet based on graphic organizer

32. What My Story Needs 4 3 2 1 Events Characters
Thomason, K. (2006). What my story needs: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

33. Progress Toward Meeting Standard
Sense of Story: Pictorial and Dictated Personal Narrative Rubric: Kindergarten
Student Name___________________ Title____________________________
Exceeds Standard 4
Meets Standard 3
Progress Toward Meeting Standard 2
Improvement Needed 1
Events: Drawing
Draws a picture of a story with at least 4 events.
Draws a picture of a story with at least 3 events.
Draws a picture of a story with at least 2 events.
Does not draw story. OR
Draws a picture of a story with only 1 event.
Events:
Dictating
Dictates a story with at least 4 events.
Dictates a story with at least 3 events.
Dictates a story with at least 2 events.
Does not dictate a story. OR
Dictates a story with only 1 event.
Characters
Includes at least 2 or more characters.
Includes at least 1 character.
Includes at least 1 character, often self.
Thomason, K. (2006). Sense of story: Pictorial and dictated personal narrative rubric: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

34. Lesson 5: One Day as a Caterpillar- Part I
GPS: ELAKR6 The student gains meaning from orally presented text. The student (C.) Asks/answers questions about essential narrative elements (e.g. beginning, middle, end, setting, characters, problem, events, resolution) to a read aloud text.
Students will:
Write a story
Complete graphic organizer
Create booklet
Practice Activity:
Complete class graphic organizer
Assessment Activity:
Complete individual graphic organizer

35. Name:______________________ Title:________________________
My Story Graph
Name:______________________ Title:________________________
Beginning
Middle
End
(Printed on legal size paper for student copy.)
Thomason, K. (2006). My story graph: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

36. Progress Toward Meeting Standard
My Story Graphic Organizer Scoring Guide
Student Name:______________________
Meets Standard 3
Progress Toward Meeting Standard 2
Improvement Needed 1
Events: Drawing
Draws a picture of a story with at least 3 events.
Draws a picture of a story with at least 2 events.
Does not draw story. OR
Draws a picture of a story with only 1 event.
Events: Dictating
Dictates a story with at least 3 events.
Dictates a story with at least 2 events.
Does not dictate a story. OR
Dictates a story with only 1 event.
Thomason, K. (2006). My story graphic organizer scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

37. Lesson 6: One Day as a Caterpillar- Part II
GPS: ELAKR6 The student gains meaning from orally presented text. The student (C.) Asks/answers questions about essential narrative elements (e.g. beginning, middle, end, setting, characters, problem, events, resolution) to a read aloud text.
Students will:
Write a story
Complete graphic organizer
Create booklet
Practice Activity:
Create class booklet based on graphic organizer
Assessment Activity:
Create individual booklet based on graphic organizer

38. What My Story Needs 4 3 2 1 Events Characters
Thomason, K. (2006). What my story needs: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

39. Progress Toward Meeting Standard
Sense of Story: Pictorial and Dictated Personal Narrative Rubric: Kindergarten
Student Name___________________ Title____________________________
Exceeds Standard 4
Meets Standard 3
Progress Toward Meeting Standard 2
Improvement Needed 1
Events: Drawing
Draws a picture of a story with at least 4 events.
Draws a picture of a story with at least 3 events.
Draws a picture of a story with at least 2 events.
Does not draw story. OR
Draws a picture of a story with only 1 event.
Events:
Dictating
Dictates a story with at least 4 events.
Dictates a story with at least 3 events.
Dictates a story with at least 2 events.
Does not dictate a story. OR
Dictates a story with only 1 event.
Characters
Includes at least 2 or more characters.
Includes at least 1 character.
Includes at least 1 character, often self.
Thomason, K. (2006). Sense of story: Pictorial and dictated personal narrative rubric: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

40. Interdisciplinary Writing Unit: Expository Writing
Kindergarten
Content Area Integration: Science

41. Preassessment Prompt
Give students a pencil appropriate for each individual’s fine motor skills.
Tell students to write about the similarities and differences between day and night.
Encourage the student to spell the best they can.
Day
Night

42. Expository Writing Writing about facts Write as if teaching the reader
Web Chart of Informational Writing

43. Grouping Arrangements for Instruction
Practice- Whole Group Instruction
Conserves Time
Ensures Consistency
Increases Time-on-Task
Assessment- Independent
Assess individual knowledge, strengths, and weaknesses

44. Grouping Arrangements: Cultural/Linguistics
Consider these elements:
Family organization
Family interests and activities
Religious practices and beliefs
Behavioral patterns
Speech patterns
Socioeconomic status (SES)
(Houston, 2006)

45. Lesson 1: Leaves GPS: Students will: Practice Activity:
SKL2 H. Collect different leaves. Sort the leaves into groups according to size, color, shape, etc. Explain how even though leaves come from a tree, there are different kinds of leaves.
Students will:
Compare/contrast different kinds of leaves
Practice Activity:
Complete class classification chart
Assessment Activity:
Complete individual classification chart

46. Leaves, Leaves, Leaves Alike Different
Name:
Alike
Different
Thomason, K. (2006). Leaves, leaves, leaves. Unpublished manuscript, Valdosta State University, GA.

47. Partially Meets Standard
Similarities and Differences Scoring Guide
Student Name: ________________________________
Exceeds Standard 4
Meets Standard 3
Partially Meets Standard 2
Improvement Needed 1
Lists 2 similarities and 1 difference, or lists 1 similarity and 2 differences, or lists 2 similarities and 2 differences.
Lists 1 similarity and 1 difference.
Lists 1 similarity or 1 difference.
Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

48. 2 Partially Meets Standard
Similarities and Differences Scoring Guide Student Name: _________________
4 Exceeds Standard
3 Meets Standard
2 Partially Meets Standard
1Improvement Needed
Spelling
Word wall words spelled correctly; other words spelled phonetically (representing the beginning, middle, and ending sounds). Writing is easily read by adults.
Words spelled include beginning and ending sounds. Some middle sounds are represented. Most writing is easily read by adults.
Words spelled include beginning sounds. Some middle and/or ending sounds are represents. Some writing is easily read by adults.
Initial sounds not represented in spelling. Writing can only be read by child.
Directionality
Writes consistently from left to right, and top to bottom.
Writes consistently from left to right, and mostly top to bottom.
Writes mostly from left to right, and/or top to bottom.
Needs to write from left to right, and top to bottom.
Spacing
Leaves space between words.
Usually leaves spaces between words.
Begins to leave spaces between words.
Needs spaces between words.
Letter Formation
Accurately prints capital and lowercase letters.
Usually prints capital and lowercase letters accurately.
Needs practice printing capital and lowercase letters.
Capitalization
Capitalization (beginning of sentences, proper names) always used correctly.
Capitalization (beginning of sentences, proper names) sometimes used correctly.
Capitalization (beginning of sentences, proper names) used incorrectly.
Capitalization (beginning of sentences, proper names) needed.
Punctuation
Ending punctuation (periods and question marks) always used correctly.
Ending punctuation (periods and question marks) sometimes used correctly.
Ending punctuation (periods and question marks) used incorrectly.
Ending punctuation (periods and question marks) needed.
Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

49. Lesson 2: Seeds GPS: Students will: Practice Activity:
SKL1 E. Collect seeds. Describe them. Compare seeds according to their similarities and differences. Make a picture by gluing seeds in a pattern around the border of a drawing.
Students will:
Compare/contrast different kinds of seeds
Practice Activity:
Complete class classification chart
Assessment Activity:
Complete individual classification chart

50. Seeds, Seeds, Seeds Alike Different
Name:
Alike
Different
Thomason, K. (2006). Seeds, seeds, seeds. Unpublished manuscript, Valdosta State University, GA.

51. Partially Meets Standard
Similarities and Differences Scoring Guide
Student Name: ________________________________
Exceeds Standard 4
Meets Standard 3
Partially Meets Standard 2
Improvement Needed 1
Lists 2 similarities and 1 difference, or lists 1 similarity and 2 differences, or lists 2 similarities and 2 differences.
Lists 1 similarity and 1 difference.
Lists 1 similarity or 1 difference.
Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

52. 2 Partially Meets Standard
Similarities and Differences Scoring Guide Student Name: _________________
4 Exceeds Standard
3 Meets Standard
2 Partially Meets Standard
1Improvement Needed
Spelling
Word wall words spelled correctly; other words spelled phonetically (representing the beginning, middle, and ending sounds). Writing is easily read by adults.
Words spelled include beginning and ending sounds. Some middle sounds are represented. Most writing is easily read by adults.
Words spelled include beginning sounds. Some middle and/or ending sounds are represents. Some writing is easily read by adults.
Initial sounds not represented in spelling. Writing can only be read by child.
Directionality
Writes consistently from left to right, and top to bottom.
Writes consistently from left to right, and mostly top to bottom.
Writes mostly from left to right, and/or top to bottom.
Needs to write from left to right, and top to bottom.
Spacing
Leaves space between words.
Usually leaves spaces between words.
Begins to leave spaces between words.
Needs spaces between words.
Letter Formation
Accurately prints capital and lowercase letters.
Usually prints capital and lowercase letters accurately.
Needs practice printing capital and lowercase letters.
Capitalization
Capitalization (beginning of sentences, proper names) always used correctly.
Capitalization (beginning of sentences, proper names) sometimes used correctly.
Capitalization (beginning of sentences, proper names) used incorrectly.
Capitalization (beginning of sentences, proper names) needed.
Punctuation
Ending punctuation (periods and question marks) always used correctly.
Ending punctuation (periods and question marks) sometimes used correctly.
Ending punctuation (periods and question marks) used incorrectly.
Ending punctuation (periods and question marks) needed.
Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

53. Lesson 3: Rocks GPS: Students will: Practice Activity:
SKE2 B. Classify rocks into groups by observable physical attributes large/small, heavy/light, smooth/rough, dark/light, etc. Challenge a classmate to figure out physical attribute you chose to classify your groups of rocks.
Students will:
Compare/contrast different kinds of rocks
Practice Activity:
Complete class classification chart
Assessment Activity:
Complete individual classification chart

54. Rocks, Rocks, Rocks Alike Different
Name:
Alike
Different
Thomason, K. (2006). Rocks, rocks, rocks. Unpublished manuscript, Valdosta State University, GA.

55. Partially Meets Standard
Similarities and Differences Scoring Guide
Student Name: ________________________________
Exceeds Standard 4
Meets Standard 3
Partially Meets Standard 2
Improvement Needed 1
Lists 2 similarities and 1 difference, or lists 1 similarity and 2 differences, or lists 2 similarities and 2 differences.
Lists 1 similarity and 1 difference.
Lists 1 similarity or 1 difference.
Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

56. 2 Partially Meets Standard
Similarities and Differences Scoring Guide Student Name: _________________
4 Exceeds Standard
3 Meets Standard
2 Partially Meets Standard
1Improvement Needed
Spelling
Word wall words spelled correctly; other words spelled phonetically (representing the beginning, middle, and ending sounds). Writing is easily read by adults.
Words spelled include beginning and ending sounds. Some middle sounds are represented. Most writing is easily read by adults.
Words spelled include beginning sounds. Some middle and/or ending sounds are represents. Some writing is easily read by adults.
Initial sounds not represented in spelling. Writing can only be read by child.
Directionality
Writes consistently from left to right, and top to bottom.
Writes consistently from left to right, and mostly top to bottom.
Writes mostly from left to right, and/or top to bottom.
Needs to write from left to right, and top to bottom.
Spacing
Leaves space between words.
Usually leaves spaces between words.
Begins to leave spaces between words.
Needs spaces between words.
Letter Formation
Accurately prints capital and lowercase letters.
Usually prints capital and lowercase letters accurately.
Needs practice printing capital and lowercase letters.
Capitalization
Capitalization (beginning of sentences, proper names) always used correctly.
Capitalization (beginning of sentences, proper names) sometimes used correctly.
Capitalization (beginning of sentences, proper names) used incorrectly.
Capitalization (beginning of sentences, proper names) needed.
Punctuation
Ending punctuation (periods and question marks) always used correctly.
Ending punctuation (periods and question marks) sometimes used correctly.
Ending punctuation (periods and question marks) used incorrectly.
Ending punctuation (periods and question marks) needed.
Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

57. Lesson 4: All About Me- Part I
GPS:
SKE2 C. Write and include drawings in a “Me” book to discover how you are an individual- size, features, names, where you live, parents, etc.
Students will:
Write a story about themselves
Complete a graphic organizer
Create booklet
Practice Activity:
Complete class graphic organizer
Assessment Activity:
Complete individual graphic organizer

58. All About Me
Name:
Birthday:____________________________________________________
Hair Color:__________________________________________________
Eye Color:___________________________________________________
Thomason, K. (2006). All about me. Unpublished manuscript, Valdosta State University, GA.

59. Address:____________________________________________________
Favorite Sport:_______________________________________________
Favorite Food:_______________________________________________
Favorite Book:_______________________________________________
Thomason, K. (2006). All about me. Unpublished manuscript, Valdosta State University, GA.

60. All About Me: Graphic Organizer Scoring Guide
Student Name:_________________________
Meets Standard
Partially Meets Standard
Improvement Needed
Items on graphic organizer
Includes all 9 components of graphic organizer.
Includes 5 to 7 components of graphic organizer.
Includes 4 or less components of graphic organizer.
Thomason, K. (2006). All about me: Graphic organizer scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

61. Lesson 5: All About Me- Part II
GPS:
SKE2 C. Write and include drawings in a “Me” book to discover how you are an individual- size, features, names, where you live, parents, etc.
Students will:
Write a story about themselves
Complete a graphic organizer
Create booklet
Practice Activity:
Create class booklet
Assessment Activity:
Create individual booklet

62. All About Me Scoring Guide
Student Name:__________________________________
Includes:
Exceeds Standard
Meets Standard
Partially Meets Standard
Improvement Needed
Name
Includes first, middle, and last names.
Includes first and last names.
Includes only first name or only last name.
Includes no name.
Birthday
Includes month, day, and year.
Includes month and day.
Includes only month or only day.
Includes no part of his/her birthday.
Hair Color
Includes hair color.
Doesn’t include hair color.
Eye Color
Includes eye color.
Doesn’t include eye color.
Address
Includes all components of address.
Includes three or four components of address.
Includes two or fewer components of address.
Favorite Sport
Includes favorite sport.
Doesn’t include favorite sport.
Favorite Food
Includes favorite food.
Doesn’t include favorite food.
Favorite Book
Includes favorite book.
Doesn’t include favorite book.
Thomason, K. (2006). All about me scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

63. 2 Partially Meets Standard
All About Me Scoring Guide Student Name: _________________
4 Exceeds Standard
3 Meets Standard
2 Partially Meets Standard
1Improvement Needed
Spelling
Word wall words spelled correctly; other words spelled phonetically (representing the beginning, middle, and ending sounds). Writing is easily read by adults.
Words spelled include beginning and ending sounds. Some middle sounds are represented. Most writing is easily read by adults.
Words spelled include beginning sounds. Some middle and/or ending sounds are represents. Some writing is easily read by adults.
Initial sounds not represented in spelling. Writing can only be read by child.
Directionality
Writes consistently from left to right, and top to bottom.
Writes consistently from left to right, and mostly top to bottom.
Writes mostly from left to right, and/or top to bottom.
Needs to write from left to right, and top to bottom.
Spacing
Leaves space between words.
Usually leaves spaces between words.
Begins to leave spaces between words.
Needs spaces between words.
Letter Formation
Accurately prints capital and lowercase letters.
Usually prints capital and lowercase letters accurately.
Needs practice printing capital and lowercase letters.
Capitalization
Capitalization (beginning of sentences, proper names) always used correctly.
Capitalization (beginning of sentences, proper names) sometimes used correctly.
Capitalization (beginning of sentences, proper names) used incorrectly.
Capitalization (beginning of sentences, proper names) needed.
Punctuation
Ending punctuation (periods and question marks) always used correctly.
Ending punctuation (periods and question marks) sometimes used correctly.
Ending punctuation (periods and question marks) used incorrectly.
Ending punctuation (periods and question marks) needed.
Thomason, K. (2006). All about me scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

64. Accommodations
Pair Non-English speaking student with English speaking student
Provide a wide variety of sizes of pencils and crayons
Transcribe for students with less developed fine motor skills

65. References
Bornstein, R. L. (1976). Little gorilla. New York: Clarion Books.
Brooksher, R. and Mergele, D. (n.d.) Developing confident and successful kindergarten writers. Unpublished manuscript, (No other additional information.).
Carle, E. (1969). The very hungry caterpillar. New York: Philomel Books.
Goodall, J.S. (1988). Little red riding hood. New York: McElderry Books.
Houston, G. (2004). How writing works: Improving organizational structure within the writing process. New York: Pearson.
McCardle, L. (2006). Linda’s learning links: Early writing development. Retrieved May 25, 2006 from,
McCully, E.A. (1987). School. New York: Harper & Row.
Tompkins, G. (2004). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Merrill Prentice Hall.