Writing Continuum

WRITING CONTINUUM
1.  WRITING AWARENESS
    In this stage children make random marks on paper to convey a message.  They emulate adult 
writing using pictures and marks.  They sometimes include familiar letters from their own name.  
They enjoy stories.
    Makes and explains marks on paper 
    Understands the difference between picture and print
    Assigns a message to own symbols
    Is aware that print carries a message

2.  EMERGENT WRITING
    In this stage children see the relationship between spoken words and written words.  They begin 
to use left to right when writing letters and words.  They notice the difference between drawing and 
writing.
    Strings letters/words together, no distinction between capitals and lower case letters
    Dictates/writes personal experiences
    Begins to differentiate between drawing and writing
    Uses a mixture of drawing and writing
    Shows beginning awareness of directionality (points to where print begins)
    Writes names and favorite words

3.  EARLY WRITING
    In this stage children write about personal experiences and topics of special interest to them.  
They are able to read and understand their own writing even though the spelling and other 
conventions of print are still undeveloped.  They mix pictures and writing to tell stories and 
communicate ideas.  They have a growing sense of writing for an audience.
    Forms most letters legibly
    Writes from top to bottom, left to right, front to back
    May interchange upper and lower case letters
    Begins to use simple punctuation and spacing
    Reads, understands, and explains the writing
    Writes simple sentences

4.  DEVELOPING WRITING
    In this stage children extend their ability to tell or retell a story showing signs of perseverence.  
With the support of a teacher they begin to use lists, webs, and brief outlines to organize their 
thoughts by priority before writing.  They are aware of some good writing traits and are beginning to 
apply them in their own writing.
    Writes words/phrases/sentences about a topic
    Writes with some descriptive words
    Begins to incorporate punctuation, capitalization, and spacing more consistently
    Writes for identified audiences
    Chooses words to add interest
    Expresses own feelings, knowledge, opinions, and ideas in written and pictorial forms
    Edits for simple spelling, capitalization, and basic punctuation

5.  TRANSITIONAL WRITING
    In this stage children apply preplanning techniques with less support, are consciously using good 
writing straits such as organization, word choice, sentence structure and the conventions of print 
more effectively.
    Writes pieces with beginning, middle and ed
    Uses simple strategies to organize ideas (webbing, charts and graphs) plot lines, story maps)
    Begins to use a variety of sentence structures
    Begins to use paragraphs
    Writes in a variety of modes (exposiitory, imaginative, narrative)
    Edits more confidently, particularly for punctuation, capitalization, and spelling

6.  INDEPENDENT WRITING
    In this stage children begin to develop different styles and voice to match the writing to an 
intended audience.  With the support of the teacher they become aware that prewriting, rough draft, 
and revision are helpful steps for a writer.
    Develops paragraphs
    Revises to enrich content
    Varies sentence beginnings
    Controls punctuation
    Develops editing and proofreading skills
    Uses a variety of reference materials to improve writing and word choice
    Chooses words and varies sentence structure to create interesting writing
    Uses writing, drawing, and graphic organizers as tools for learning
    Uses correct grammatical structures
    Uses transitions to connect ideas