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Writes sentences with adult guidance, attempts to add periods and uses cvc and sight words with guidance.

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Engages in writing tasks with minimal teacher prompting and support. Sometimes uses capital letters and reminders with periods.

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This student uses sight words consistently and adds conjunctions and adjectives to make writing rich. Writes 3-4 sentences and always uses finger spaces.

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Students is using finger spaces in the correct place but is unable to use her sounds write words that match her spoken language. Her pictures are basic and she is still struggling to write her name.

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Student writes simple sentences using the taught sight words but is inconsistent with the finger spaces and there is no use of periods. She attempts to use her phonic skills to write words that match her spoken language and the taught pre 4 sight words.

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The student engaged in writing tasks with minimal adults prompting. She write 2-3 simple sentences and attempts to use connectives such as 'and'. She uses finger spaces consistently and sometimes uses full stops/periods. Her writing matches the pictures.

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Students has written his name with developing formation.

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Student has attempted to write 1-2 simple sentences about herself and the formation of the letters are easily read by others.

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The students has attempted to write phonetically plausible sentences about himself and his family. He has included pre4 sight words 'I am'.

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The student engages in writing tasks with minimal teacher prompting and support.

Writes 2-3 sentences and sometimes gets adult support.

Sometimes, capitalize the first word in a sentence.

Sometimes, put spaces between words.

Sometimes, add the period at the end of a sentence.

Illustration matches the writing with support.

Use sight words, cvc words as they sound out, and adjectives with support. Can write some words phonetically with support.

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The student makes limited attempts to participate in or share writing activities. Write a sentence and with adult guidance. Attempts to capitalize the first word in a sentence. Attempts to put spaces between words. Attempts to add the period at the end of a sentence. Attempts drawing pictures with guidance. Use sight words, cvc words as they sound out, and adjectives with guidance. Can write some words phonetically with guidance.

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The student actively participates in shared and independent writing, sharing ideas with peers.

Always writes 3–4 sentences on a topic.

Always capitalize the first word in a sentence.

Always put spaces between words.

Always add the period at the end of a sentence.

Always matches the writing with several details.

Always use multiple sight words, CVC words, and “wow” words (adjectives). Can write words phonetically.

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The student attempts to write a sentence using capital letters, finger spaces, and periods with adult guidance. The student tries to use sight words and CVC words as they sound out with guidance. Can write some words phonetically with guidance.

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The student always writes 3–4 sentences on a topic and always capitalizes the first word in a sentence. Is consistent with putting spaces between words and adds a period at the end of a sentence. The student always uses multiple sight words, CVC words, and adjectives. Can write words phonetically.

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The Student can write simple sentences using sight words and phonetic spelling. The student can use taught sight words from memory or a word wall in their writing.

Student can communicate their thoughts in their writing, but sometimes need to explain what they are trying to express to the reader. The student understands the structure of a sentence, finger spaces, full stops, capital letters, writing direction, but sometimes needs reminders to also use line and correct letter formation.

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The students can write words phonetically.

They can use words they know, words from what is around them or from a word bank.

They can write with some mistakes, but others can usually understand their writing.

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The students can write extended sentences.

They can consistently use nouns, verbs, synonyms and adjectives in their writing.

They can write clearly and easily communicate through their writing. Others can always understand their writing.

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The students can write initial sounds/letters of words.

They can use singular words (sight words and CVC words) in their writing.

They can write with some mistakes, and sometimes it is difficult for others to understand my writing.

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They write the words phonetically and from a word bank. They write with some mistakes, but others can understand their writing. They sometimes use full stops.

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The students have an awareness of sentence structure, and they write with some mistakes. Sometimes, it is hard for others to understand their writing. They used their phonetic knowledge to write words. They use sight words and words from the classroom environment.

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The students write clearly with few mistakes. It is easy to read and understand their writing. They can extend their sentences. They used full stops most of the time.

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The students can write a couple of sentences using the sentence writing convention. He started the sentence with a capital letter. The finger spacing was there but not consistent and the full stops were missing. There are few mistakes but the sentences are readable.

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Student can write initial sounds and copy key concepts words. Writes with some mistakes.

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Student is writing simple sentences using initial sounds and phonetic knowledge. 

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Can write initial sounds and copy vocabulary words. Writes with some mistakes and shows an awareness of how sentence are structured.

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Is writing phonetically, using words around them and familiar words. They can write with some mistakes but others are able to read it. And can use full stops.

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Used connectives, had a good sentence structure and has a nice flow.

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Used connectives, had a good sentence structure and has a nice flow.

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Used finger spaces, connectives, and has a nice flow in the writing.

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High (EA/PA) Writing Sample

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Low (BA) writing Sample

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Middle (SA) Writing Sample