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I am attempting to draw myself and write some of the letters in my name.

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I can draw myself with some detail and attempt to write my name with guidence.

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I can draw myself and write my name on my own.

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I can draw myself and attempt to write a sentence using taught sight words on my own.

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I can draw myself and write a sentence using taught sight words on my own.

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I can write my name and draw in detail about myself.

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I can draw myself with some detailed features. I tried writing my name using the correct letter formation to the best of my abilitly.

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I showed interest in mark making. I attempt to copy the letters of my name and draw myself as I observe myself in a mirror.

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I can draw myself in detail. I can draw my facial features, arms and legs. I can write my name uisng correct letter formation to the best of my ability.

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I am trying hard to make a drawing of myself. I can write my name with the correct letter formation.

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I can draw myself and my friend and attempt to write a sentence using sight words.

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I can draw a detailed picture and write a sentence using sight words i have learned.

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I can draw myself and write a sentence using taught sight words in a sentence formation. I can also segment the name Leo (my cat's name) on my own.

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I can draw myself with details and use taught sight words to form a sentence. I can segment the word mom on my own.

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I am able to draw myself and attempt to write a taught sight word and my name.

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I can write words phonemically. I can write with the correct letter formation with minor mistakes. I can make drawings that are detailed with color. 

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I am able to form some letter from my name while identifying some letter sounds. I can make a drawing of myself with understandable facial features. 

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I showed interest in mark making. I attempt to copy the letters of my name and draw myself as I observe myself in a mirror. 

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I can form a sentence independently and other people understand my writing. I can segment words and write the sounds that I hear. I can write the initial sounds of words.

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I can draw a picture and talk about it. I can write the initial sound of a word.

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I can use sight words in my writing and segment words independently. I can form a sentence and draw a picture in relation to my sentence.

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I can draw a detailed picture and write a sentence on my own to represent my drawing. I segmented and blended the letter sounds to write the sentence.

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I can draw and represent my drawing with a statement. I segmented on my own and tried hard to form the letters correctly in a sentence.

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I am trying hard to form letters that I hear in words. I can segment with teachers support.

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I am trying hard to segment the letters that I hear in words. 'My name and mom have a lot of m's'.

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I can write initial sounds to represent the objects in my drawing. I am segmenting on my own.

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I can copy letters. I can string letters and understand my writing.

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I can write initial sounds of words; I can write with some mistakes and its difficult for others to understand my writing. I am beginning to show an awareness of how sentences are structured verbally.

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I can write words phonetically; I can use and write the sight words correctly in a sentence. I can write with some mistakes, but others can understand my writing.

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I can write and segment and blend letters on my own. I can also represent what I write in a drawing.

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I can draw detailed pictures and describe who is in my picture. I can write sentences using my phonics knowledge and known sight words.

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I can draw a self-portrait with lots of detail and write my name accurately. I can form most letters accurately and so somebody else can read it.

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I can draw a picture of myself, using some detail and write some letters that I know.

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I am trying hard to form letters to be able to write the taught sight words. I can draw with some detail and I am working hard to develop my pencil grip further.

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I can write and make the sounds of the taught letters. I am mark making using some details to represent details. I am trying hard to develop my pencil grip.

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I can form a sentence using taught sight words. I can also write my name on my own. I can make a drawing of myself and add details to bring it to life.

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I am trying hard to form letters. I am able to draw myself with some detail while developing my pencil grip.

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I am beginning to form sentences and writing the taught letters that I hear in our taught sight words.

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I am able to form a sentence and identify initial sounds on my own.

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Students drew a picture of themselves and attempted to write their name or write about what they drew.

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Students drew a picture of themselves and attempted to write their name or write about what they drew.

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Students drew a picture of themselves and attempted to write their name or write about what they drew.

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I am developing my fine motor skills as I learn how to grasp the pencil correctly and make different mark making lines like straight, wavy, zigzag and curve lines.

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I am beginning to create and form letters using the correct letter formation. I have started writing my name by writing the letter H.

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I can draw and healthy sandwich and comment on what is in my sandwich. I can also write many letters.

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I am still developing my pencil grip but I am trying hard to create a drawing and write my name.

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I can make simple drawing. I am starting to develop my letter formation in order to write my name.

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I can draw using different lines and write my name correctly.

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I can copy letters. I can write my name with some mistakes or by using the name card.

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This child showed mark-making and I chose this piece as a ‘low.’ After discussions and comparing it to the different rubric, this piece of writing would be considered as a Pre3 low at this time of the year.

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The students copy letters and added strings of letters to express themselves.

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The students wrote singular words such as sight words. There are few initial letter sounds referring to words. There is a beginning awareness of of how sentence

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I can write with some mistakes and show some understanding of sentence structure.

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This piece of writing is a medium from the samples because the child attempted to form some letters and their drawing of a body is improving. After discussions this piece of work is considered a Pre3 M.

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Students wrote words independently describing themselves using words that are written phonetically. There is a clear sentence structure in speaking and writing.

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The students wrote the sentences independently. It is easy to understand their writing though there are few mistakes. There is an awareness of sentence.

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This child’s piece of work is a High - they attempted to copy letters and they have an improved drawing of a body. Their letter formation is much more legible. 