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Stage 1: Role Play
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Stage 2: Emergent
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Stage 3: Developing
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Stage 4: Beginning
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Stage 5: Expanding
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| Spelling |
Scribbles and uses writing-like behavior. Uses scribbles, letters, and numerals to mimic words - no phonetic association.
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Begins to write initial consonants of words. Begins to match letter sounds heard in words. Each syllable is represented by a letter.
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Understands left to right organization of print. Uses invented spelling with initial and final consonants and some vowels.
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Writes many sight words correctly. Decodes words for spelling but also uses resources to self-correct.
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Edits for content, punctuation, and spelling during and after composing.
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| Penmanship |
Learns to hold a pencil correctly. Traces upper and lowercase letters.
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Begins to write on a line. Mixes upper and lowercase letters in writing.
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Distinguishes upper and lowercase letters in writing.
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Has a sense of sentence but may only be able to deal with one or two elements of writing at one time (e.g., spelling but not punctuation).
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May vary control of structure, punctuation and spelling according to the complexity of the writing task.
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| Print / Mechanics Concepts |
Demonstrates an awareness of environmental print.
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Uses letters to make words and stories. Attempts to write name and random letters.
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Shows evidence of directional knowledge and one-to-one correspondence of written word to spoken word. Starts to write word patterns.
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Writes about topics that are personally significant.
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Organizes thoughts and ideas. Uses a wide range of words that clearly and precisely convey meaning.
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| Content |
Draws pictures only. Uses some scribble writing.
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Copies a word or letters. Uses a pattern sentence.
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Uses temporary spelling. Uses simple complete sentences.
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Uses complete sentences. Organizes ideas into paragraphs.
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Writes in a variety of formats: poetry, stories, reports, etc.
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