Kindergarten Foundational Skills and
Stages of Kindergarten Writing Development
Phoneme Segmentation leads to writing words
(Reading Foundational Skills, Kindergarten #2 (RFK.2) – Phonological Awareness)
1.
2.
3.
4.
Segment sentence into words
Segment words into syllables with and without manipulatives/actions (RFK.2b)
Segment words into onset-rime with and without manipulatives/actions (RFK.2c)
Segment words into individual phonemes or sounds (RFK.2d)
a. Identifying Beginning Sound Instructional Routine-see district website
b. Segmenting Instructional Routine-see district website
c. Elkonin boxes – pushing markers or pennies into boxes representing the
sounds in the word
d. Teacher and students segment word (count sounds) together. Teacher
makes correct number of boxes. Teacher and students decide which letter
teacher should write in each box. (RFK.2a-b, RFK.2d)
e. Students segment word (count sounds). Teacher makes correct number of
lines. Students decide and write letters on correct lines. (RFK.2a-b, RFK.2d)
f. Students segment word (count sounds). Students make correct number of
lines. Students decide and write letters on correct lines. (RFK.2a-b, RFK.2d)
g. Student segments word while composing and writes letters for the sounds
he/she hears. (RFK.2a-b, RFK.2d)
Teacher-modeled writing, shared writing, and interactive writing demonstrate the
application of phonemic segmentation as a part of writing.
Print Concepts knowledge leads to writing sentences
(Reading Foundational Skills, Kindergarten #1 (RFK.1) – Print Concepts)
Print Concepts (RFK.1a-c) taught during shared/Big Book reading are also emphasized
during teacher modeled, shared, and interactive writing (share the pen).
Word by word pointing helps develop concept of word vs. letter and clarifies the
purpose of spaces in writing.
Sliding finger under text and going to next line while reading helps develop the
concept of return sweep in reading and the concept of going to the left side of
the next line when writing.
Compiled and created by A. Siegel, 2011
Teacher modeled writing, shared writing, and interactive writing demonstrate the
application of print concepts as part of writing.
Phonics Knowledge and Word Recognition lead to writing fluency.
(Reading Foundational Skills, Kindergarten #3 (RFK.3)– Phonics and Word Recognition)
Word Recognition of high frequency words (RFK.3c) leads to writing fluency. Learning to
spell high frequency words also helps students learn to read them.
Sight Word Instructional Routine-see district website
Given a whole word, students can cut it into the individual letters (or use
magnetic letters or letter cards) and then rebuild the word. Students mix it up
and rebuild it several times. Be sure that they read the word each time they
build it.
On white boards/slates/paper, students write the target words 6-8 times. Work
toward fluent/easy writing of the word. Write it in each corner and twice in the
middle. Write it really big. Write it really small, etc.
See it. Say it. Spell it. Cover it and write it. Check it and write it one last time.
Post high frequency words on a word wall and model how to use the word wall
when writing. Provide specific instruction and guided practice on how the word
wall can help when writing. Allow and encourage students to use the word wall
when writing independently.
Phonics Knowledge about consonants (RFK.3a) and vowels (RFK. 3b) leads to students
being able to represent most sounds that they hear in words when writing.
Letter a Day Instructional Routine-see district website
Interactive Writing can be a scaffold toward independent writing
Interactive writing involves the teacher and students working together on the
writing of a text. It is an opportunity to teach and practice the conventions of print. It
gives students an opportunity to apply what they know so far about letters, sounds and
segmenting.
The students write what they can and the teacher guides and fills in the
letters/parts that are beyond the students’ current capacity. For example, the student
may write “the” and the first letter of most words while the teacher writes the rest as
Compiled and created by A. Siegel, 2011
they go, or perhaps the student can write most of the letters and the teacher just writes
the silent letters and irregular words. It is totally based on the needs and abilities of the
student or students involved.
Interactive writing can be done one on one or in a group. When using
interactive writing with a group, it is sometimes helpful for each student to have
a white board so they can also write what they know while a student is coming
to the board to add something. Interactive writing is one way to differentiate
for those students who have very limited letters, sounds, segmenting, and sight
word knowledge while others are writing independently. However, remember
every student needs opportunities to write independently, even if that writing is
basically drawing, scribble writing, or random strings of letters. We need to
accept and value all stages of kindergarten writing.
Compiled and created by A. Siegel, 2011
Stages of Writing Development in Kindergarten
Scribbling
Letter-like forms
Random Strings of Letters
Beginning Sound in Words Represented with Spaces showing word boundaries
my cat
Beginning and Ending Sounds Represented with Spaces showing word boundaries
Beginning, Medial, and Ending Sounds Represented with Spaces showing word boundaries
Simple sentences with a subject and a verb
Compiled and created by A. Siegel, 2011
Compiled and created by A. Siegel, 2011