Interdisciplinary Writing Units:
Narrative Writing
Expository Writing
Kindergarten
Kellie Thomason
READ 7140
Valdosta State University
Georgia Writing Assessment:
Third Grade
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




Stage
Stage
Stage
Stage
Stage
Stage
One: The Emerging Writer
Two: The Developing Writer
Three: The Focusing Writer
Four: The Experimenting Writer
Five: The Engaging Writer
Six: The Extending Writer
Stage 1:
The Emerging Writer
 Writing samples produced by students at this stage
exhibit most or all of the following characteristics:
 Little or no evidence of topic development,
organization, and/or detail.
 Little awareness of the audience or the writing
task.
 Errors in surface features that prevent the
reader from understanding the writer’s message.
Stage 2:
The Developing Writer
 Writing samples produced by students at this stage
exhibit most or all of the following characteristics:
 A topic that is beginning to be developed.
 The beginning of an organizational plan.
 Limited awareness of the audience and/or the
task.
 Simple word choice and simple sentence
patterns.
 Errors in surface features that interfere with
communication.
Stage 3:
The Focusing Writer
 Writing samples produced by students at this stage
exhibit most or all of the following characteristics:
 A clear topic although development of the topic
is incomplete.
 An apparent plan with loosely organized ideas.
 A sense of audience and/or task.
 Minimal variety of vocabulary and of sentence
patterns.
 Errors in surface features that interrupt the flow
of communication.
Stage 4:
The Experimenting Writer
 Writing samples produced by students at this stage
exhibit most or all of the following characteristics:
 A clear and developed topic although the
development may be uneven.
 A clear plan with a beginning, middle, and end.
 The beginning and/or ending may be clumsy.
 Evidence of writing for an audience.
 Evidence of experimentation with language and
sentence patterns.
 Word combinations and word choice may be novel.
 Errors in surface features that may interrupt the flow
of communication.
Stage 5:
The Engaging Writer
 Writing samples produced by students at this stage
exhibit most or all of the following characteristics:
 A topic that is well developed.
 A plan with a clear beginning, middle, and end.
Organization that sustains the writer’s purpose.
 Audience awareness techniques that engage the
reader.
 Effective use of varied language and sentence
patterns.
 Errors in surface features that do not interfere with
the reader’s understanding of the writer’s message.
Stage 6:
The Extending Writer
 Writing samples produced by students at this stage
exhibit most or all of the following characteristics:
 A topic that is fully elaborated with rich details.
 Organization that sustains the writer’s purpose
and moves the reader through the piece.
 Audience awareness techniques that engage and
sustain the reader’s interest.
 Effective use of varied sentence patterns.
 Creative and novel language.
 Errors in surface features that do not interfere
with the reader’s understanding of the writer’s
message.
Developmental Stages of
Writing in Children
McCardle, L. (2006). Linda’s learning links: Early
writing development. Retrieved May 25,
2006, from http://www.lindaslearninglinks.co
m/index.html
Stage 1: Drawing Picture Writing
Stage 2: Scribbling
Stage 3: Random Letters
Stage 4: Semi-phonetic Spelling
Stage 5: Phonetic Spelling
Stage 6: Transitional Spelling
Stage 7: Conventional Spelling
Interdisciplinary Writing Unit:
Narrative Writing
Kindergarten
Content Area Integration: Literature
Preassessment Prompt
 Give student a blank 8.5 x 11 paper and a
pencil appropriate for each individual’s fine
motor skills.
 Tell students to write a story about going
somewhere?




Where did you go?
How did you travel?
Who did you see?
What did you do when you got home?
 Encourage the student to spell the best
they can.
Narrative Writing
 Stories- beginning, middle, end
 Characters- people, animals, or items
who take part in the story
Grouping Arrangements for
Instruction
 Practice- Whole Group Instruction
 Conserves Time
 Ensures Consistency
 Increases Time-on-Task
 Assessment- Independent
 Assess individual knowledge, strengths, and
weaknesses
Grouping Arrangements:
Cultural/Linguistics
 Consider these elements:
 Family organization
 Family interests and activities
 Religious practices and beliefs
 Behavioral patterns
 Speech patterns
 Socioeconomic status (SES)
(Houston, 2006)
Lesson 1:
My Terrific Trip- Part I
 GPS: ELAKR6 The student gains meaning from orally
presented text. The student (C.) Asks/answers
questions about essential narrative elements (e.g.
beginning, middle, end, setting, characters, problem,
events, resolution) to a read aloud text.
 Students will:
 Write a story
 Complete graphic organizer
 Create booklet
 Practice Activity:
 Complete class graphic organizer
 Assessment Activity:
 Complete individual graphic organizer
My Story Graph
Name:______________________ Title:________________________
Beginning
Middle
End
(Printed on legal size paper for student copy.)
Thomason, K. (2006). My story graph: Kindergarten. Unpublished manuscript, Valdosta State
University, GA.
My Story Graphic Organizer Scoring Guide
Student Name:_____________________
Meets Standard
3
Progress
Toward Meeting
Standard
2
Improvement
Needed
1
Events:
Drawing
Draws a picture
of a story with
at least 3
events.
Draws a picture
of a story with
at least 2
events.
Does not draw
story.
OR
Draws a picture
of a story with
only 1 event.
Events:
Dictating
Dictates a story
with at least 3
events.
Dictates a story
with at least 2
events.
Does not
dictate a story.
OR
Dictates a story
with only 1
event.
Thomason, K. (2006). My story graphic organizer scoring guide: Kindergarten. Unpublished
manuscript, Valdosta State University, GA.
Lesson 2:
My Terrific Trip- Part II
 GPS: ELAKR6 The student gains meaning from orally
presented text. The student (C.) Asks/answers
questions about essential narrative elements (e.g.
beginning, middle, end, setting, characters, problem,
events, resolution) to a read aloud text.
 Students will:
 Write a story
 Complete graphic organizer
 Create booklet
 Practice Activity:
 Create class booklet based on graphic organizer
 Assessment Activity:
 Create individual booklet based on graphic organizer
What My Story Needs
4
3
2
1
Events
Characters
Thomason, K. (2006). What my story needs: Kindergarten. Unpublished manuscript, Valdosta State
University, GA.
Sense of Story: Pictorial and Dictated Personal Narrative Rubric: Kindergarten
Student Name___________________ Title____________________________
Exceeds
Standard
4
Meets
Standard
3
Progress
Toward
Meeting
Standard
2
Improvement
Needed
1
Events:
Drawing
Draws a
picture of a
story with at
least 4 events.
Draws a
picture of a
story with at
least 3 events.
Draws a picture
of a story with
at least 2
events.
Does not draw
story.
OR
Draws a picture
of a story with
only 1 event.
Events:
Dictating
Dictates a
story with at
least 4 events.
Dictates a
story with at
least 3 events.
Dictates a
story with at
least 2 events.
Does not
dictate a story.
OR
Dictates a
story with only
1 event.
Characters
Includes at
least 2 or more
characters.
Includes at
least 1
character.
Includes at
least 1
character, often
self.
Thomason, K. (2006). Sense of story: Pictorial and dictated personal narrative rubric: Kindergarten.
Unpublished manuscript, Valdosta State University, GA.
Lesson 3:
My First Day of School- Part I
 GPS: ELAKR6 The student gains meaning from orally
presented text. The student (C.) Asks/answers
questions about essential narrative elements (e.g.
beginning, middle, end, setting, characters, problem,
events, resolution) to a read aloud text.
 Students will:
 Write a story
 Complete graphic organizer
 Create booklet
 Practice Activity:
 Complete class graphic organizer
 Assessment Activity:
 Complete individual graphic organizer
My Story Graph
Name:______________________ Title:________________________
Beginning
Middle
End
(Printed on legal size paper for student copy.)
Thomason, K. (2006). My story graph: Kindergarten. Unpublished manuscript, Valdosta State
University, GA.
My Story Graphic Organizer Scoring Guide
Student Name:______________________
Meets Standard
3
Progress
Toward Meeting
Standard
2
Improvement
Needed
1
Events:
Drawing
Draws a picture
of a story with
at least 3
events.
Draws a picture
of a story with
at least 2
events.
Does not draw
story.
OR
Draws a picture
of a story with
only 1 event.
Events:
Dictating
Dictates a story
with at least 3
events.
Dictates a story
with at least 2
events.
Does not
dictate a story.
OR
Dictates a story
with only 1
event.
Thomason, K. (2006). My story graphic organizer scoring guide: Kindergarten. Unpublished
manuscript, Valdosta State University, GA.
Lesson 4:
My First Day of School- Part II
 GPS: ELAKR6 The student gains meaning from orally
presented text. The student (C.) Asks/answers
questions about essential narrative elements (e.g.
beginning, middle, end, setting, characters, problem,
events, resolution) to a read aloud text.
 Students will:
 Write a story
 Complete graphic organizer
 Create booklet
 Practice Activity:
 Create class booklet based on graphic organizer
 Assessment Activity:
 Create individual booklet based on graphic organizer
What My Story Needs
4
3
2
1
Events
Characters
Thomason, K. (2006). What my story needs: Kindergarten. Unpublished manuscript, Valdosta State
University, GA.
Sense of Story: Pictorial and Dictated Personal Narrative Rubric: Kindergarten
Student Name___________________ Title____________________________
Exceeds
Standard
4
Meets
Standard
3
Progress
Toward
Meeting
Standard
2
Improvement
Needed
1
Events:
Drawing
Draws a
picture of a
story with at
least 4 events.
Draws a
picture of a
story with at
least 3 events.
Draws a picture
of a story with
at least 2
events.
Does not draw
story.
OR
Draws a picture
of a story with
only 1 event.
Events:
Dictating
Dictates a
story with at
least 4 events.
Dictates a
story with at
least 3 events.
Dictates a
story with at
least 2 events.
Does not
dictate a story.
OR
Dictates a
story with only
1 event.
Characters
Includes at
least 2 or more
characters.
Includes at
least 1
character.
Includes at
least 1
character, often
self.
Thomason, K. (2006). Sense of story: Pictorial and dictated personal narrative rubric: Kindergarten.
Unpublished manuscript, Valdosta State University, GA.
Lesson 5:
One Day as a Caterpillar- Part I
 GPS: ELAKR6 The student gains meaning from orally
presented text. The student (C.) Asks/answers
questions about essential narrative elements (e.g.
beginning, middle, end, setting, characters, problem,
events, resolution) to a read aloud text.
 Students will:
 Write a story
 Complete graphic organizer
 Create booklet
 Practice Activity:
 Complete class graphic organizer
 Assessment Activity:
 Complete individual graphic organizer
My Story Graph
Name:______________________ Title:________________________
Beginning
Middle
End
(Printed on legal size paper for student copy.)
Thomason, K. (2006). My story graph: Kindergarten. Unpublished manuscript, Valdosta State
University, GA.
My Story Graphic Organizer Scoring Guide
Student Name:______________________
Meets Standard
3
Progress
Toward Meeting
Standard
2
Improvement
Needed
1
Events:
Drawing
Draws a picture
of a story with
at least 3
events.
Draws a picture
of a story with
at least 2
events.
Does not draw
story.
OR
Draws a picture
of a story with
only 1 event.
Events:
Dictating
Dictates a story
with at least 3
events.
Dictates a story
with at least 2
events.
Does not
dictate a story.
OR
Dictates a story
with only 1
event.
Thomason, K. (2006). My story graphic organizer scoring guide: Kindergarten. Unpublished
manuscript, Valdosta State University, GA.
Lesson 6:
One Day as a Caterpillar- Part II
 GPS: ELAKR6 The student gains meaning from orally
presented text. The student (C.) Asks/answers
questions about essential narrative elements (e.g.
beginning, middle, end, setting, characters, problem,
events, resolution) to a read aloud text.
 Students will:
 Write a story
 Complete graphic organizer
 Create booklet
 Practice Activity:
 Create class booklet based on graphic organizer
 Assessment Activity:
 Create individual booklet based on graphic organizer
What My Story Needs
4
3
2
1
Events
Characters
Thomason, K. (2006). What my story needs: Kindergarten. Unpublished manuscript, Valdosta State
University, GA.
Sense of Story: Pictorial and Dictated Personal Narrative Rubric: Kindergarten
Student Name___________________ Title____________________________
Exceeds
Standard
4
Meets
Standard
3
Progress
Toward
Meeting
Standard
2
Improvement
Needed
1
Events:
Drawing
Draws a
picture of a
story with at
least 4 events.
Draws a
picture of a
story with at
least 3 events.
Draws a picture
of a story with
at least 2
events.
Does not draw
story.
OR
Draws a picture
of a story with
only 1 event.
Events:
Dictating
Dictates a
story with at
least 4 events.
Dictates a
story with at
least 3 events.
Dictates a
story with at
least 2 events.
Does not
dictate a story.
OR
Dictates a
story with only
1 event.
Characters
Includes at
least 2 or more
characters.
Includes at
least 1
character.
Includes at
least 1
character, often
self.
Thomason, K. (2006). Sense of story: Pictorial and dictated personal narrative rubric: Kindergarten.
Unpublished manuscript, Valdosta State University, GA.
Interdisciplinary Writing Unit:
Expository Writing
Kindergarten
Content Area Integration: Science
Preassessment Prompt
 Give students a
pencil appropriate
for each individual’s
fine motor skills.
 Tell students to write
about the similarities
and differences
between day and
night.
 Encourage the
student to spell the
best they can.
Day
Night
Expository Writing
 Writing about facts
 Write as if teaching
the reader
 Web Chart of
Informational
Writing
Science
Informational
Writing
Math
Social Studies
Grouping Arrangements for
Instruction
 Practice- Whole Group Instruction
 Conserves Time
 Ensures Consistency
 Increases Time-on-Task
 Assessment- Independent
 Assess individual knowledge, strengths, and
weaknesses
Grouping Arrangements:
Cultural/Linguistics
 Consider these elements:
 Family organization
 Family interests and activities
 Religious practices and beliefs
 Behavioral patterns
 Speech patterns
 Socioeconomic status (SES)
(Houston, 2006)
Lesson 1:
Leaves
 GPS:
 SKL2 H. Collect different leaves. Sort the leaves
into groups according to size, color, shape, etc.
Explain how even though leaves come from a
tree, there are different kinds of leaves.
 Students will:
 Compare/contrast different kinds of leaves
 Practice Activity:
 Complete class classification chart
 Assessment Activity:
 Complete individual classification chart
Leaves, Leaves, Leaves
Name:- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
• Alike
• Different
Thomason, K. (2006). Leaves, leaves, leaves. Unpublished manuscript, Valdosta State University, GA.
Similarities and Differences Scoring Guide
Student Name: ________________________________
Exceeds
Standard
4
Meets
Standard
3
Lists 2
Lists 1
similarities
similarity and
and 1
1 difference.
difference, or
lists 1
similarity and
2 differences,
or lists 2
similarities
and 2
differences.
Partially
Meets
Standard
2
Improvement
Needed
1
Lists 1
similarity or 1
difference.
Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta
State University, GA.
Similarities and Differences Scoring Guide
Spelling
Directionality
Spacing
Student Name: _________________
4 Exceeds Standard
3 Meets Standard
2 Partially Meets
Standard
Word wall words
spelled correctly; other
words spelled
phonetically
(representing the
beginning, middle, and
ending sounds).
Writing is easily read
by adults.
Words spelled include
beginning and ending
sounds. Some middle
sounds are
represented. Most
writing is easily read
by adults.
Words spelled include
beginning sounds.
Some middle and/or
ending sounds are
represents. Some
writing is easily read
by adults.
Initial sounds not
represented in
spelling. Writing can
only be read by child.
Writes consistently
from left to right, and
top to bottom.
Writes consistently
from left to right, and
mostly top to bottom.
Writes mostly from left
to right, and/or top to
bottom.
Needs to write from
left to right, and top to
bottom.
Leaves space
between words.
Usually leaves spaces
between words.
Begins to leave
spaces between
words.
Needs spaces
between words.
Accurately prints
capital and lowercase
letters.
Usually prints capital
and lowercase letters
accurately.
Needs practice
printing capital and
lowercase letters.
Letter
Formation
1Improvement
Needed
Capitalization
Capitalization
(beginning of
sentences, proper
names) always used
correctly.
Capitalization
(beginning of
sentences, proper
names) sometimes
used correctly.
Capitalization
(beginning of
sentences, proper
names) used
incorrectly.
Capitalization
(beginning of
sentences, proper
names) needed.
Punctuation
Ending punctuation
(periods and question
marks) always used
correctly.
Ending punctuation
(periods and question
marks) sometimes
used correctly.
Ending punctuation
(periods and question
marks) used
incorrectly.
Ending punctuation
(periods and question
marks) needed.
Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.
Lesson 2:
Seeds
 GPS:
 SKL1 E. Collect seeds. Describe them.
Compare seeds according to their similarities
and differences. Make a picture by gluing seeds
in a pattern around the border of a drawing.
 Students will:
 Compare/contrast different kinds of seeds
 Practice Activity:
 Complete class classification chart
 Assessment Activity:
 Complete individual classification chart
Seeds, Seeds, Seeds
Name:- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
• Alike
• Different
Thomason, K. (2006). Seeds, seeds, seeds. Unpublished manuscript, Valdosta State University, GA.
Similarities and Differences Scoring Guide
Student Name: ________________________________
Exceeds
Standard
4
Meets
Standard
3
Lists 2
Lists 1
similarities
similarity and
and 1
1 difference.
difference, or
lists 1
similarity and
2 differences,
or lists 2
similarities
and 2
differences.
Partially
Meets
Standard
2
Improvement
Needed
1
Lists 1
similarity or 1
difference.
Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta
State University, GA.
Similarities and Differences Scoring Guide
Spelling
Directionality
Spacing
Student Name: _________________
4 Exceeds Standard
3 Meets Standard
2 Partially Meets
Standard
Word wall words
spelled correctly; other
words spelled
phonetically
(representing the
beginning, middle, and
ending sounds).
Writing is easily read
by adults.
Words spelled include
beginning and ending
sounds. Some middle
sounds are
represented. Most
writing is easily read
by adults.
Words spelled include
beginning sounds.
Some middle and/or
ending sounds are
represents. Some
writing is easily read
by adults.
Initial sounds not
represented in
spelling. Writing can
only be read by child.
Writes consistently
from left to right, and
top to bottom.
Writes consistently
from left to right, and
mostly top to bottom.
Writes mostly from left
to right, and/or top to
bottom.
Needs to write from
left to right, and top to
bottom.
Leaves space
between words.
Usually leaves spaces
between words.
Begins to leave
spaces between
words.
Needs spaces
between words.
Accurately prints
capital and lowercase
letters.
Usually prints capital
and lowercase letters
accurately.
Needs practice
printing capital and
lowercase letters.
Letter
Formation
1Improvement
Needed
Capitalization
Capitalization
(beginning of
sentences, proper
names) always used
correctly.
Capitalization
(beginning of
sentences, proper
names) sometimes
used correctly.
Capitalization
(beginning of
sentences, proper
names) used
incorrectly.
Capitalization
(beginning of
sentences, proper
names) needed.
Punctuation
Ending punctuation
(periods and question
marks) always used
correctly.
Ending punctuation
(periods and question
marks) sometimes
used correctly.
Ending punctuation
(periods and question
marks) used
incorrectly.
Ending punctuation
(periods and question
marks) needed.
Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.
Lesson 3:
Rocks
 GPS:
 SKE2 B. Classify rocks into groups by observable
physical attributes large/small, heavy/light,
smooth/rough, dark/light, etc. Challenge a
classmate to figure out physical attribute you chose
to classify your groups of rocks.
 Students will:
 Compare/contrast different kinds of rocks
 Practice Activity:
 Complete class classification chart
 Assessment Activity:
 Complete individual classification chart
Rocks, Rocks, Rocks
Name:- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
• Alike
• Different
Thomason, K. (2006). Rocks, rocks, rocks. Unpublished manuscript, Valdosta State University, GA.
Similarities and Differences Scoring Guide
Student Name: ________________________________
Exceeds
Standard
4
Meets
Standard
3
Lists 2
Lists 1
similarities
similarity and
and 1
1 difference.
difference, or
lists 1
similarity and
2 differences,
or lists 2
similarities
and 2
differences.
Partially
Meets
Standard
2
Improvement
Needed
1
Lists 1
similarity or 1
difference.
Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta
State University, GA.
Similarities and Differences Scoring Guide
Spelling
Directionality
Spacing
Student Name: _________________
4 Exceeds Standard
3 Meets Standard
2 Partially Meets
Standard
Word wall words
spelled correctly; other
words spelled
phonetically
(representing the
beginning, middle, and
ending sounds).
Writing is easily read
by adults.
Words spelled include
beginning and ending
sounds. Some middle
sounds are
represented. Most
writing is easily read
by adults.
Words spelled include
beginning sounds.
Some middle and/or
ending sounds are
represents. Some
writing is easily read
by adults.
Initial sounds not
represented in
spelling. Writing can
only be read by child.
Writes consistently
from left to right, and
top to bottom.
Writes consistently
from left to right, and
mostly top to bottom.
Writes mostly from left
to right, and/or top to
bottom.
Needs to write from
left to right, and top to
bottom.
Leaves space
between words.
Usually leaves spaces
between words.
Begins to leave
spaces between
words.
Needs spaces
between words.
Accurately prints
capital and lowercase
letters.
Usually prints capital
and lowercase letters
accurately.
Needs practice
printing capital and
lowercase letters.
Letter
Formation
1Improvement
Needed
Capitalization
Capitalization
(beginning of
sentences, proper
names) always used
correctly.
Capitalization
(beginning of
sentences, proper
names) sometimes
used correctly.
Capitalization
(beginning of
sentences, proper
names) used
incorrectly.
Capitalization
(beginning of
sentences, proper
names) needed.
Punctuation
Ending punctuation
(periods and question
marks) always used
correctly.
Ending punctuation
(periods and question
marks) sometimes
used correctly.
Ending punctuation
(periods and question
marks) used
incorrectly.
Ending punctuation
(periods and question
marks) needed.
Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.
Lesson 4:
All About Me- Part I
 GPS:
 SKE2 C. Write and include drawings in a “Me” book to
discover how you are an individual- size, features,
names, where you live, parents, etc.
 Students will:
 Write a story about themselves
 Complete a graphic organizer
 Create booklet
 Practice Activity:
 Complete class graphic organizer
 Assessment Activity:
 Complete individual graphic organizer
All About Me
Name:- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Birthday:____________________________________________________
Hair Color:__________________________________________________
Eye Color:___________________________________________________
Thomason, K. (2006). All about me. Unpublished manuscript, Valdosta State University, GA.
Address:____________________________________________________
Favorite Sport:_______________________________________________
Favorite Food:_______________________________________________
Favorite Book:_______________________________________________
Thomason, K. (2006). All about me. Unpublished manuscript, Valdosta State University, GA.
All About Me: Graphic Organizer Scoring Guide
Student Name:_________________________
Items on
graphic
organizer
Meets
Standard
Partially
Meets
Standard
Improvement
Needed
Includes all 9
components
of graphic
organizer.
Includes 5 to
7
components
of graphic
organizer.
Includes 4 or
less
components
of graphic
organizer.
Thomason, K. (2006). All about me: Graphic organizer scoring guide: Kindergarten.
Unpublished manuscript, Valdosta State University, GA.
Lesson 5:
All About Me- Part II
 GPS:
 SKE2 C. Write and include drawings in a “Me” book to
discover how you are an individual- size, features,
names, where you live, parents, etc.
 Students will:
 Write a story about themselves
 Complete a graphic organizer
 Create booklet
 Practice Activity:
 Create class booklet
 Assessment Activity:
 Create individual booklet
All About Me Scoring Guide
Student Name:__________________________________
Exceeds Standard
Meets Standard
Partially Meets
Standard
Improvement Needed
Name
Includes first, middle,
and last names.
Includes first and last
names.
Includes only first
name or only last
name.
Includes no name.
Birthday
Includes month, day,
and year.
Includes month and
day.
Includes only month
or only day.
Includes no part of his/her
birthday.
Includes:
Hair Color
Includes hair color.
Doesn’t include hair color.
Eye Color
Includes eye color.
Doesn’t include eye color.
Address
Includes all
components of
address.
Favorite Sport
Includes favorite
sport.
Doesn’t include favorite
sport.
Favorite Food
Includes favorite
food.
Doesn’t include favorite
food.
Favorite Book
Includes favorite
book.
Doesn’t include favorite
book.
Includes three or
four components of
address.
Includes two or fewer
components of address.
Thomason, K. (2006). All about me scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.
All About Me Scoring Guide
Spelling
Directionality
Spacing
Student Name: _________________
4 Exceeds Standard
3 Meets Standard
2 Partially Meets
Standard
Word wall words
spelled correctly; other
words spelled
phonetically
(representing the
beginning, middle, and
ending sounds).
Writing is easily read
by adults.
Words spelled include
beginning and ending
sounds. Some middle
sounds are
represented. Most
writing is easily read
by adults.
Words spelled include
beginning sounds.
Some middle and/or
ending sounds are
represents. Some
writing is easily read
by adults.
Initial sounds not
represented in
spelling. Writing can
only be read by child.
Writes consistently
from left to right, and
top to bottom.
Writes consistently
from left to right, and
mostly top to bottom.
Writes mostly from left
to right, and/or top to
bottom.
Needs to write from
left to right, and top to
bottom.
Leaves space
between words.
Usually leaves spaces
between words.
Begins to leave
spaces between
words.
Needs spaces
between words.
Accurately prints
capital and lowercase
letters.
Usually prints capital
and lowercase letters
accurately.
Needs practice
printing capital and
lowercase letters.
Letter
Formation
1Improvement
Needed
Capitalization
Capitalization
(beginning of
sentences, proper
names) always used
correctly.
Capitalization
(beginning of
sentences, proper
names) sometimes
used correctly.
Capitalization
(beginning of
sentences, proper
names) used
incorrectly.
Capitalization
(beginning of
sentences, proper
names) needed.
Punctuation
Ending punctuation
(periods and question
marks) always used
correctly.
Ending punctuation
(periods and question
marks) sometimes
used correctly.
Ending punctuation
(periods and question
marks) used
incorrectly.
Ending punctuation
(periods and question
marks) needed.
Thomason, K. (2006). All about me scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.
Accommodations
 Pair Non-English speaking student
with English speaking student
 Provide a wide variety of sizes of
pencils and crayons
 Transcribe for students with less
developed fine motor skills
References








Bornstein, R. L. (1976). Little gorilla. New York: Clarion Books.
Brooksher, R. and Mergele, D. (n.d.) Developing confident and
successful kindergarten writers. Unpublished manuscript,
(No other additional information.).
Carle, E. (1969). The very hungry caterpillar. New York:
Philomel Books.
Goodall, J.S. (1988). Little red riding hood. New York:
McElderry Books.
Houston, G. (2004). How writing works: Improving
organizational structure within the writing process. New
York: Pearson.
McCardle, L. (2006). Linda’s learning links: Early writing
development. Retrieved May 25, 2006 from,
http://www.lindaslearninglinks.com/index.html
McCully, E.A. (1987). School. New York: Harper & Row.
Tompkins, G. (2004). Teaching writing: Balancing process and
product. Upper Saddle River, NJ: Merrill Prentice Hall.