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Children will enter the levels of the Kid Writing process at various points according to their developmental readiness for writing.  The rate at which a child progresses through the levels will be dependant upon his or her acquisition and application of skills, as well as their response to individually tailored challenges.  The teacher will design each child's instructional plan based on their current writing abilities.

     

Level 1: Emerging/Scribble

 

This is the beginning level at which a child scribbles.  It may be difficult to tell what the picture is about, but it's important to praise the child's beginning drawing as the first stage in writing.

  

Level 2: Pictorial

At this level, children begin to draw somewhat recognizable pictures and may be able to dictate a phrase about it.  They may also imitate adult writing.

  

Level 3: Precommunicative

 

At this level, children may now be printing their own name or an occasional known word using random strings of letters or letter-like forms. They begin to write to convey a message. Sometimes they may attempt to read the message back, but an adult probably can't read it. 

  

Level 4: Semiphonetic

At this level, children begin to use some letters to match sounds, often using one beginning letter to write a word.  They usually write from left to right, but may reverse some letters. 

     

Level 5: Phonetic

Children at this level write most words using beginning and ending consonant sounds, and spell most "over and over" words correctly.  They may begin to add punctuation and vowel sounds, although not always the correct ones.  Children may begin to leave spaces between words.  Some reversals may continue to occur, but now it is becoming easier for adults to decode the writing.  The child may be writing more than one thought at a time.

     

Level 6: Transitional

At this level children are consistently writing words the way they sound, representing most syllables in words.  They may be adding an extra silent e at the end of a word or doubling letters when they are not needed while trying to visually remember how spelling works.  At this point children will know where to continue writing when they reach the end of a line, consistently insert spaces between words, and often use simple punctuation correctly.