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The student independently chose to use writing in the student’s play. The student understood the purpose of the writing (“I’m going to write a list of supplies for the doctor’s office”). The student knew which kind of writing paper was needed to complete the task (“I’m going to get list paper”). The student was able to name the type of writing used (“I wrote a list”). How does play support the student’s understanding of the purpose of writing? How does the arrangement of the writing materials or anchor charts support the student’s proficiency with the task?

1. CCSS Alignment

The student is proficient in L.K.2c and d for this task because the student independently uses many consonant and vowel sounds correctly when writing. The student can independently reread own writing.


Standards referenced:

L.K.2c: Write a letter or letters for most consonant and short-vowel sounds (phonemes).

L.K.2d: Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

The student is proficient in L.K.1a for this task because the student forms all letters correctly.


Standard referenced:

L.K.1a: Print many upper- and lowercase letters.