North Carolina Early Learning and Development Progressions: Birth to Five

Domain: NC Foundations for Early Learning: Language Development and Communication (LDC)

Subdomain: Foundations for Writing

Goal: Children use writing skills and writing conventions.

Skill Progression: Use writing skills and writing conventions

Age: 48-54 Months

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Holds a crayon with an adult grasp

Situations for Observation of Skill

Observe the child writing her ideas on paper

Elicitation Strategy

Give each child a large piece of paper. Ask the children to draw a large square on the top half of the page, like one that the adult shows them. Ask them to draw a picture of their family inside the square. Under the square ask the children to write the names of the people in their picture and something about them. The adult can draw a model for a child if needed.

Behavior Observed

The child has an adult pencil grasp and controls the pencil with more precision. Lack of refined fine motor skills makes writing with control on small lines difficult, therefore letters are still large.

Routines-based Intervention (Embedded Instruction)

It is important for early childhood educators to understand that all of their children are in different places in the writing sequence, and they may regress when the task is too difficult. For this reason, early childhood educators need to understand each child’s level of proficiency and build on that. Using the same worksheet with the whole class will leave some frustrated and falling back to earlier developmental levels. On the other hand, some will be unchallenged and not learn the next level. Have children write spontaneously starting with their names and names of family members. These are familiar, motivating, and easiest to learn. Write down words children want to learn.

 North Carolina Department of Public Instruction, 2015

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