How much should my child be writing?

As a parent, trying to figure out if your child is meeting grade-level standards at school is a little like looking through a peephole. You get a tiny, distorted picture of progress from the work your child brings home, paired with grades and feedback from the teacher. But how do you know what “good” writing looks like in, say, third grade?

Signs your child is struggling with writing

Handwriting, Spelling and Mechanics – Oh my!

Messy handwriting – There seems to be this bell-shaped curve with handwriting. Early writers are learning to form the letters. They come out backwards, all different sizes, wobbly and not on the lines. Around the end of first grade, many students hit their groove. They have fully learned letter formation and have developed firm habits about how they write (for better or for worse!) Later, many stop being as careful with their daily handwriting and, while they may be able to write neatly for forms and Christmas cards, their grocery lists are a scrawl that is readable only to them. If your child is young, make sure they have appropriate lined paper, short pencils (not fat ones!) and opportunities for practice and feedback. If they are older and handwriting continues to be a barrier, consider using speech-to-text or typing to help them get their ideas out.

Indecipherable spelling – Early writers use what’s often called “invented spelling.” They go from scribbling random shapes to mixing in some real letters to beginning to represent the sounds in words, like “gmu” for grandma. In kindergarten and first grade, students are encouraged to “write what they hear” but they should be held accountable for including any spelling rules or patterns they have been taught. If your child isn’t writing letters that match the sounds in the word by first grade, or if they continue to use phonetic spelling into third grade (such as misspellings like sed and wuz for common words like “said” and “was,”) they may need some help in writing.

Incomplete thoughts – You may feel like you need a secret decoder ring to read children’s writing sometimes. If your child’s writing is vague, “We went there after the other time…” or if they never pause to end a sentence, “We had popcorn and we saw the previews and the movie came on but it was too loud and we watched the robots and we got pizza that was my favorite part,” they may need some explicit instruction in choosing descriptive words or identifying a complete thought/sentence.

Why there’s no easy answer

Whether a child’s writing is deemed “good” depends completely on the situation. Based on my experience in public schools, there seems to be much less consistency and money invested in writing curriculum than there are in math and English materials and planning. As a result, writing instruction in different schools, or even in neighboring classrooms, can be all over the map. 

Even looking at state learning standards can make the issue cloudier instead of more clear. The Common Core Standards don’t say how long a piece of writing should be in any particular grade. It gives broader goals that, while important and true, don’t give us enough information to evaluate our children and see if they are on track. 

For example, a fourth grader should “Write opinion pieces on topics or texts, supporting a point of view with reasons and information.” Cool. But within that, there’s a huge difference between “Koalas are the best animals because they are furry and smell like eucalyptus,” and “The bird in Horton Hatches a Who treated Horton unfairly because she left him to sit on her eggs while she went on vacation.” They both have opinions, reasons, and information, but one shows knowledge about koalas (I made up that eucalyptus thing, but I’m using my imagination here) and the other shows understanding about character relationships and connections to a book. 

Some schools or individual teachers use rubrics to take some of the guesswork out of evaluating writing. A rubric is a grid that specifies the expected parts of a piece of work and gives a number of points for each item. Sometimes, a rubric can serve as a checklist for completing the assignment:

• The cover page should have the title, author’s name, and date.

Other times, a rubric can be almost as vague as the Common Core Standards. What is “adequate support,” anyway?

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OK, but really, how long should the writing be?

For what it’s worth (I unfortunately don’t have any power over schools’ curriculum), here are some general benchmarks I like to see students meet. When I see these things, I am pretty comfortable that they are on their way to becoming competent writers.

By the end of Kindergarten: 

• Form all 26 letters (some reversed b/d/p/q m/w g/q is still developmentally very appropriate at this stage)
• Write words phonetically by sounding them out or spell them correctly by using resources (for example, looking at the school lunch calendar to spell the word school)
• Produce simple sentences. Many (maybe most) kindergarten graduates can write a sentence of 4-8 words themselves. Others are still using an adult scribe to capture their whole thought before they forget. It won’t be spelled correctly, but it should be a complete thought and most of the words should be there.
• Express themselves verbally in complete thoughts, given a model. So if you say, “I think we should have spaghetti for dinner because it’s delicious. What do you think?” they can say, “I think we should get pizza because it’s fast.” 

By the end of first grade:

• Write a series of 3-6 sentences about a single topic. They may begin to have a main idea/topic sentence, like “I’m going to tell you about my dog.” The writing might be repetitive: She has fur. She loves me. She likes walks.
• Spell words in a way that makes sense, even if they pick the wrong option for some sounds, like writing trane for train. 

By the end of third grade:

• Here’s where things start to vary more, both in school expectations and individual development. Sometime between the beginning of second grade and the end of third, children should learn to write a paragraph with a topic sentence and an appropriate number of details. 
• In a narrative/story, they should have a clear beginning (where a character has a problem), middle, and end (where the problem is solved.) 
• Most of their writing is often based on personal experience or general knowledge.

By the end of elementary school:

• Write a paragraph that refers to specific facts from something they have learned and comments on those facts. 
• Write a narrative that is several paragraphs long and talks about characters’ feelings and motivations. Children should be using conventions like quotation marks and punctuation to make their story clear.

Middle School: 

• In middle school, students should be writing more and more about what they are learning in class. 
• They should understand at least 3 kinds of writing (narrative, persuasive and expository) and be able to identify differences between the types.
• Before high school, students should be able to string together at least 3 good paragraphs, with specific details and quotes from text they ahve read, into a coherent essay. They might need guidance to do this, with graphic organizers or sample papers to get them going.
• Understand that they are writing for reader and that there are things writers do – like explaining their thoughts in detail – that we might not do in a spoken conversation.

High school:

• Write a paper of 3-8 pages, with structure and guidance from a teacher.
• Use specific evidence quoted from multiple sources to support their points in writing.
• Use “writerly” academic language, including words like however, meanwhile, and on the other hand to show the relationship between their ideas.
• Understand themselves as writers and use their knowledge to plan their writing process. For example, do they prefer to write a detailed outline or just start with a draft? What tools do they need to organize their notes or to keep their draft on track? How long does it take them to write a page?

But what if they aren’t?

Not everyone is going to choose a career or an education option that requires a lot of daily writing, but all students need and deserve to be able to communicate clearly in writing. Especially in a world of texts and emails, being able to write your message effectively can make an enormous difference. 

Not everyone is going to choose a career or an education option that requires a lot of daily writing, but all students need and deserve to be able to communicate clearly in writing. Click To Tweet

While every child’s development as a writer will vary, and my list above is only a rough guideline, children also sometimes need more than they are getting in the classroom. Without a strong writing curriculum, many teachers give students “inspiration” and “time to write,” which may not be enough structure for a child who just plain doesn’t know how to write. Other students need direct teaching about spelling or building sentences in order to do it successfully. If you have concerns about your child’s writing progress, or if they are avoiding writing or melting down, ask their teacher about writing expectations for the year. 

If your child is struggling with writing at school, whether it’s expressing themselves completely or spelling so others understand them, we can help! Contact us for a consultation and no-cost demo lesson today.