Writing

Writing: what you need to know

Early writing in Kindergarten develops through the integration of three key skills: composing, handwriting, and spelling. Each skill contributes in a unique way; children draw on all three skills at the same time as they create written messages.

Composing means generating and organizing ideas. Building this skill orally is an important first step, as it helps children transfer their thinking into writing later.

Handwriting instruction includes explicitly modelling and teaching efficient letter formation, alongside intentional playful experiences that strengthen fine motor skills. When letter formation becomes automatic, children can focus more fully on expressing their ideas in writing.

Spelling provides a visible window into a student’s developing understanding of how written language works. Children’s writing typically progresses from drawings and scribbles, to letter-like forms and random strings, to representing beginning sounds, and eventually to representing beginning and ending sounds.

Understanding this developmental progression helps to provide appropriate supports and scaffolds.

What’s new in the 2026 Curriculum?

Both the 2016 Kindergarten Program and the new 2026 Kindergarten Curriculum include expectations for students to write simple texts, however, the updated Curriculum places greater emphasis on using foundational language knowledge and skills while creating texts. Students are expected to use explicitly taught skills such as phonemic awareness and phonics when composing simple texts. This reflects a more intentional approach to early literacy instruction, requiring students to apply explicitly taught foundational knowledge and skills when writing. A notable change in the 2026 Curriculum is the inclusion and direct teaching of efficient letter formation to support fluent, confident writing development.

Transitioning to writing in Grade 1

The Language Foundations Continuum provides continuity of foundational skills from Kindergarten to Grade 1, which students then apply to their writing. In Kindergarten, students begin by writing simple texts; in Grade 1, this develops into more planned and organized writing. The Kindergarten Curriculum also strengthens children’s understanding of sentence structure through oral language, laying the groundwork for transferring this knowledge into written expression as they progress through Grade 1.

Teaching writing

Writing is a complex process that draws on many skills, so effective instruction needs to intentionally support composing, handwriting, and spelling in an integrated way. Kindergarten students need both evidence-based systematic and explicit instruction in combination with meaningful opportunities to write in different contexts. Educators model the writing process through think-alouds, shared writing, and scaffolded writing, demonstrating how to generate and organize ideas, choose precise words, form letters efficiently, and stretch out words using grapheme–phoneme knowledge. In this way, explicitly taught foundational skills are purposefully applied within authentic writing tasks, creating more connected learning. Spelling development is strengthened when children are encouraged to use estimated spelling while also being held accountable for phonics patterns that have been explicitly taught.

Materials should be easily accessible in both outdoor and indoor learning environments, so children can naturally incorporate writing into play. Instructional support should be differentiated based on students’ needs, using guided play and teacher-directed play experiences, helping children take the next step in their literacy learning. When authentic writing opportunities are consistently paired with explicit, systematic instruction and responsive scaffolds, children become increasingly motivated to write and bring writing into their play in purposeful ways. Building a positive writer identity, in which children see themselves as writers, is essential. All early writing attempts should be recognized and celebrated as important stages of development. Showcasing children’s work in the classroom helps children to see themselves as writers.

Assessing writing

Assessing writing in Kindergarten involves drawing on multiple sources to understand each child’s skills and growth. Universal screening provides a snapshot of foundational literacy skills and helps identify areas where additional support may be needed, while measures of phonemic awareness and phonics offer insight into spelling development.

Additional measures, like a spelling screener or handwriting assessment can yield additional insight. Pedagogical documentation captures children’s writing in authentic contexts such as play, shared writing, and independent tasks, including both the process and the product. This may include notes, photographs, writing samples, and children’s explanations of their ideas.

When collecting documentation, educators consider composing, handwriting, and spelling, looking at how children generate and organize ideas, form letters, and apply their phonics knowledge. This evidence is then used to identify strengths, determine next steps, provide differentiated support through scaffolded instruction, and track progress over time. Combining pedagogical documentation with evidence-based assessments provides a more complete picture of each child’s development and supports more intentional, responsive teaching.