Draw and Tell

Introduce the skill with a brief whole-class activity, such as calling out examples and asking students to give a thumbs up when they hear draw and tell in a sentence. Then let students work through the worksheet independently or in pairs, referring to a class anchor chart if one is available. When reviewing answers, ask students to explain why an answer is correct rather than just confirming it. These draw and tell worksheets work well as a focused practice activity, a homework assignment, or a warm-up at the start of a language arts lesson.

These draw and tell worksheets for Kindergarten give students the targeted language arts practice they need to master this important grammar skill. Students identify, sort, complete, and write using draw and tell through a variety of exercises designed to reinforce both recognition and application. Our creative writing worksheets connect grammar practice to reading and writing so students see how draw and tell works in real language. Building a solid understanding of draw and tell in Kindergarten sets students up for stronger writing and clearer communication in every subject.

"Draw and Tell" is written for Kindergarten (Ages 3-6), and it covers Common Core W.K.3. If your little one is a year younger but already steady on creative writing, the page still works. You may just need to read the instructions out loud. And if they are older and draw and tell never quite stuck, this is a short review rather than busywork.

Yes, both. We made it for Kindergarten creative writing, and the page works the same whether it lands on a kitchen table or a center rotation. At home, most families go through it together and talk the answers out loud, and that talking is where most of the learning happens with draw and tell. In class it runs well as independent work while you pull a small group. Print one copy or thirty, whichever the day needs.

It plans the writing. A child who draws first has already decided what they think, so the writing becomes a description of something they can see rather than an idea invented on the spot. Children who draw first reliably write more.

Ask them to tell you about the picture, then say their sentence back to them and offer to help with the first word. Writing down their words yourself is fine at this stage. The link between idea and page is what matters, not who holds the pencil.

A label or a single sentence is a good outcome. By the end of the year, one or two sentences with phonetic spelling is on track. Quality of the idea beats quantity every time.