Draw and Write: Who Is Calling on the Phone?

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 drawing and writing 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 drawing and writing worksheets work well as a focused practice activity, a homework assignment, or a warm-up at the start of a language arts lesson.

These drawing and writing 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 drawing and writing through a variety of exercises designed to reinforce both recognition and application. Our writing worksheets connect grammar practice to reading and writing so students see how drawing and writing works in real language. Building a solid understanding of drawing and writing in Kindergarten sets students up for stronger writing and clearer communication in every subject.

"Draw and Write: Who Is Calling on the Phone?" 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 writing, the page still works. You may just need to read the instructions out loud. And if they are older and drawing and writing never quite stuck, this is a short review rather than busywork.

Yes, both. We made it for Kindergarten 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 drawing and writing. In class it runs well as independent work while you pull a small group. Print one copy or thirty, whichever the day needs.

The page asks who is calling on the phone. Your child draws their answer first, then writes about it. The drawing is not decoration, it is the planning step: children who draw first write noticeably more, because they have already decided what they think.

Ask them to tell you about the drawing, then repeat their own sentence back and offer to help them write the first word. Scribing the first few words yourself is fine. The goal at this age is the connection between an idea and marks on a page, not independent spelling.

A label or a single sentence is a good outcome, and letters standing in for whole words is normal early on. By the end of kindergarten many children manage one or two sentences with phonetic spelling. If your child is writing one readable sentence about their drawing, that is right on track.