CLA writing

Question 1

What is a grapheme?

Answer 1

A symbol or letting representing a phoneme

Question 2

What is a digraph?

Answer 2

2 letters or symbols representing a phoneme

Question 3

What is tripod grip?

Answer 3

The way a pen or pencil should be held

Question 4

What are gross motor skills?

Answer 4

The skills associated with larger
movement like walking, jumping etc.

Question 5

What are fine motor skills?

Answer 5

The skills associated with precise
movement with the fingers like sewing, writing and playing

Question 6

What is the first of Kroll’s stages?

Answer 6

Preparatory stage: (4-7) Basic motor skills are developed

Question 6

What is the second of Kroll’s stages?

Answer 6

Consolidation stage: (7-9) Writing begins to express what a child can already do in speech. Reflects patterns of spoken language.

Question 7

What is the third of Kroll’s stages?

Answer 7

Differentiation stage: (9+) Writing diverges from speech; recognise writing needs to be suited to audience/purpose. Able to explore
different genres.

Question 8

What is the fourth of Kroll’s stages?

Answer 8

Integration: (14+) Writers have such a good command of language that they can vary their stylistic choices at will and develop a personal ‘voice’. This continues to develop throughout adult life.

Question 9

What is stage 1?

Answer 9

Pre-Phonetic
- Pre-letter writing.
- Random writing on page -letters, symbols, numbers.
- May use repetition of familiar letters such as the letters in child’s name.

Question 10

What is stage 2?

Answer 10

Semiphonetic
- Leaves random spaces in writing.
- Uses a few known words in correct place - i.e. names.
- Shows letter-sound correspondence.

Question 11

What is stage 3?

Answer 11

Phonetic
- Total mapping of letter-sound correspondence.
- Vowels are omitted when not heard.
- Writes quickly.
- Spaces words correctly.
- Letters are assigned strictly on the basis of sound : prt=party.

Question 12

What is stage 4?

Answer 12

Transitional
- Vowels appear in every syllable.
- Silent “e” pattern becomes fixed.
- Inflectional endings like “s”, “ing” are used.
- Common letter sequences are used (ay, ee, ow).

Question 13

What is stage 5?

Answer 13

Conventional
- Child understands basic spelling patterns and knows something about word structures, using visual strategies to spell.
- They have a large automatic spelling vocabulary. They also have control over
‘loaded language’ (language that attempts to evoke the emotions)

Question 14

What is meant by ‘undergeneralisation’ when discussing spelling mistakes?

Answer 14

Standard rules for particular spelling patterns are not followed (e.g. y to ies plurals)

Question 15

What is meant by ‘omission’ when discussing spelling mistakes?

Answer 15

Letters are missed out of words (particularly where double consonants appear)

Question 15

What is meant by ‘overgeneralisation’ when discussing spelling mistakes?

Answer 15

Regular spelling rules are applied even when it is not accurate to do so (e.g. run, runned or donkies instead of donkeys)

Question 16

What is meant by ‘insertion’ when discussing spelling mistakes?

Answer 16

The addition of extra letters that are not needed for the accurate spelling of the word

Question 17

What is meant by ‘substition’ when discussing spelling mistakes?

Answer 17

Where the right letter is replaced with an
alternative (often phonetically plausible) letter (e.g. produse instead of produce)

Question 18

What is meant by ‘transposition’ when discussing spelling mistakes?

Answer 18

Where a pair of letters is switched around
(e.g. olny instead of only)

Question 19

What is meant by ‘salient sounds’ when discussing spelling mistakes?

Answer 19

Writing only the key sounds (e.g. tmrw instead of tomorrow)

Question 20

What is meant by ‘phonetic spelling’ when it comes to spelling mistakes?

Answer 20

Spelling words phonetically when they aren’t spelt that way (e.g. fone instead of phone)

Question 21

What is Rothery’s fist category?

Answer 21

Observations/ comments- The writer makes an observation (‘I saw a tiger’) and follows this with either an evaluative comment (‘It was very large’) or mixes these in with the observation (‘I saw a very large tiger’)

Question 22

What is Rothery’s second category?

Answer 22

Recount- Usually a chronological sequence of events e.g. recount of a school trip, children are often asked to do as a follow-up activity. It is written subjectively (‘I’). The structure of a recount usually follows a set pattern: Orientation – Event – Reorientation. The orientation sets the scene, perhaps the journey. The reorientation at the end of
the recount completes the writing.

Question 23

What is Rothery's third category?

Answer 23

Report- A factual and objective description of events or things; it tends not to be chronological.

Question 24

What is Rothery's fourth category?

Answer 24

Narrative- A story genre where the scene is set for events to occur and be resolved at the end. It also has a set pattern. Orientation – complication – resolution – coda. The coda identifies the point of the story and isn't always added. Because of the structural complexity few children will achieve the whole structure early on, despite their experience of reading stories that follow this narrative structure.

Question 25

What is Britton's first category?

Answer 25

Expressive- The first mode to develop because it resembles speech. Uses the first person perspective and content is usually based on personal preferences.

Question 26

What is Britton's third category?

Answer 26

Transactional- Develops last, around secondary school age, once children have finally dissociated speech from writing. It's the style academic essays, as it is more impersonal in style and tone. Third person is used to create a detached tone. Formal sentence structures and graphological features are used to signpost sections and ideas and structures tend to be chronological.

Question 27

What is Britton's second category?

Answer 27

Poetic- Develops gradually, requiring skills in crafting and shaping language, but is encouraged early on because of its creativity. Phonological features such as rhyme, rhythm and alliteration, as well as descriptive devices such as alliteration and similes, are common.

Question 28

What does Katherine Perera say about Chronological?

Answer 28

Relying on action words (verbs) and on linking ideas using connectives

Question 29

What does Katherine Perera say about Non-Chronological?

Answer 29

Considered harder to write because they rely on logical connections between ideas

Question 30

What does Britton say regarding non-chronological texts?

Answer 30

Children are encouraged to tackle non-chronological texts early because of their creative aspect (like poetry)

Question 31

What is the traditional (linear) hypothesis?

Answer 31

Believe that children’s writing acquisition is a linear process-suggests that development of a skill takes place in sequential steps. Early features are mastered first, and these early features, in turn, contribute to the acquisition of later developing skills.

Question 32

What is the functional process (unified hypothesis)?

Answer 32

Contrasts the Linearity Hypothesis, proponents of the Unified Hypothesis argue children don't acquire knowledge of print in a linear sequence. As applied to early writing, the Unified Hypothesis predicts that children learn about general and language specific aspects of writing simultaneously and in no particular order, depending on their experiences with print.

Question 33

What did Hamilton say about writing?

Answer 33

We need to change our definition of literacy- it's more than just a set of skills. She says skills are shaped by social contexts, purposes and relationships. she also says that writing is never done in a vacuum as literacy is situated and embedded in local activities

Question 34

What did Abbott say?

Answer 34

Battery hens vs battery chickens- education is better when children and students are free to make decisions

Question 35

What did Grainger and Gooch say?

Answer 35

There should be a balance or creativity and accuracy- creativity is needed to help them find their voice