Comp 7: Writing Conventions Flashcards
Identify the most appropriate strategy to meet the needs of children at the emergent stage of writing development.
Provide a shared writing or language experience in which the teacher writes what the child says.
scribbling stage (spelling stage: 1st)
first step to acquisition of the hand-eye coordination necessary for drawing.
Children pretend they are writing.
Awareness of difference between writing and drawing to communicate.
Follow writing to the left and top to bottom progression.
Pseudo Letters (spelling stage: 2nd)
Try to create forms that resemble letters.
Writing shows no or little or no evidence of letter-sound relationships.
“Invented spelling”
Writing show recognition of letters representing sounds in words, main sounds represented.
Consonants used more than vowels.
Phonetic (Spelling Stage: 3rd)
At this point, children “spell” by matching sounds to letters and consistently representing all of a word’s sounds.”One letter spells one sound” strategy
EX: “BABES” for “babies”
Way a child discerns a sound may not be conventional “GR” for “dr”
Transitional Spelling (Spelling Stages: 4th)
Discontinue over reliance on phonetic spelling, notice visual cues, use morphological information (word structure)
Sight word training important
Try self correction
May have problems with words with double vowels ie. book, feed
May have problems with words with consonant digraphs ie. through, charm
Conventional Spelling (Spelling Stages: 5th)
May have problems in spelling less typical words, fail to see when proofreading their work.
Almost have mastery of most complex sound-symbol relationships.
Proficient in proofreading their spelling
Emerging Writers
Students at the emerging stage of writing are generally able to: dictate an idea of a complete story, use initial sounds in their writing, use pictures, scribbles, symbols, letters, and/or known words to communicate a message, and understand that writing symbolizes speech.
Language Experience Approach
approach to writing instruction from personal experience; stories about personal experiences are written by teacher and read together until learner associates written form of word with spoken; can also be a group activity restating stories read by teacher
Early Writers (1-2nd)
-use space between words, but not consistently
-include sound and letter associations in spelling, especially initial and final consonants
-can usually re-read his or her own writing
-have variable handwriting; may use lower case letters, but still could mix upper caps, may reverse some letters ( b and d).
Newly Fluent Readers
-Begin to internalize the cuing or decoding system of the language and exhibit some degree of fluency.
-Able to discuss the point of view of the author
-Revise and edit written work independently/collectively.
Writing Conventions
include spelling, punctuation, capitalization, grammar, and paragraphing. They improve the readability of a paper or book. Without these things a piece of writing would be difficult to read.
How should connectors (transition words) be taught to students?
EXPLICITLY
Teachers provide a list of possible sentence connectors and guide on how to use them.
What are benefits of reading aloud to students?
Develops print awareness and an understanding of the intonation pattern of the language.
Exposed to story framework.
