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Children's Writing - Coggle Diagram
Children's Writing
Reading towards writing
grapheme=letter/blend of letters that represent a sound
phoneme=the sound of a letter or blend of letters within a word
more exposure to writing=better writer
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Analytic phonetics encourages children to break up words into key sections. Known as onset and rime.
Synthetic phonemes teaches children individual phonemes indepedently from reading. Child is synthesising from ind phonemes to place them into a full word
The process of writing development
oracy=an individuals development of speaking and listening skills
literacy=development of individuals reading and writing skills
[directionality-writing from left to right]
Care giver develops childs oracy to begin to develop their literacy. Difficult to progress without oracy.Fine motor skills-precise movements e.g. with fingers
Familiar texts to facilitate writing link between early reading of well known stories and writing is common. Fairytale genre is well known for children
Saluation=greeting letter format e.g. 'dear' 'to' complimentary close=a brief line of writing that directly precedes the name at the bottom of the letter
Emergent writing-before a child can write actual words or letters child will make signs on the page that represent letters or words. May include some recogniable letters but wont make any sense and is mainly made up. Arguably the child is imitating words/texts they are familiar with
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Broad stages of writing development-Barry Kroll (1981)
Preparatory stage-0-6 children are developing fine motor skills, Practice holding pens/pencils. Basic spellings.
Consolidation stage-7-8. Children are writing as they speak. Short declaratives using conjunctions 'and' or 'but'. Sentences are often incomplete
Differentiation stage-9-10. Children are beginning between speech and writing. Different styles of writing are understood. Still errors.Need writing guides. Writing may reflect thoughts and feelings.
Intergration stage-mid teens.Develop own style. Can write according to audience and purpose
John Abbott (1999)-used the metaphor or 'battery hens'or 'free range chickens'. Implied children who are taught to write creatively are the ones that thrive
Genre, audience and purpose ((genre based literacy-Jean Rothery, 1980s))
observation/comment-simplest type of writing. Child observes something then makes a comment on it
recount-This is a subjective, chronological account of events.Orientation---->event----->reorientation.
Orientation sets the scene and reorientation draws a kind of conclusion
Report-Objective and factual description of an event or thing. Doesnt need to be chronological
Narrative-Hardest to achieve . Must involve orientation --->complication--->resolution--->coda. Children are familar with the narrative genre
Brittons model-1975--->childrens understanding of language functions
1.Expressive-Develops first.1st person. Enables children to explore their own identity. Egocentric
2.Poetic-'literacy' encouraged in early writing . Creative and think about carftof writing by including imagery as well as phonological features.
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Transactional-'wordly'. Writer seperates own identityfrom writing. detatchment. Impersonal
School and teacher input
Scaffolding-When a child joins primary school, their teacher will become another major influence on their writing. They will show the child what they have done well and what they can improve on
Writing beyond school- opportunities to write outside of school:letters, cards, postcards. A child who is encouraged to write for a variety of different purposes will develop their independence
Geographical and social influences-speaking as written (consolidation stage)----.regional accent/dialect
Handwriting and orthography
a) cursive script-joined up handwriting. Improve fluency.
b) print handwriting-initial handwriting. each letter written individually.
c) casual cursive-some are joined, some are not
((children are encouraged to write in cursive script in primary school. encourages speed))
Orthography-the spelling system of any given language -homonyms-spelt the same, pronounced differently
homophones-pronounced same way, spelt differently
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Gentrys spelling stages 1987
pre-communicative-random letters with no letter to sound link
semi phonetic-letters may be used to represent whole words. Generally formed left to right. Some letter to sound connections
phonetic-spelling will be based on the sound of words
transitional-spelling willl combine phonetic approaches as well as visual approaches. Silent letters may appear and be acknowledged
Conventional-difficult words are known and learnt as well as alternate spellings
Common spelling errors in early english omisssion-letters are missed out of words. Particularly where double consonats appear e.g. running
insertion-adding of extra letters where they arent needed e.g faice (face)
Substitution-where right letter is replaced with one more phonetically plausible e,g won (one)
Transposition-where letters are swapped e.g olny (only)