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CLD Writing: Revised - Coggle Diagram
CLD Writing: Revised
Writing
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Kroll's Stages
Preparatory stage: The child masters motor skills, develops an understanding of phonemeic and graphemic correspondance, will be heavily scaffolded (Vygotsky)
Consolidation (6-8): Children write as they speak. They use short declarative sentences, incomplete sentences or lengthy compound sentences. Encouraged to follow preset structure.
Differentiation (8-11) - Children becoming aware of the differences between writing and speech. An increase in confidence to uphold standard English conventions and grammatical structures. Complex sentences and more variety in genre, purpose and audience.
Integration (teens): Writer develops a personal voice. Child adapts style to the requirements of genre audience and purpose. Narrative and descriptive skills develop. Technical accuracy controls the writing and the writer is able to draw upon a wide lexicon.
Jean Rothery asks to consider texts as a whole, what are children writing for?
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Bereiter and Scardamalier show two levels of writing, knowledge telling and transforming
Teaching Approaches
Rule-based model suggests that to get a a child to produce good work, they must be presented with a finite set of rules early on that they should follow. Children will be assessed on their ability to write accurately and coherently, Technical accuracy needed to succeed.
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Creative model: suggests that children should be allowed to be creative with language and that they learn through trial and error. The child will also be less likely to fear making mistakes. They argue the rule based approach stifles idiolect and creativity.
In 1999 John Abbot used the metaphor of battery hens and free range chickens to disagree with the constraints of the rule based approach.
James Britton was a teacher who led a major research group and believed that no one can learn to write well without being given the chance to write about what matters to them. (Echoing Vygotsky's belief.
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Brittons Model
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Transactional writing writing for a purpose, writer can detach from their writing.
Spelling
Some Issues of spelling in English are phoneme/grapheme mismatch, variation in schwa spelling, issues with single and double consonants and etymology of original words, spellings with silent letters, 'rules' that do not always apply, regional variation in pronunciation and homophones with spelling depending on context
Gentry's Stages:
Precommunicative stage (3-4) This describes children who are beginning to understand that symbols on the page mean something.
Children motivated to write.
Some recognisable characters, usually 'e' or letters in a child's own name.
No sense of directionality.
Semi-Phonetic stage (4-7) Children begin to learn phonemic graphemic correspondence.
Extreme compression - telescoped, initial letter or complex use.
Begin to understand directionality
Phonetic stage (5-8) Spelling begins to mirror sound, which may not be standard.
Easier to understands, grasp of directionality, spacing observed.
Transitional Stage (6,7- adult life) Follows basic acceptance of English spelling.
Vowels used in every syllable.
Conventional stage (9,10-onwards) Child understands spelling system and structure like prefixes and suffixes, can distinguish homophones, accurate in use of single or double consonants.
Analogy used.
Important vocab
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Substitution When the right letter is replaced with an alternative, though phonetically plausible letter.
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Reading
Chall's Stages: Pseudo-reading (up to 6): Children imitate the reading process by looking and flipping pages.
Initial reading and decoding (6-7): Children begin to decode words to understand basic texts. Focusing simply on words and graphemes.
Confirmation and Fluency (7-8): Reading will be faster and a sense of the whole text will be felt.
Reading for learning (9-13): No longer learning to read, but reading to learn - reading is a mode for other means.
nstruction and reconstruction: (18+)
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