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Written CLA - Coggle Diagram
Written CLA
AO3
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‘In learning to write, children should develop their accuracy before learning to write for different contexts.’
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'To what extent is learning to write just about developing correct spelling, punctuation and grammar'
AO2
Writing
Clay 1970- recurring principle (repated letter strings), directional principle (
Goodman- functional (purpose/audience), linguistic (organised) and relational (words carry meaning)
National child devlopment:
very high parental involvement= high grades at GCSE English
girls effected by parents socio economic status
boys effected by family relationships
EPPE (Effective provision at preshcool education):
more reading at young= high scores in reading attainment
longitudinal study of 3000 children
parental involvment includes visiting library, painting, playing with letters, teaching songs
Britton-
expressive= first person, egocentric
poetic= stories and poems
transactional- for a purpose eg instruction
Rothery and Martin- Australian shcools in 1980s
observation- labelling
recount- chronological account
report- factual
narrative- stories/creative
National curriculum- write numbers 0-9, mechanical control with lower case letters
Reading
Chall- pre reading, intial reading, confirmation, reading for learing, multiple viewpoints, construction
National curriculum- read polysyllabic words, simple contractions, bledning sounds
28% of children in south east england don't meet the expected standard in literacy- National literacy trust
Oxfrod reading tree- CVC= consonant vowel consonant level 1+ of reading bands, age 4-5
Spelling
Kroll- preparation, consolidation, differentiation, intergration
Gentry:
pre phonemic= imitates writing
semi phonemic= link letters and sounds
phonetic= mpre complete words
transitional= awareness of diagraphs
conventional= few errors
National curriculum- days of the week, common exception words, alphabet in order
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