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English Language Paper 1 > Child Writing Development > Flashcards

Child Writing Development Flashcards

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Proverbs and Idioms flashcards
1
Q

7 stages of writing development

A

Drawing
Letter-like forms
Copied letters
Child’s name
String of letters
Words
Sentences
Text

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2
Q

The term used to describe children’s early scribble or representations of the written word

A

Emergent writing

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3
Q

Kathy Barclay’s 7 stages of writing

A

Scribbling
Mock writing
Mock letters
Conventional letters
Invented spelling
Approximated or phonetic spelling
Conventional spelling

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4
Q

Ascenders

A

Letters that go up

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5
Q

Descenders

A

Letters that go down

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6
Q

Understanding of genre

A
  • Children are aware of genres related to their own experience e.g. letters to Santa, invitations
  • Understanding of register - children need to learn how to use appropriate grammar and lexis for the type of text
  • Importance of purpose and relationship between the reader and writer (importance of politeness)
  • Pragmatic awareness becomes more sophisticated overtime
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7
Q

Brittons 3 modes of children’s writing

A

Expressive
Poetic
Transactional

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8
Q

Expressive mode

A

Resembles speech, first person perspective, content based on personal preferences

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9
Q

Poetic mode

A

Gradual development; encouraged early on; uses imagery and phonological devices

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10
Q

Katherine Perera

A
  • Suggested an alternative way of classifying texts
  • Chronological and non-chronological
  • Chronological texts rely on action words and on linking ideas with connectives to connect events
  • Non-chronological texts are more creative and abstract and based on logical connections between ideas
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11
Q

Transactional mode

A

Develops last, around secondary school age once children have disassociated speech from writing, essays, impersonal, formal, 3rd person creates a detached tone, formal sentence structures and graphological features are used to sing post sections and ideas and structures tend to be chronological

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12
Q

B.M. Kroll (1981) 4 stages in the development of writing skills

A

Preparation
Consolidation
Differentiation
Integration

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13
Q

Preparation

A
  • Up to 6
  • Basic motor skills; some principles of spelling
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14
Q

Consolidation

A
  • 7-8
  • Writing similar to spoken language (colloquial register, repeated use of ‘and’ to link clauses, some incomplete sentences)
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15
Q

Differentiation

A
  • 9-10
  • Writing is separate from speech; writing for different purposes and audiences more strongly understood
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16
Q

Integration

A
  • 11 onwards
  • Personal voice in writing; writing is more controlled and appropriate
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17
Q

Francis Christie and genre theory

A

Narratives
Recounts
Procedures
Reports
Explanations
Expositions and discussions

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18
Q

Narratives

A

Introduce characters in some setting, unfold a series of events leading to a complication and offer some evaluation with a resolution - story books and literary text

19
Q

Recounts

A

Reconstruct experience in temporal sequence, found early in writing of personal experience

20
Q

Procedures

A

Direct behaviour in undertaking activities and which are found in games, recipes,manuals and science experiments

21
Q

Reports

A

Classify some phenomenon and describe it, use in social and natural sciences

22
Q

Explanations

A

Identify some phenomenon or historical event and explain how or why it occurred or what the consequences are

23
Q

Expositions and discussions

A

Argumentative genres, involved in exploring issues and arriving at opinions on the basis of evidence

24
Q

Rothery’s categories of children’s writing

A

Observation/comment
Recount
Report
Narrative

25
Q

Observation/comment

A

Observation (I saw a tiger) followed by an evaluative comment (it was big); or a combination (I saw a big tiger)

26
Q

Recount

A

Usually a chronological sequence of events, e.g. A recount of a school trip

Orientation (scene setting) - event - reorientation (closes the story)

27
Q

Report

A

Factual account of events or things

28
Q

Narrative

A

Story genre where events occur and are resolved at the end

Orientation-complication-resolution-coda (coda emphasises the point of a story)

29
Q

How you learn to spell?

A

1) Sound clues - breaking words down into syllables
2) Use of dictionaries, spell checkers and computers
3) Clues from meaning by linking it to other words
4) Grammatical knowledge through understanding of affixes
5) Writing it done to see if it is spelt right

30
Q

Difficulties in learning to spell

A
  • Silent letters
  • Homophones
  • Spelling rules
  • Different phoneme to grapheme representation e.g. f/ph
  • Double letters
  • Individual grapheme/diagraph (two graphemes representing a phoneme
  • Pronunciation sounds like a different letter
  • Accent/dialect
  • Addition of inflections e.g. run/ran/runned
  • Misunderstanding of word classes e.g. practice/practise
31
Q

Richard Gentry (1987) stages of spelling

A

1) pre-communicative
2) Semi-phonic
3) Phonetic
4) Transitional
5) Conventional

32
Q

Pre-communicative

A

Random letters and symbols appear on a page with no letter to sound connection

33
Q

Semi-phonic

A

Letters might be used to represent whole words. Writing will generally be formed from left to right and there is some letter to sound connection

34
Q

Phonic

A

Spelling will be based on the sound of the words e.g. ‘preshus’ instead of ‘precious’

35
Q

Transitional

A

Spelling will combine phonetic approaches as well as visual approach. Silent letters might start to be acknowledged within words

36
Q

Conventional

A

Difficult spellings have been learnt and words with alternative spellings are known e.g. there and their

37
Q

Common spelling errors

A

Insertion
Omission
Substitution
Transposition
Over/undergeneralisation of spelling rules - virtuous errors
Salient (key sound)
Phonetic spelling

38
Q

Insertion

A

Adding an extra letter e.g. Catt

39
Q

Omission

A

Leaving out letters e.g. suddnly

40
Q

Substitution

A

Substituting a letter e.g. discusting

41
Q

Transposition

A

Reversing the order of the letters e.g. Becuase

42
Q

Overgeneralisation of spelling rules

A

Virtuous errors e.g. mouses

43
Q

Salient

A

Only writing the key sounds e.g. expensis

44
Q

Phonetic spelling

A

Using sound awareness to guess letters e.g. correg (courage)

English Language Paper 1 (8 decks)

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