CLA- Writing Flashcards
Kroll- stages of writing development
- Preparatory stage
- Consolidation stage
- Differentiation stage
- Integration stage
Kroll- preparatory stage
- up to age 6
- develop fine motor skills
- basic spelling principles
Kroll- consolidation stage
- age 7-8
- writing as they speak
- short declarative sentences
- conjunctions “and “ and “but”
- sentences often incomplete
Kroll - differentiation stage
- age 9-10
- beginning to differentiate speech and writing
- different styles of writing understood
- still a number of errors
- writing might reflect thoughts and feelings
- year 6 = SATs to test writing skills
Kroll - intergration stage
- mid teens
- developing a personal style
- can alter their writing according to audience and purpose
Gross motor skills
Movements we make with large muscles
E.g. walking jumping running
Fine motor skills
Movements we make with precision using small muscles in our hands and wrists
E.g. writing drawing
How do we develop fine motor skills
- play dough
- strong through beads
- mark making (emergent writing e.g. stamps, scribbles, lines, carvings)
- tracing words
Directionality
We write from left to right
Towards the end of emergent writing children learn the…
Tripod grip on pen (correct way to hold a pen)
Britton (1975)- 3 types of writing
- expressive
- poetic
- transactional
Allows us to focus on the purpose of writing as a whole and necessary writing style requires to fulfil a particular purpose. Poetic and transactional writing develops as children’s writing skills develop
Britton - expressive writing
- learned first
- undifferentiated expression of self
- children explore their own identity and preference through writing
- uses first person pronouns
- links to Paiget theory that children are egocentric until 7 years old
Brittion - poetic writing
- writing is literacy
- allows children to be creative and think about craft of writing
- includes imagery and phonological pleasing features (rhyme, alliteration)
- fiction
Brittion - transactional writing
- non fiction
- writing is worldly
- writer is able to separate their own identity from writing
- impersonal tone
- essays and reviews
Rotherys 4 categories
- observation and comment
- recount
- report
- narrative
Prior to Rothery in early 1980s, teaching focused on technical accuracy rather than text as a whole
Rothery - observation/comment
- simplest form of writing
- “I saw a monkey”
Rothery - recount
- subjective
- chronological account of event
- structure of orientation (set the scene), event, reorientation (conclusion)
Rothery - report
- objective
- factual description of event
- doesn’t need to be chronological
- e.g. focusing on key themes and events in a day rather than recalling start to finish
Rothery - narrative
- involves orientation, complication (issue or problem), resolution and coda (moral or reason for story)
- children are familiar with this genre from early reading but hard to replicate it themselves
Rothery - teaching of writing styles
Deconstruction (teacher introduces writing style) - joint construction (class create story collectively) - independent construction (child does it by themselves)
Gentry (1987) - 5 stages of spelling acquisition
- pre communicative stage
- semi-phonic stage
- phonetic stage
- transitional stage
- conventional stage
Gentry - pre-communicative stage
- non alphabetic spelling
- random letter and symbols
- no letter to sound correlation
Gentry - semi-phonetic stage
- partial alphabetic writing
- letters represent whole words
- some letter to sound correlation
- writing generally formed left to right
Gentry - phonetic stage
- full alphabetic spelling
- spelling based on sound of words
Gentry - transitional stage
- spelling combined with phonetic and visual approaches
- silent letters start to be acknowledged within words
Gentry - conventional stage
- correct spellings
- difficult spellings learnt
- words within alternative spellings learnt (their, there, they’re)
Social class / geographical location and writing
- some children may not be encourages at home by caregivers so see no point in writing as they don’t see real world applications
- Kroll - consolidation stage = writing as they speak - regional accents vs standard English so different spellings. Northern accents linked to lower social class
- harder for lower social class / regional accent children to learn to write due to differences in speech and writing
- children with regional accents / lower social class have to translate their writing to standard English which may overload their executive function (higher function of cognition which oversees writing hearing resding and speaking skills
^ HOWEVER, this may be a long term benefit
When a child first starts writing, they have a dominance of…
Monosyllabic words (single syllable, usually spell how they sound e.g. CAT)
The words we learn are split into 3 tiers by National Curriculum …
- tier one = normal everyday words we hear in speech
- tier two = subject specific words (e.g. maths = substrate, multiply, usually year 2 onwards)
- tier three = academic words, usually only seen written down (furthermore, moreover)
Matthew effect
If you read everyday, your vocabulary will be much wider than those who don’t. Encourages children to read to build vocabulary
How to encourage spelling
- bedrock
- word of the day / week
- synonyms
- words around the room
Grammatical development - holophrastic (age 4 nursery)
- proper nouns
- no punctuation
- overgeneralisation
- illustrations to accompany word
- no suffix or prefix
Grammatical development - two word (reception)
- write phonetically in active voice
- subject + verb, minor sentences
- omit prepositions and articles (mommy home)
- declarative sentences
Grammatical development - telegraphic (year1/2)
- varied punctuation
- compound sentences
- conjunctions
- start use of commas
- increase in present / past tense
Grammatical development - post-telegraphic
- complex sentences with subordinate clauses
- use of active and passive voice
- understanding of syntax is accurate
- adjust writing style for context
- exclamatory, interrogative, declarative sentences
- range of punctuation
- broad range of morphemes
