Literacy Flashcards
Maley
creativity develops children lexically, grammatically and phonologically
Abbott
free range chickens vs battery hens
pulman
no word enjoy in curriculum
marie clay’s principles
Recurring principle: When a child knows only a limited number of letters, he or she may use these repeatedly to create a message
Directional principle: Reading and writing from left to right and then using a return sweep to start the process again
Generating principle: When a child starts to realise that there are only a limited number of letters to use, but that these can be mixed and matched in different ways. The child begins to recognise that there are patterns that can be used to convey a message
Inventory principle: A child begins to package knowledge together into lists of the letters and words that he and she knows
Recurring principle
When a child knows only a limited number of letters, he or she may use these repeatedly to create a message
directional principle
Reading and writing from left to right and then using a return sweep to start the process again
generating principle
When a child starts to realise that there are only a limited number of letters to use, but that these can be mixed and matched in different ways. The child begins to recognise that there are patterns that can be used to convey a message
inventory principle
A child begins to package knowledge together into lists of the letters and words that he and she knows
Yetta Goodman’ Principles of Development
The Functional Principle: The notion that writing can serve a purpose and has a function
for the writer
The Linquistic Principle: The notion that writing is a system that is organized into words
and letters and has directionality
The Relational Principle: Children start to connect what they write on the page with spoken words - understanding that the written alphabetic system carries meaning
functional principle
The notion that writing can serve a purpose and has a function
for the writer
linguistic principle
The notion that writing is a system that is organized into words
and letters and has directionality
relational principle
Children start to connect what they write on the page with spoken words - understanding that the written alphabetic system carries meaning
Vygotsky’s social constructivist view
- This view sees teachers acting as more knowledgeable others and offering scaffolding to help children learn to speak, read and write. Scaffolding is an idea from Vygotsky’s theory of learning that
structures need to be in place to help learners on to the next stage.
Barclay - 7 stages of writing development
Stage 1 - Scribbling: Kids make random marks on a page that aren’t related to
letters or words. They’re learning the skill of keeping hold of a pencil or crayon,
which prepares them for writing. They often talk about what they are scribbling
Stage 2 - Mock Handwriting: Children practice drawing shapes on
paper, although it’s not usually possible to work out what the drawing represents. Letter-like forms begin to appear in or with drawings as the first sign of emergent writing
Stage 4- Conventional Letters: Children start matching sounds with symbols, though words are
unlikely to be spaced out. Children start using initial consonants to represent sounds. E.g. “h” for “horse”
Stage 3 - Mock Letters: Children produce random letters, but there’s still no awareness of spacing or matching sounds with symbols
Stage 5 - Invented Spelling: Most words are spelled phonetically, though some simple and familiar words are
spelled correctly
Stage 6 - Appropriate Spelling: Sentences become more complex as the child becomes more aware of standard spelling patterns. Writing becomes more legible.
Stage 7 - Correct spelling: Most words are spelled correctly. Older children have usually started to use joined-up writing too.
scribbling
Kids make random marks on a page that aren’t related to
letters or words. They’re learning the skill of keeping hold of a pencil or crayon,
which prepares them for writing. They often talk about what they are scribbling
mock handwriting
Children practice drawing shapes on
paper, although it’s not usually possible to work out what the drawing represents. Letter-like forms begin to appear in or with drawings as the first sign of emergent writing
conventional letters
Children start matching sounds with symbols, though words are
unlikely to be spaced out. Children start using initial consonants to represent sounds. E.g. “h” for “horse”
mock letters
Children produce random letters, but there’s still no awareness of spacing or matching sounds with symbols
Invented Spelling
Most words are spelled phonetically, though some simple and familiar words are spelled correctly
Appropriate Spelling
Sentences become more complex as the child becomes more aware of standard spelling patterns. Writing becomes more legible.
correct spelling
Most words are spelled correctly. Older children have usually started to use joined-up writing too.
Kroll stages
Stage 1: Preparatory (up to age 6): Masters the basic motor skills needed to write
Learns the basic principles of the spelling system
Stage 2: Consolidation (7-8): Child writes in the same way it speaks. Short declarative sentences
Conjunctions: and / but Incomplete sentences
Stage 3: Differentiation (9-10): Difference between speaking and writing. Recognises the different writing styles available e.g. letter / essay. A stronger understanding of audience and purpose and this becomes
more automatic
Stage 4: Integration (up to age 12 +): Child develops a personal style Evidence of controlled writing with appropriate linguistic choices being made consistently
Preparatory
(up to age 6): Masters the basic motor skills needed to write
Learns the basic principles of the spelling system
Differentiation
(9-10): Child writes in the same way it speaks. Short declarative sentences
Conjunctions: and / but Incomplete sentences
