reading & writing Flashcards
what is Stein and Glenn’s ‘attempt’
an action or plan for the protagonist to solve the problem
what is pseudo reading
teaches children about the conventions of books & reading
what is a grapheme
a letter
what is a phoneme
a sound
what does the phonic approach focus on
the sounds of letters
what is a synthetic phonic
once phonemes are learnt the child can then blend them to pronounce a word
what is analytic phonic
words are divided into the onset and the rime
what does the ‘whole word approach’ teach
to recognise individual words as wholes rather than units
what is Stein and Glenn’s ‘Story Grammar’
outlines the basic structure of the books that children read
what is Stein and Glenn’s ‘setting’
introduction of main characters as well as the time and place for the story action
what is Stein and Glenn’s ‘initiating even’
an action of happening that sets up a problem or dilemma for the story
what is Stein and Glenn’s ‘internal response’
the protagonists reactions to the initiating event
what is Stein and Glenn’s ‘consequence’
the result of the protagonist’s actions
what is Stein and Glenn’s ‘reaction’
a response by the protagonist to the consequence
what do children’s books tend to do
use phrasal verbs for clarity, use concrete nouns and avoid pronouns, use pictures to complement vocabulary, don’t separate subject from verb, avoid passive voice, avoid ellipsis and place line breaks at end of sentences
what is the ‘Graphophonic’ reading cue
looking at the shape of words and linking them to familiar graphemes or words to interpret them
what is the ‘semantic’ reading cue
understanding the meaning of words and making connections between words in order to decode new ones
what is the ‘visual’ reading cue
looking at pictures and using the visual narrative to interpret unfamiliar words and ideas
what is the ‘syntactic’ reading cue
applying knowledge of word order and word classes to work out if a word seems right in the context
what is the ‘contextual’ reading cue
searching for understanding in the situation of the story - comparing it to their own experience of their pragmatic understanding of social conventions
what is the ‘miscue’ reading cue
making errors when reading: a child might miss a word or substitute another that looks similar, or guess a word from the accompanying pictures
what is the ‘prediction’ error in reading
when we read, we naturally predict what will come next
what is the ‘segmentation difficulties’ error in reading
children will strive to complete a sentence at the end of the line. they will read across punctuation in the middle of a line
what is the ‘ellipsis’ error in reading
ellipsis can lead to ambiguity
what is Marie Clay’s Emergent Literacy
children’s writing begins to develop long before children can produce formal texts
what did Marie Clay say early writing helps
helps children to grasp seven ‘principles’ of development
what is Clay’s ‘recurring’ principle
when a child knows only a limited number of letters, they will use these repeatedly to create a message
what is Clay’s ‘directional’ principle
they learn that reading and writing goes from left to right and uses a return sweep to start the process again
what is Clay’s ‘generating’ principle
the child learns that they there are a limited number of letters but that they can be combined in different ways - the child begins to recognise that there are patterns that can be use to convey a message
what is Clay’s ‘inventory’ principle
the child begins to write lists of letters and words that they know as a summary of their own learning.
what did Goodman work on
built on emergent literacy and identified further principles
what is Goodman’s ‘functional’ principle
the notion that writing can serve a purpose and has a function for the writer
what is Goodman’s ‘linguistic’ principle
the notion that writing is a system that is organised into words and letters and has directionality
what is Goodman’s ‘relational’ principle
children start to connect what they write with spoken words and understand that the alphabet carries meaning
what are the 10 basic skills for writing
motor skills, forming letters, letter directionality, cursive, recognise diagraphs, lineation, punctuation, use form an conventions, monitor their own writing
what are the stages of children’s writing
drawing and sign writing, letter-like forms, copied letters, child’s name and strings of letters, words, sentences and text
what do children learn from drawing and sign writing
children often experiment with a kind of sign writing which they regard as being different from drawing - they begin to understand that we use marks on the page to pass ideas from writers to reader
what do children learn from letter-like forms
individual signs produced have some letter-like features
what do children learn from copied letters
the child is able to overwrite, underwrite to copy letters sufficiently accurately for them to be recognised
what do children learn from strings of letters
the child independently writes strings of letters, usually including their own name
what do children learn from words
children learn that the sounds associated with groups of letters represent familiar spoken words. they develop an understanding of the principles underlying the use of the alphabet
what do children learn from sentences
children learn to write confidently and can begin to express ideas in writing that link several concepts - they do this without using capital letters and full stops systematically
what do children learn from text
writing involves combining clauses or sentences to express related ideas - understanding that writing has a structure
what are Barclay’s seven stages
scribbling, mock handwriting, mock letters, conventional letters, invented spelling, approximated or phonetic spelling and conventional spelling
what is Barclay’s ‘scribbling’ stage
random marks a page
what is Barclay’s ‘mock handwriting’ stage
often appears with drawings
what is Barclay’s ‘mock letter’ stage
children make letter-like shapes that resemble conventional alphabet letters
what is Barclay’s ‘conventional letter’ stage
the first word to appear is usually the child’s first name
what is Barclay’s ‘invented spelling’ stage
as the child writes conventional letters, they begin to cluster letters to make words
what is Barclay’s ‘approximated or phonetic spelling’ stage
children begin to associate sounds with the letters
what is Barclay’s ‘conventional spelling’ stage
this occurs as the child’s approximated spellings become more and more conventional
what is Kroll’s first phase
prepartory stage (up to age 6)
what is Kroll’s ‘prepartory stage’
child masters the basic motor skills needed to write and the child learns the basic principles of the spelling system
what is Kroll’s second stage
Consolidation stage (ages 7-8)
what is part of Kroll’s ‘consolidation stage’
child writes in the same way they speak, using short declarative sentences which include mainly ‘and’ conjunctions and incomplete sentences
what is Kroll’s third phase
Differentiation stage (ages 9-10)
what is Kroll’s differentiation stage
children become aware of the differences in speaking and writing, children recognise different writing styles and the child’s writing tends to reflect thoughts and feelings
what is Kroll’s fourth phase
integration stage (ages 12+)
what is Kroll’s integration stage
child develops a personal style and the child understands that you can change your styles according to the audience and purpose
what does Vygotsky children need to develop writing
adults to act as an MKO, adults need to provide ‘scaffolding’ and adults need to place children in the ‘zone of proximal development’
what must children understand to successfully write
the importance of register and be able to use the conventions of the genre in which they are writing
what is an example of a vocative
‘dear’ / ‘to’
what is an example of a valediction
‘from’
what is Rothery’s ‘observation’ categories
the child makes an observation and follows with either an evaluative comment or mixes these in with the observation
what is Rothery’s ‘recount’ categorie
usually a chronological sequence of events. Subjectively written in the first person
what is Rothery’s ‘report’ categorie
a factual or objective description of events or things; tends not to be chronological
what is Rothery’s ‘narrative’ categorie
a story genre where the scene is set for events to occur and be resolved at the end. It also has a set pattern
what is the pattern in Rothery’s ‘narrative’ categorie
Orientation - Complication - Resolution - Coda
what is a Coda
moral of a story
what is Britton’s ‘expressive’ mode
writing about personal experiences or feelings. uses the first person and typically based on personal preferences
what is Britton’s ‘poetic’ mode
phonological features as a rhyme, rhythm and alliteration as well as descriptive devices such as adjectives and similes are common
what is Britton’s ‘transactonal’ mode
style of academic essays as it is more impersonal in style and tone - third person is used to create a detached tone.
what is the first stage of spelling development
pre-phonemic
what is part of pre-phonemic stage of spelling development
pretending to write, repetition of familiar letters, left-to-right directionality
what is the second stage of spelling development
semiphonetic
what is part of the semiphonetic stage of spelling development
leaving random spaces in writing, uses a few known words in correct places
what is the third stage of spelling development
phonetic
what is part of the phonetic stage of spelling development
understands that all sounds can be represented by a grapheme, letters are assigned strictly on the basis of sound
what is the fourth stage of spelling development
transitional
what is part of the transitional stage of spelling development
combines phonic knowledge with visual memory, child moves toward visual spelling
what is the fifth stage of spelling development
conventional
what is part of the conventional stage of spelling development
spells most words correctly
what is the ‘insertion’ spelling error
adding extra letters
what is the ‘omission’ spelling error
leaving out letters
what is the ‘substitution’ spelling error
putting wrong letter in a word
what is the ‘transposition’ spelling error
using all the correct letters but placing them in the wrong order
what is the ‘phonetic’ spelling error
guessing letters that might come next
what is the ‘over-generalisation’ spelling error
applying a rule too much
what is the ‘under-generalisation’ spelling error
not using rules - not using magic ‘e’
what is the ‘salient sounds’ spelling error
only saying key sounds
what is the ‘Creative model’
children should be allowed to experiment creatively with language
what is the ‘Rule-based model’
when a child understands the rules of spelling, punctuation and grammar their progress is more rapid
what is the role of adults
adults can framework childrens writing by suggesting content and providing a structure or opening sentences.
what is lexical development
children start with largely monosyllabic lexis as its easier to understand, three-letter constonant-vowel words are the most common
what is grammatical development
children progress from simple to complex sentences, older children may use passive voice
what is syntax development
adverb placement becomes more flexible and subordinate clauses may be fronted in layer writing
