written Flashcards
What does early reading enable young children to establish?
The phoneme-grapheme correspondence, without which they would never learn to write
Outline the first three features of Stein and Glenn’s Story Grammar
1) Setting: introduction of main characters, time and place
2) Initiating event: an action that sets up a problem for the story
3) Internal response: the protagonist’s reactions to the initiating event
Outline the last three features of Stein and Glenn’s Story Grammar
4) Attempt: an action of the protagonist to solve the problem
5) Consequence: result of the protagonist’s actions
6) Reaction: response by the protagonist to the consequence
What did Marie Clay suggest?
Children’s writing begins to develop long before children can produce formal texts. Early writing helps children to grasp the principles of development.
What is the recurring principle?
A child knows a limited number of letters that they use repeatedly to create a message
What is the directional principle?
Child learns that reading and writing goes from left to right
What is the generating principle?
Child learns that there are a limited number of letters but that they can be combined in different ways.
Child begins to recognise that there are patterns that can be used to convey a message e.g. bound morphemes and free morphemes
What is the inventory principle?
Child begins to write lists of letters and words that they know as a summary of their own learning
What did Goodman do?
Built on Clay’s work by identifying further principles that children’s emergent writing helps them to establish
Outline Goodman’s principles
1) Functional principle- the notion that writing can serve a purpose and has a function for the writer
2) Linguistic principle- the notion that writing is a system that is organised into words and letters
3) Relational principle- children connect what they write with spoken words and understand that the alphabet carries meaning
Outline the first five basic skills for writing
1) Motor skills
2) Ability to form letters (upper and lower case)
3) Letter directionality
4) Cursive
5) Ability to recognise diagraphs
Outline the last five basic skills for writing
6) Lineation
7) Punctuation
8) Ability to plan what they are going to write in advance
9) Ability to use form and conventions
10) Ability to monitor their own writing
Outline the first four stages of children’s writing
1) Drawing and Sign Writing
2) Letter-like forms
3) Copied letters
4) Child’s name and strings of letters
Outline the last three stages of children’s writing
5) Words
6) Sentences
7) Text
What are Barclay’s seven stages?
1) Scribbling- random marks on a page
2) Mock handwriting
3) Mock letters- letter-like shapes that resemble alphabet letters
4) Conventional letters- first word usually child’s name
5) Invented spelling- begin to cluster letters to make words
6) Phonetic spelling- begin to associate sounds with letters
7) Conventional spelling
What are Kroll’s phases?
1) Preparatory stage- Child masters basic motor skills, learns basic principles of spelling system
2) Consolidation stage- Child writes the same way they speak, uses short declarative sentences and ‘and’ conjunctions
3) Differentiation stage- Aware of the difference between speaking and writing, recognise different writing styles, makes lots of mistakes, tends to reflect thoughts and feelings
4) Intergration- Develops a personal style, understands you can change your style to fit audience and purpose
What did Vygotsky say about literacy?
When developing writing , adults act as a ‘more knowledgable other’, provide ‘scaffolding’ to help children learn, and place children in the ‘zone of proximal development’
Outline Rothery’s observation/comment category
The child makes an observation, and follows this with either an evaluative comments or mixes these in with the observation
Outline Rothery’s recount category
Chronological sequence of events e.g. school trip, written subjectively in the first person
Orientation-Event-Reorientation
Outline Rothery’s report category
Factual or objective description of events or things, tends not to be chronological
Outline Rothery’s narrative category
Story genre where the scene is set for events to occur and be resolved at the end
Orientation-Complication-Resolution-Coda
What are Britton’s modes of writing?
1) Expressive- Writing about personal feelings or experiences, uses first person perspective
2) Poetic- Rhyme, rhythm, alliteration and descriptive devices
3) Transactional: Academic essays, third person, formal
What are the five stages of spelling?
1) Pre-phonemic - pretend writing, left to right directionality
2) Semiphonetic - leaves random spaces, some letter-sound correspondence, few known words
3) Phonetic - understands all sounds are represented by graphemes, vowels are omitted when not heard, spaces words correctly
4) Transitional - vowels appear in every syllable, silent ‘e’ becomes fixed, uses inflectional endings like ‘s’ and ‘ing’
5) Conventional - spells most words correctly
What are the categories of spelling errors?
1) Insertion (extra letters)
2) Omission (missing letters)
3) Substitution (wrong letter)
4) Transposition (all correct letters, wrong order)
5) Phonetic (guessing letters)
6) Over-generalisation (applying rule too much)
7) Under-generalisation (only using rule for one word)
8) Salient sounds (only key sounds)
What is the Creative Model?
Argues children should be allowed to experiment creatively, not be strictly corrected, learn by trial and error
They are less afraid of writing and making mistakes
What is the Rule-Based Model?
Argues that when a child understands the rules of spelling, punctuation and grammar, progress is more rapid, children are able to produce texts that’s are appropriate for audience and purpose
What metaphor was used to describe Creative vs Rule-Based Models?
Abbott compared the two approaches to ‘battery hens’ and ‘free-range chickens’.
What are the two approaches most suitable for?
Rule-based model is more appropriate for Britton’s transactional writing, the creative approach is better for poetic writing.
What is the role of adults in children’s writing?
Adults can ‘framework’ children’s writing by suggesting content or providing a structure, adults also give formal feedback on how to improve
