Developmental Stages of Writing (2)

7/27/2019 Developmental Stages of Writing (2)

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Spelling influences .Reading skill

Writing skill


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5 stages ofspelling

development

Emergentspelling

Letter-namealphabetic

WithinwordSyllables &

affixes

Derivational

relation


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STAGE 1: EMERGENT SPELLINGIn this stage children are able to string scribbles, letters, and letter-

likeforms together, but they do not associate the marks they make

with any

specific phonemes. This stage is typical of students 3- to 5-year-olds. The

students learn these concepts:

The distinction between drawing and writing

How to make letters

The direction of writing on a page

Some letter-sound matches


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STAGE 2: LETTER NAME-ALPHABETIC SPELLINGIn this stage, children learn to represent phonemes in words with

letters. At

first, their spellings are quite abbreviated, but they learn to useconsonant

blends and digraphs and short-vowel patterns to spell many short-vowel

words. Spellers are 5- to 7-year olds, and children learn these

concepts by:

The alphabetic principle

Consonant sounds

Short vowel sounds

Consonant blends and digraphs


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STAGE 3: WITHIN-WORD PATTERN SPELLINGStudents learn long-vowel patterns and r-controlled vowels, but the

may still confuse spelling patterns and spell words such asmeet as mete,

They often reverse the order of letters, such as form to from.

These spellers are 7- to 9-years-old, and they learn these concepts by:

Long-vowel spelling patterns

r-controlled vowels

More-complex consonant patterns

Diphthongs and other less common vowel patterns


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STAGE 4: SYLLABLES & AFFIXES SPELLINGIn this stage, students apply what they have learned about one-

syllable

words to spell longer words, and they learn to break words intosyllables.

They also learn to add inflectional endings such ases, -ed, -

ing, and to

differentiate between homophone, such as the word your youre.

These spellers are often 9- to 11-years-old, and they learn these

concepts by:

Inflectional endings

Rules for adding inflectional endings

Syllabication

Homophones


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STAGE 5: DERIVATIONAL RELATIONS SPELLINGIn this stage, students are able to explore the relationship between

spelling

and meaning and learn that words with related meanings are oftenrelated

in spelling despite changes in soundsuch as wise wisdom. Theyalso

learn about Latin and Greek root words and derivational affixes such

aspre-, -able, andtion. Spellers are 11- to 14-years-old, and these

students

learn these concepts by:

Consonant alternations

Vowel alternations

Latin affixes and root words

Greek affixes and root words


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SPELLING ACTIVITIES

1) Anagram


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SPELLING ACTIVITIES

2) Building as many words as possible from one long

vowel.


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SPELLING ACTIVITIES

3) Missing letters


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SPELLING ACTIVITIES

4) Puzzles


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SPELLING ACTIVITIES

5) Dictation


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WHAT IS DICTATION?

Dictation is an activity to write down something thatsomeone says or reads out as it is being said orimmediately after it is said.

Dictation often acts as a memorization exercise or aspelling-checking assessment in which teachersread the text, pupils dictate it and then theteachers read the text the third time for pupils tocheck through their work. (Raimes, 1983;Careless,1999)


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CONT.

however, particularly the less capable pupils, eitherwork under stress or give up in the boring andthreatening lesson. They gradually develop a

negative attitude towards dictation lessons thathinders their learning.

Before conduct this dictation activity, teacherneeds to consider first the level of proficiency of thestudents.


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FACTORS TO CONSIDER WHEN

SELECTING TEXTS FOR DICTATION ARE:

It must not be too long because the concentration spanof the students especially the younger ones is very short.length

The vocabulary and style must be appropriate for thelevel of students or they may not be able to make anysense of the text and thus become frustrated.

Level ofdifficulty

To make the activity natural, the text should be asample of something we normally dictate in real life,eg. Memorandum, business letter, instructions.Type of text

The text for dictation should, if possible, have a thematicrelationship to something already read or discussed.


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EXAMPLES OF DICTATION ACTIVITY

Pupils listened to a short text by the teacher.They wrote down chunks of the text in theform of phrases or short sentences. This helpedpupils develop their skills in understanding and

listening to the gist of the text.

Jigsaw

dictation

Pupils worked in pairs. A text was divided inhalf. One read his/her half of the text forhis/her partner to dictate. Two of them workedthe whole text. This provided pupils with anopportunity to complete a reading, speakingand writing task.

Partialdictation


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Pupils worked in groups of five to six. One memberwas responsible for writing the text while othermembers took turns to read out the text sentence bysentence. This provided pupils with an opportunity to

work co-operatively.

Running

dictation

Pupils worked in groups of four or five. They listened toa short text read by the teacher at normal speed

and jotted down some important words. Then theypooled their resources, discussed and workedtogether to compose the text as nearest to theoriginal text as possible. This enabled pupils to workout a speaking and writing task collaboratively.

Grammardictation


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TEXT ORGANIZATION

AND COHESION


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TEXT ORGANIZATION IN WRITING.

INTRODUCTION

Definition of Text Structure ; framework of a textsbeginning, middle, and end.

Different narrative and expository genres have

different purposes and different audiences, and sothey require different text structures.

Beginnings and endings help link the text into acoherent whole.


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BEGINNINGS: HOOKING YOUR READER

A good beginning can draw a readers interest into apiece of writing, while a boring beginning candiscourage a reader from reading further.

The beginning, also called the lead of the writing, which

is to direct the reader to the purpose of the writing byintroducing characters or setting (for narrative) or thetopic, thesis, or argument (for expository writing).

A good beginning also give readers expectations for thepurpose, style, and mood of the piece. Good writers

know how to hook their readers in the openingsentences and paragraphs by using techniques such asdialogue, flashback, description, inner thoughts, and

jumping right into the action.


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MIDDLE

The organization of the middle of a piece of writingdepends on the genre.


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WHATS IN THE MIDDLE ?

Basicorganizational structures

Sequence

Description

Cause and Effect

Compare andcontrast

Problem andsolution


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SEQUENCE

Uses time, numerical, or spatial order as the organizingstructure.

Some narrative genres that use a chronologicalsequence structure are personal narrative genres(memoir, autobiographical incident, autobiography),imaginative story genres (fairytales, folktales, fantasy,science fiction), and realistic fiction genres.

As early as kindergarten, children can be introduced tobasic informational genres that are organizedsequentially, including learning structures for writinginstructions, experimental recounts and experimentalprocedures.

Older students can learn to use timelines to organizebiographies, oral histories, and recounts of current andhistorical events.


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DESCRIPTION

Used to describe the characteristic features andevents of a specific subject. E.g, (My Cat) or ageneral category (Cats). Descriptive reports maybe arranged according to categories, moving fromgeneral categories of features to specific attributes.

Informational alphabet books and riddle books canbe used to introduce kindergarten children to thewriting of descriptive reports through shared orinteractive writing.

Older children can learn to develop categories ofrelated attributes to organize their reports by usingwebs, concept maps, and softwares.


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CAUSE AND EFFECT

Used to show causal relationships between events.

Cause and effect structures organize moresophisticated narratives as children become more

skilful at showing the relationship between events. Young children also can begin to extend opinion

essays by giving reasons to support their opinionsusing the word because.Signal words for causeand effect structures also include ifthen, as aresult, and therefore.


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COMPARISON AND CONTRAST

Used to explain how two or more objects, events, orpositions in an argument are similar or different.

Graphic organizers such as Venn diagrams,

compare/contrast organizers, and data matricescan be used to compare features across differentcategories.

Children can begin to use words such as same anddifferent to compare things. Other words used tosignal comparison and contrast organizationalstructures include alike, in contrast, similarities,differences, and on the other hand.


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PROBLEM AND SOLUTION

Requires writers to state a problem and come upwith a solution. Although problem/solution structuresare typically found in informational writing andrealistic fiction, it is also often uses aproblem/solution structure that children can learnto identify.


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ENDINGS

The type of ending an author chooses depends on his orher purpose. When the purpose is to entertain, endingsmay be happy or tragic, or a surprise ending mayprovide a twist.

Endings can be circular, looping back to the beginning

so readers end where they began, or they can leave thereader hanging, wishing for more.

Endings can be deliberately ambiguous or ironic,designed to make the reader think, or they can explicitlystate the moral of the story, telling the reader what tothink. Strong endings for expository texts can summarizethe highlights, restate the main points, or end with a finalzinger statement to drive home the main point to theaudience.


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WHY TEACH TEXT STRUCTURE?

Help reader make better understanding of theinformation presented.

Reader can observe hot the writer arrange the

ideas and the structures used to interrelate ideas. Able to remember more of what they read, better

able to recall of the information, to discriminate themain ideas and the extra information (elaboration)

To be a better writer which is aware that differenttypes of writings have different types of structures.


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COHESION: THE GLUE THAT HOLDS THE

STRUCTURE TOGETHER

If narrative and expository structures are theframework, cohesive elements such as transitionwords are the glue that holds these structuralelements together.

Transition words show the relationship betweendifferent sentences and ideas. Poor writers tend toloosely connect their sentences with and and then.

Good writers use transition words that show causaland logical relationships between words, sentencesand paragraphs, such as because and after.


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Time order.

Words used in writing narratives, and instructions to signalchronological sequence.

Such as before, after, first, next, then, when, finally, while, as,during, earlier, later, and meanwhile.

Numerical order.

Words used in expository writing to signal order ofimportance.

Such as first, second, also, finally, in addition, equallyimportant, and more or less importantly.


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Cause/effect order.

Words used in expository writing to signal causalrelationships.

Such as because, since, for, so, as a result, consequently,thus, and hence.

Comparison/contrast order.

Words used in expository writing to signal similarities and

differences.Such as (for similarities) also, additionally, just as, as if, as

though, like, and similarly; and (for differences) but, yet,only, although, whereas, in contrast, conversely, however,on the other hand, rather, instead, in spite of, and

nevertheless.


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General/specific order.

Words used in descriptive reports and arguments to signal

more specific elaboration on an idea.Such as for example, such as, like, namely, for instance, that

is, in fact, in other words, and indeed.

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Developmental Stages of Writing (2)