3.nela day2-writing-slideshare
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Transcript of 3.nela day2-writing-slideshare
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Early Writing Development
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Student Writing Samples
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Stages of Emergent Writing
(6 months - 7 years)• Protowriting (scribbling)
• Letters and letter-like shapes
• Prephonemic spelling
• Early phonemic spelling
• Transitional spelling
• Conventional spelling
• Groups of words/single sentences
• Two or more sentences
• Narratives (stories, letters, etc.)
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Purposes of Emergent Writing
• Functional uses
• grocery list
• letter to Santa
• examples
•Communication
•To tell a story/relate an experience
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Protowriting
• Initially children represent meaning through drawing by having their crayon/pencil assume the role of agent of an action
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Letters and Letter-like Shapes
• Note graphic forms in upper left of section A
• Letters follow left-to-right progression of written English
• When asked about the letters, Ashley said, “I don’t read ‘em, I just write ‘em”
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Letters and Letter-like Shapes
• Evidence of awareness of written language and how culture affects the form you learn
• Top sample - Najeeba (age 4). “Here, but you can’t read it cause I wrote the story in Arabic, and in Arabic we use a lot more dots than you do in English.”
• Bottom sample - compare Najeeba’s to Dawn’s which looks more “English.”
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Prephonemic
• Writing consists of apparantly random letter. A string of letters may tell a whole story.
• Megan: This says “Hi, I like to eat because I’m so hungry. I could eat a whole elephant.”
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Early Phonemic• Writes initial sound or
first and last sounds. Sometimes peers can read these writings. If a child feels a word needs more letters, a random string of letters will be used to “fill in.”
• Stephanie’s birthday list: “Melissa, Laura, Tic-Tac-Toe, white cake, balloons”.
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Transitional Spelling
• Children move toward conventional spelling. Writing can often be read by others.
• Matt’s story: “Once upon a time there was three bears. Father bear, mom and boy bear. And they lived happily ever after”.
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Groups of Words/Single
Sentence
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Two or More Sentences
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Link to Instruction
•Small group task:
• Look at your writing sample
• Classify your sample based on developmental categories and reasons why
• Next instructional steps, and why
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Sample 1
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Sample 2
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Sample 3
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Sample 4
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Sample 5