Writing+Development

=  = =Writing Development  =  As students begin to learn how to read and then write they begin to recognise that there are differences between how they speak and what the write down. Children begin to experiment with writing at a very young age through scribble, symbols and drawing. As with reading there are stages to a students writing which include beginning, early emergent, emergent, early, transitional, and extending.The images below are examples of some of these stages. <span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive">        <span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive"> <span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive"> <span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive"> <span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive"> =<span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive">**The Writing Process**  = <span style="font-family: 'Comic Sans MS',cursive"> <span style="font-family: 'Comic Sans MS',cursive">There are a range of different text types further explored in my wiki page title **text types**. <span style="font-family: 'Comic Sans MS',cursive"> As Hill explains in chapter 13 pp 293 -294 of the text, <span style="font-family: 'Comic Sans MS',cursive"> in order to educate our students on the ways to write these types thay must first understand the process of composing a piece of writing the process includes: __Selecting Ideas__ They must think about the message or idea that they want to get across. The type of text will determine the themes etc. __Organising the Ideas__ This could include brainstorming a topic, theme or idea and setting it out depending on the text type they are writing. __Drafting__/ <span style="font-family: 'Comic Sans MS',cursive">__Revision/Proof Reading__ <span style="font-family: 'Comic Sans MS',cursive">This is really encouraged as it will show students how important the focus is and then give them the chance to revise and make amendments. Here teachers can suggest new ideas and the children may include them in the final draft. __Publishing__ The final stage, and probably the most important to the students as it means that not only the teacher will read it but also other peers. It involves the creative side and displaying the work for others to view __Response & Evaluation__ This is the feedback received from other readers, which are positive and encouraging. Here teachers can also comment on grammar, spelling and organisation etc.

<span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive"> =<span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive">Teaching Children To Write  = =<span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive">  = <span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive"> As with reading, there are a range of ways to teach writing in the classroom which all have great benefits in the long term. The writing tasks at hand are all based around teaching the text type being taught and explored at that stage of the learning process - see wiki page on text types. __Modelled__ After a text has been explored and is suitable the students,the teacher models the writing task alone on a large sheet on the board for all to see, explaining the writing process above as well as the language features, roles required to produce the piece and collaborative writing skills to the students who are observing the writing process 1st hand. __Shared &__ __Interactive__ This is a whole class involvement in the writing process. The teacher still actively writes the words but the students contribute ideas. In interactive writing the same concept is there but some students selected by the teacher also participate in the actual writing. The effect is to have a text type such as a narrative constructed by all members of the class. __Guided Writing__ The students write in pairs or small groups (similar to guided reading) to contribute to one final piece of writing by the whole class. It could be a report or a narrative piece that required a few sections. __Independent Writing__ This is where children are able to choose a topic of their choice and write alone or with only slight support from the teacher.

<span style="font-family: 'Comic Sans MS',cursive"> =<span style="font-family: 'Comic Sans MS',cursive"><span style="font-family: 'Comic Sans MS',cursive">Spelling = <span style="font-family: 'Comic Sans MS',cursive"> It is important for children to learn to spell in order to communicate correctly.Phonetics play a large role in the spelling process. There are stages children go through when learning spelling. Hill explains in Chapter 12 how it involves breaking the word into its sounds or phoneme and writing the letter that matches the sound. They then repeat the word in their head and continue this process until the whole word is fully formed. Transitional & independent spelling are developed as literacy skills improve which involves looking at common patterns as well as visual cues. To teach beginner spellers a sound/letter relationship is essential as well as an understanding of
 * Compound words - such as someone and something & ending with 'ing', 'es'
 * Homophones - words that sound alike but are spelt different such as here and hear
 * Building word groups - base/origin word is cook and then build to create cooking and cooker etc.
 * Suffix - adding 'un' to an base/origin word such as attractive creates unattractive
 * Prefix - adding to the end of a word to create plural examples. The base word is chicken and prefix is 's creating chicken's.

There are a range of other stratergies rather than just phonics used for the teaching of spelling such as look - cover - write - check, word building (morphology) & mnemonics, which can be further explored in Hill's Developing Early Literacy Assessment & Teaching. Chapter 11 of her text explores a range of spelling games and activities which can be used a resources in the classroom.

I have also inclded a great websites Susan Hill suggests in her text [|click here] to view it. <span style="font-family: 'Comic Sans MS',cursive">