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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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6
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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.