TUTORIAL WEEK 2

DEVELOPMENTAL STAGES OF WRITING

BY: FARHANA FADZEE

Drawing
Preliterate: Drawing Uses drawing to stand for writing Believes that drawings / writing is communication of a purposeful message Read their drawings as if there were writing on them

 Example

Scribbling
Preliterate: Scribbling Scribbles but intends it as writing Scribbling resembles writing Holds and uses pencil like an adult

 Example

Random letters/Letter like

Letter-like forms Shapes in writing actually resemble letters Shapes are not actually letters Look like poorly formed letters, but are unique creations

 Example

Invented spelling
Creates own spelling when conventional spelling is not known One letter may represent an entire syllable Words may overlay May not use proper spacing As writing matures, more words are spelled conventionally As writing matures, perhaps only one or two letters invented or omitted

 Example

Conventional spelling
Usually resembles adult writing

 Example

STAGES IN DEVELOPMENTAL WRITING

BY: MAYAMIN SYAZA

SCRIBBLING
Children begin to hold and use writing tools like an adult. As their hands and fingers become stronger and they are better able to control their scribbling implement, their scribbles begin to evolve into shapes: circles, ovals, squares, and crosses etc.

DRAWING
Master symbolic thinking. Children understand that lines on paper can be a symbol of something else, like a house, a cat or a person. At this stage, children also begin to understand the difference between pictures and writing.

LETTER LIKE SYMBOLS

Shapes in writing actually resemble letters Shapes are not actually letters Look like poorly formed letters, but are unique creations

PHONEMIC STAGE
BY: HEMALATHA DEVARAJOO

STRING OF LETTERS
Students write some legible letters that tell us they know more about writing. Students are developing awareness of the sound-to-symbol relationship, although they are not matching most sounds. Students usually write in capital letters and have not yet begun spacing.

BEGINNING SOUNDS EMERGE

Students begin to see the differences between a letter and a word, but they may not use spacing between words. Understands left to right organization of prints and experiments with writing letters and words.

TRANSITIONAL STAGE
Creates own spelling when the conventional spelling is not known. May not use proper spacing. One or two letters invented or omitted.

CONSONANTS REPRESENT WORDS

Students begin to leave spaces between their words and may often mix upper- and lowercase letters in their writing. They begin using punctuation and usually write sentences that tell ideas.

INITIAL, MIDDLE& FINAL SOUNDS

Students in this phase may spell correctly some sight words, siblings' names, and environmental print, but other words are spelled the way they sounds. Writing is very readable.

PHASES & THE WRITER

BY: YUNUS RAZALI

TRANSITIONAL PHASES
They begin to understand that most sounds are represented by letter combinations. They see that syllables are spelled in predictable ways and meaningful parts of words They know that many spellings for sounds require more than one letter or contain certain letter combinations. PAPRES (papers) HIAR (hair) MOVEING (moving)

STANDARD SPELLING
Children spell most words correctly. Usually occurs by the middle to the end of third grade or in fourth grade. Children are ready to learn to spell homonyms, contractions, and irregular spellings and to internalize the rules that govern spelling.

EMERGENT WRITERS
Children use environmental print to help identify words. Children are just beginning to be aware that there is a relationship between letters and sounds. Children may write using scribbles or letterlike forms, although they have no understanding of letter-sound correspondence.

EARLY WRITERS
Children is gaining confidence in using writing for a range of personal purposes (messages, sentences, and stories). Children draw on their experiences of seeing language written down. They have an understanding of letters and letter sounds. Children are ready to try writing independently using a few early strategies for spelling (initial letters, some known words, and using letter strings). Childrens writing can be read back more consistently.

FLUENT WRITERS
Children are growing independent in using writing for a wide range of purposes; expressive, informational, and imaginative. They are aware of different audiences and beginning to shape texts for a reader. Children choose to write over longer periods of time. They are punctuating their writing for meaning more consistently. Their writing shows increasing attention to the visual patterns in spelling.