Language Acquisition: Writing

Front 1

Name the 5 spelling stages.

Back 1

Pre-phonemic, semi-phonemic, phonetic, transitional and conventional.

Front 2

Describe the pre-phonemic spelling stage.

Back 2

The child imitates writing, mainly by scribbling and using pretend writing.

Front 3

Describe the semi-phonemic spelling stage.

Back 3

The child links letter shapes and sounds.

Front 4

Describe the phonetic spelling stage.

Back 4

The child has to understand that all phonemes can be represented by graphemes. Words become more complete.

Front 5

Describe the transitional spelling stage.

Back 5

The child combines phonic knowledge with visual memories, an awareness of combinations of letter and letter patterns, including the magic 'e' rule.

Front 6

Describe the conventional spelling stage,

Back 6

Spelling is mostly correct.

Front 7

What are the 7 main spelling mistakes a child makes?

Back 7

Insertion, omission, substitution, transposition, phonetic spelling, over/under generalisation of spelling rules and salient (key) sounds.

Front 8

Define insertion.

Back 8

Insertion is the addition of extra letters.

Front 9

Define omission.

Back 9

Omission is the leaving out of some letters.

Front 10

Define substitution.

Back 10

Substitution is the swapping of one letter for another.

Front 11

Define transposition.

Back 11

Transposition is the reversal of the correct order of letters for another.

Front 12

Define phonetic spelling.

Back 12

Phonetic spelling is using sound awareness to guess letters and combinations of letters.

Front 13

Define over/under generalisation of spelling rules.

Back 13

Over generalisation of a rule where is not appropriate to apply it.

Under generalisation of a rule by only applying it in one specific context.

Front 14

Define salient (key) sounds.

Back 14

Salient sounds is writing only the key sounds of a word.

Front 15

Define cursive handwriting.

Back 15

Handwriting that is joined together. This doesn't have to be every letter and it is different for every child.

Front 16

Define convergence.

Back 16

When a person alters their language to fit in with others around them.

Front 17

Define emergent writing.

Back 17

Emergent writing is the start of children's writing and comes in the form of scribble.

Front 18

Define ascenders and descenders.

Back 18

Ascenders are letters that rise about normal letter height.

Descenders are letters that sink lower than the normal base line.

Front 19

Define orthography.

Back 19

Orthography is the study of spelling and the use of letters.

Front 20

Define lineation.

Back 20

Lineation is the ability to write in a straight line with consistency in spacing and letter size.

Front 21

Name and describe Rothery's four styles of writing.

Back 21

Observation/comment: The writer makes an observation and then either follows or blends in a comment about the observation.
Recount: Usually in chronological order and normally from a person point of view.
Report: A factual and more objective response and usually non-chronological.
Narrative:

Front 22

In order to be able to write a child needs:

Back 22

Use of sentences for meaning (grammar)
Social conventions (pragmatics)
Cohesive structure (discourse)
Layout of text (graphology)
Variation in language to suit purpose (register)
Graphemes that relate to phonemes (phonology)

Front 23

Name the 7 stages of writing.

Back 23

1. Drawing
2. Letter-like formations
3. Copied letters
4 Own name and strings of letters
5. Words
6. Sentences
7. Text

Front 24

Name and describe Britton's three modes of children's writing.

Back 24

Expressive: This resembles speech. Usually a personal recount in the first person.

Poetic: Develops gradually but is started at an early age. Encourages phonological features.

Transactional: The last style to develop. It has a more detached tone and an academic style.

Front 25

Name and describe Perera's two types of writing.

Back 25

Chronological: easier as it relies on use of connectives and verbs to progress story.

Non-chronological: this is considered harder as it is not as structured.

Front 26

Name and describe Barclay's first stage of writing development.

Back 26

Stage 1: Scribbling. Random markings on the page. The "writing" and scribbling is accompanied by speech.

Front 27

Name and describe Barclay's second stage of writing development.

Back 27

Stage 2: Mock Handwriting. Writing and drawings. Children produce wavy lines which is their understanding on lineation. Cursive handwriting appears.

Front 28

Name and describe Barclay's third stage of writing development.

Back 28

Stage 3: Mock Letters. Letters become their own separate things - and become almost identifiable.

Front 29

Name and describe Barclay's fourth stage of writing development.

Back 29

Stage 4: Conventional Letters. This usually involves writing the name as the first word. The child usually puts letters on a a page but is able to read it as words.

Front 30

Name and describe Barclay's fifth stage of writing development.

Back 30

Stage 5: Invented Spelling. The child puts letters together to make words but spell in a way that they understand.

Front 31

Name and describe Barclay's sixth stage of writing development.

Back 31

Stage 6: Appropriate/Phonetic Spelling. Child attaches spelling with phonemes and sounds.

Front 32

Name and describe Barclay's seventh stage of writing development.

Back 32

Stage 7: Correct Spelling. Child is able to spell most words correctly.

Front 33

Name Kroll's 4 stages of development.

Back 33

Preparation, consolidation, differentiation, integration.

Front 34

Name and describe Kroll's first stage of development.

Back 34

Stage 1: Preperation. Up to 6 years. Basic motor skills are acquired alongside some principles of spelling.

Front 35

Name and describe Kroll's second stage of development.

Back 35

Stage 2: Consolidation. 7 to 8 years. Writing is similar to spoken language (including a more causal, colloquial register, unfinished sentences and strings of clauses joined by the conjunction of "and").

Front 36

Name and describe Kroll's third stage of development.

Back 36

Stage 3: Differentiation. 9 to 10 years. An awareness of writing being separate from speech emerges. A stronger understanding of writing for different purposes and audiences is evident and becomes more automatic.

Front 37

Name and describe Kroll's fourth stage of development.

Back 37

Stage 4: Integration. Mid teens. This stage heralds the personal voice in writing as it is characterised by evidence of controlled writing, with appropriate linguistic choices being made constantly.