Composition and Writing 02

8/9/2019 Composition and Writing 02

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Writing andWriting andCompositionCompositionWriting andWriting andCompositionComposition


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H ow Children Learn to Write

Through discoverycreating theirown strategies for writingMoving developmentally fromstrategy to strategyBy others around them providingmeaningful examples

From each other as they figure outhow to writeTemple,C. Nathan, R., Temple, F., & Burris, N.A. (1993). The

beginnings of writing. Needham H eights, MA: Allyn and Bacon.


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Writing Through DrawingOne of the first ways that childrenexpress their thoughts and ideas onpaper


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Writing Through Scribbling

Writing (squigglylines) starts todiffer from drawing

(circles andscribbles)Writing may followa structure (lookslike a letter, list orstory)


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Writing Through LetterlikeForms and Letter StringsLetters and letterlike forms start to appearWriting may include strings of letters put

together (that dont necessarily form words)


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Writing Through EstimatedSpelling

Writing includes more letters (moreconventionally formed)

Use knowledge of sounds to help in writing


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Writing ThroughConventional Spelling

With time andexposure to print inbooks and in theenvironment,children will begin tospelling moreconventionallyNot expected untilformal school entry


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Concepts in EmergentWriting

recurring principle: writing consists of the samemoves repeated over and over againgenerative principle: writing created by employing

the same small set of letters combined indifferent wayssign concept: a graphic display representing textflexibility concept: letters can be varied toproduce new lettersdirectionality: arrangement of print on a pagenegative space: the space left between wordsTemple, C. Nathan, R., Temple, F., & Burris, N.A. (1993). The beginnings of

writing. Needham H eights, MA: Allyn and Bacon .


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Using Names to Learn to WriteFirst piece of writing for most children istheir own namesName teaches the child a repertory of

letters Generative principle allows the child to use alimited set of letters to fill a page

Flexibility principle allows the child to use alimited set of letters and embellish them tobecome new letters

Temple, C. Nathan, R., Temple, F., & Burris, N.A. (1993). The beginnings ofwriting. Needham H eights, MA: Allyn and Bacon .


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Concepts for more PracticedWriting

invented spelling: early spellings children produceon their own Example: mskedas (mosquitos)

letter-name strategy: using a letter to spell asound if the name of the letter closely resemblesthe sound Example: lade (lady)incorrect use of digraphs: using one letter tospell a digraph, or sound produced by two letters Example: ihovr (each other)Temple, C. Nathan, R., Temple, F., & Burris, N.A. (1993). The beginnings of writing.

Needham H eights, MA: Allyn and Bacon .


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Concepts for morePracticed Writing, contd.

invented spelling of long vowels: lack markers toindicate longness Example: nam (name)

invented spelling of short vowels: use of letter-name strategy in place of short vowel Example: veset (visit) or mod (mud)vowel omissions: lack of vowels in syllables Example: letl (little) or sopr (supper)

transitional spelling: words may look like Englishwords but are spelled incorrectly Example: dayses (daises)

Temple, C. Nathan, R., Temple, F., & Burris, N.A. (1993). The beginnings of writing.Needham H eights, MA: Allyn and Bacon .


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Strategies forScaffolding Writing

Ask the child what he would like towrite

Repeat what the child saysDraw one line for each word using ahighlighter or pen. H ave the childwrite one word per lineRead and reread the messagetogether as necessary


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Stages of SpellingDevelopment:

Prephonemic-stringing of letterstogether without attempting torepresent speech sounds in anysystematic way.Early phonemic-spelling in which letters

are used to represent sounds, butletters are often written for only one ortwo sounds in a word.

Temple, C. Nathan, R., Temple, F., & Burris, N.A. (1993). The beginnings of writing.Needham H eights, MA: Allyn and Bacon.


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Is Composition Differentfrom Writing?

Children can compose before they write.They like to dictate their stories toothers.Children plagiarize. That is, they oftenpull bits and pieces from the works ofothers into their own works.A challenge for kids is to think about theinterest of themselves as authors, theiraudience, their topic, and their purposefor writing.

Composition and Writing 02

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