cla reading and writing

• 5 functions of writing

  -practical (make lists, notes, instructions)

  -job related

  -stimulating (provoke thoughts)

  -social (thank you notes, invitations, letters)

  -therapeutic (express feelings)
• THEORY: Kroll


  writing develops more rapidly when children are exposed to a wide range of written language
• Kroll's stages of writing development

  Preparatory, consolidation, differentiation, integration
• preparatory stage


  (approx. 4-7 yrs)

  Basic motor skills develop and principles of the spelling system acquired.
• consolidation stage


  (approx. 7-9 yrs)

  Children begin to use writing to express what they can already say in speech. Writing closely reflects the patterns of spoken language. There may be colloquialisms, strings of clauses linked by "and", unfinished sentences.
• differentiation stage


  9-10 yrs

  can now differentiate btwn speech and writing and can vary tone for each - school exposes them to range of writing styles so they are starting to understand differences btwn genres.
• integration stage


  11+ yrs

  Writers have such a good command of language that they can vary their stylistic choices at will and develop a personal 'voice'. This continues to develop throughout adult life
• 5 functions of writing

  -practical (make lists, notes, instructions)

  -job related

  -stimulating (provoke thoughts)

  -social (thank you notes, invitations, letters)

  -therapeutic (express feelings)
• THEORY: Kroll


  writing develops more rapidly when children are exposed to a wide range of written language
• Kroll's stages of writing development

  Preparatory, consolidation, differentiation, integration
• preparatory stage


  (approx. 4-7 yrs)

  Basic motor skills develop and principles of the spelling system acquired.
• consolidation stage


  (approx. 7-9 yrs)

  Children begin to use writing to express what they can already say in speech. Writing closely reflects the patterns of spoken language. There may be colloquialisms, strings of clauses linked by "and", unfinished sentences.
• differentiation stage


  9-10 yrs

  can now differentiate btwn speech and writing and can vary tone for each - school exposes them to range of writing styles so they are starting to understand differences btwn genres.
• integration stage


  11+ yrs

  Writers have such a good command of language that they can vary their stylistic choices at will and develop a personal 'voice'. This continues to develop throughout adult life
• What did Bruner say?

  Bruner - LASS (Language acquisition support system) theory

  Explains how adults encourage speech development through reading:

  Books gain attention

  They encourage query

  They get babies/ toddlers to label

  They encourage feedback and response to utterances
• What's stage 1 of Chall's reading stages?

  Pre-reading or pseudo reading - up to age 6 - Children will be read to by caregivers but might imitate the process by turning pages and pretending to read (parroting a story), or creating stories based on the images. They may identify some letters of the alphabet
• What's stage 2 of Chall's reading stages?

  Initial reading and decoding - 6-7 - Children will begin to decode words. They may identify familiar whole words or recognise letters and blend sounds together to sound out the words. This can make the reading process slower and can hamper an understanding of the text as a whole
• What's stage 3 of Chall's reading stages?

  Confirmation and fluency - 7-8 - Reading has become a faster process. Children can decode words more readily with some fluency. There's a greater sense of the text as a whole emerging now
• What's stage 4 of Chall's reading stages?

  Reading for learning - 9-13 - Students now read in order to learn. They might be accessing a wider range of texts and reading to obtain facts and scanning for the most relevant details
• What's stage 5 of Chall's reading stages?

  Multiple viewpoints - 14-18 - Students recognise how meaning can be conveyed in different ways, or different focuses. They are more critical readers, recognising bias and inference
• What's stage 6 of Chall's reading stages?

  construction and re-construction - 18+ - Individuals can read a range of sources and synthesise these in order to develop their own interpretations. They can skim and scan efficiently and recognise what is and isn't important to read
• What are the 2 approaches to reading?

  1) Look and say approach: encourages children to identify familiar words as a whole to then read them accurately.

  2) Phonic approach: encourages children to break down words into individual graphemes and sound them out in order to then read the whole word accurately.
• What's decoding?


  the ability to apply your knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words
• What are the two main types of phonic approaches?

  Synthetic phonics: teaches children the individual phonemes independently from reading

  Analytical phonics: doesn't teach the individual phonemes to children before they begin reading but encourages children to break down words into the onset and the rime.

  The onset is the beginning of a word which is likely to be 1 or 2 letters long.The rime is the section of the word that follows the onset
• What are cues?


  the strategies used to help decode written texts successfully
• How many phonemes are there?

  44
• Which cue is this? Looking at the shape of words, linking these to familiar graphemes/words to interpret them

  Graphophonic
• Which cue is this? Understanding the meanings of words and making connections between words in order to decode new ones

  Semantic
• Which cue is this? Looking at pictures and using the visual narrative to interpret unfamiliar words or ideas


  Visual
• Which cue is this? Applying knowledge of word order and word classes to work out if a word seems right in the context

  Semantic
• Which cue is this? Searching for understanding in the situation of the story - comparing it to their own experience or their pragmatic understanding of social conventions

  Contextual
• Which cue is this? Making errors when reading: a child might miss a word or substitute another that looks similar, or guess a word from accompanying pictures

  Miscue
• What are some of the key features of reading schemes?

  lexical repetition, syntactical repetition of structures, simple verbs, one sentence per line, anaphoric referencing, limited use of modifiers and text-image cohesion
• What's the IRF model and who created it?

  Sinclair and Coulthard - a teacher initiation, a student response and a teacher feedback