written language

• Pseudo reading (pretend reading) teaches children about conventions of books. It is a form of play and encourages child to interact with reading. This helps children become effective readers.
• APPROACHES 2 TEACHING CHILDREN TO READ! 1 = phonic approach 2 = whole word approach
• Early reading allows for child to establish phoneme-grapheme correspondance. Picture books teach you link between sound and letter. You break a word down into phonemes. Eg “A” for “Apple”
• PHONIC APPROACH = focuses on sound of letters. Children are taught relationship between letters and sounds and encouraged to use this knowledge to construct/decode words. They will sound out letters. Break down words into individual sounds
• Synthetic phonics = teaches children phonemes (individual sounds) from reading. Once learnt, blend to pronounce a whole word.  
• Analytical phonics = breaks down words into key sections. Divided into 1 ONSET 2 RIME. This relies on combinations that are common in English. It teaches you blocks of sounds “op” in “stop” “bop”. It encourages children to recognise commonly recurring patterns in words.
• WHOLE WORD APPROACH  Teaches children to recognise individual words as wholes instead of units made up on individual sounds/letters. Flashcards are used with a picture and the word (recognise distinctive word shape).
• STEIN & GLENN’s story grammar Outlines basic structure of books that children read. They develop a knowledge of basic structure of writing from these books they read w parents. Once they understand these structures, they can start to produce structured pieces of writing. SETTING – introduction of main characters + time + place (establishes what world is like) eg “once upon a time there lied 3 bears in the woods”
• INITIATING EVENT – dilemma in story INTERNAL RESPONSE – protagonist's reaction 2 dilemma  ATTEMPT – action 2 solve dilemma  CONSEQUENCE – result of protagonist’s actions REACTION – response by protagonist to consequenc
• stein&glenn's story grammar. INTERNAL RESPONSE – protagonist's reaction 2 dilemma  ATTEMPT – action 2 solve dilemma  CONSEQUENCE – result of protagonist’s actions REACTION – response by protagonist to consequenc

  INITIATING EVENT – dilemma in story 
• Children’s books tend to... use phrasal verbs (4 clarity) (use more words than complicated words) 
• Children’s books tend to... use concrete nouns + avoiding pronouns
• Children’s books tend to... use pictures to complement vocab (act as visual cue 4 unusual words)
• Children’s books tend to... not separate subject from verb 
• Children’s books tend to... avoid passive voice
• Children’s books tend to... avoid ellipsis ,, eg (include all bits of info – don't leave gaps so they have full context + understanding) 
• Children’s books tend to...  place line breaks @ end of sentence (one line one sentence) 
• Children will look for reading cues in books. Features that will help them understand the text
• GRAPHOPHONIC CUES - looking at the shape of words and linking them to familiar graphemes or words to interpret them. (For example, if Hilary runs into a word that she doesn't know, she can look at the letters that make it up. She knows that certain letters represent sounds, so she can then sound the word out. In this process, Hilary is using the visual clues of letters to help her figure out the word.
• SEMANTIC CUES – understanding meaning of words + making connections between words in order to decode new ones. (putting unfamiliar words into a shared context eg prince knight princess) 
• VISUAL CUES – using pictures as visual narrative to interpret unfamiliar words and ideas (illustrate)
• SYNTACTIC CUES – Applying knowledge of word order and word classes to work out if a word seems right in the context. (children don’t tend to use passive voice). SVOCA order,, eg = using predictable and repeated noun/adjective proximity = premodification 2 help child figure out what kind of word the adjective or noun is likely to be.
• CONTEXTUAL CUES – use familiar stories to understand context, usually predictable so child can recognise it.
• MISCUE – making errors when reading
• Children learn spoken language first because learning to read and write is much harder. Written language has fewer supporting mechanisms to support child
• Children have difficulty spelling because there isn’t a 1-1 correspondence between symbols of alphabet + sounds they represent. Sometimes individual letters are part of a diagraph eg “sh” “ph”. The sounds of letters are altered by where they come in a word eg “careful” “rat” “favour” = 3 different pronunciations of “r”.
• An error made in reading = PREDICTION. When we read we naturally predict what will come next eg “She sat on the stool” may be misread as “She sat on the chair” as chair may be a more predictable word.  
• Error in reading is ELLIPSIS. It can lead to ambiguity. Using punctuation and grammar can help.
• Segmentation difficulties = A child will strive to complete sentence at the end of a line. (think one line is a sentence)
• Unconventional reading and writing in preschool


  Scribbling, drawing etc.
• These unconventional reading and writing methods in preschool are not considered mistakes and are encouraged
• accurate punctuation makes the sentence more comprehensible so it is successful in writing language
• use knowledge of phoneme-grapheme correspondence to guess spelling
• marie clay said that children's writing begins to develop long before children can produce formal texts. she said early writing helps children to grasp 7 principles of development
• clay's recurring principles - child knows limited number of letters so will use these repeatedly to create message!
• clay's directional principle - learn reading goes from left 2 right and uses 'return sweep'
• clay's generating principle - combine limited number of letters in different ways for different meanings. child recognises there are patterns that can be used to convey message!
• clay's inventory principle - child begins to write lists of letters + words that they know as a summary of their own learning
• goodman's function principle - notion that writing can serve a purpose + has a function for writer
• goodman's linguistic principle - notion that writing is a system that's organised into words and letters and has directionality