Differentiation & Decentration
Differentiation: learners start with whole or bigger concepts and then begin to move toward a specific understanding of how it works (making marks on a page to create letters and words to tell a story)
Decentration: Learners begin to understand that in order for a wider audience to understand their writing, there is a need for shared conventions.
Dictation: Through dictation, we demonstrate to children what conventional writing (of their own words) looks like. The more we demonstrate, the more kids internalize the properties of conventional writing and take them up for themselves.
Working out the relationship between drawing and writing.
Sees drawing/writing as communication of specific and purposeful message.
Participation in writing via drawing: reads drawings as if there is writing on them
Writes about life experiences and environment
Example: Picture of trees
Experiments with marks on the paper and often scribble from left to right. Understands writing and drawing are different.
Scribbles resemble writing
Emergent Writing: Using letter-ilke forms or letter strings:
aware that speech can be written down and that written message remain constant
Understands left to right organization of print and experiments with writing letters and words
Realizes that print contains a constant message
Rehearses for writing by drawing
Uses initial consonants and final consonants
Relies heavily on most obvious sounds of the word
Words are separated by spaces
Example: I to h (I like to color)
Syllables are represented
Beginning sense of sentence
Example: My favrrit food is appls and makrone.
Attention to the mechanics of writing
Uses a range of strategies for planning, revising, and publishing own text.
Matches illustrations to text
Multiple sentences and many words have correct spelling.
Example: Wen I was on vacsshon it was fun was fun to play weth Nicold. She is my baby sister...
