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Writing. It is important that the practitioner observes the child in the process of writing in order to see how the writing is attempted: Concentration.

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Presentation on theme: "Writing. It is important that the practitioner observes the child in the process of writing in order to see how the writing is attempted: Concentration."— Presentation transcript:

1 Writing

2 It is important that the practitioner observes the child in the process of writing in order to see how the writing is attempted: Concentration Formation of shapes/letters Whether the child assigns meaning

3 1: Experiments with mark-making, sometimes ascribing meaning to the marks Scale points 1 – 3 are based on the childrens achievement in their preferred language Establish through observation that the childs attention appears to be to write, rather than draw

4 2: Uses some clearly identifiable letters to communicate meaning Letters may be capitals or lower case Child is assigning meaning – uses combinations of letters to communicate meaning

5 3: Represents some sounds correctly in writing Usually rapid development within this scale point Beginning with use of some appropriate initial letters

6 4:Writes own name and other words from memory Scale points 4 – 9 should be in English Child independently writes several words in addition to own name May be key words and/or words that are important to them e.g. mum, dad, cat, names of other family members

7 5: Holds a pencil and uses it effectively to form recognisable letters, most of which are correctly formed Practitioner needs to see the writing take place Pencil should be held effectively not correctly Letters should be generally well-formed, not with absolute consistency

8 6: Attempts writing for a variety of purposes, using features of different forms Teaching implications To ensure a range of purposes Writing materials should always be available to augment role-play Role-play should be varied and frequently changed Practitioner input is essential when new role-play situations are introduced * Aspects of scale points 5 & 6 may be achieved by children who, overall, are achieving at the level of scale point 2

9 7: Uses phonic knowledge to write simple words and make phonetically plausible attempts at more complex words Need to make the distinction between practitioner support and the practitioner instructing the child

10 8: Begins to form captions and simple sentences, sometimes using punctuation Child attempts to write simple sentences, sometimes using capital letters and full stops May need adult support

11 9: Communicates meaning through phrases and simple sentences with some consistency in punctuating sentences Must achieve all other 8 scale points prior to 9 Range is important Text should be readable, but not all words have to be spelt correctly Letters should be reasonably consistent Should be some consistency in punctuation


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