Learning how language works - be it spoken, written or visual - begins when a child understands that an image, letter or word represents something in his/her world. For example, when a child learns that the word "dog" represents a four-legged furry animal or that "cookie" means a yummy treat, they have uncovered the word/image - reality connection! Abigail Anderson
Learning how the whole system of written communication works is a developmental process that takes several years. No two children will progress at exactly the same speed or in exactly the same way. Within each of the following stages of writing there will be strengths and understandings as writers move toward the next stage. For example students may stay at the transitional stage for many years, but should continue to show development as they move toward becoming proficient writers across a wide variety of text types and genres.
Most children begin their journey through written language with visual images and scribble-like marks on a page. The drawing and scribbles stand for something and can be "read" by the child. This is an essential first step in the writing process and should be encouraged. Before long children come to understand that there is a difference between writing and drawing.
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The student is developing a sense of purpose and audience. Actual letters have taken the place of scribble-writing and it may be possible for others to read the message. This stage of writing allows students to communicate their thoughts and messages while they are learning more about spelling patterns and sound-letter relationships. They write about personal experiences and familiar topics in a small range of texts, such as cards, lists and letters.
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Writers in the ’Early Writing’ phase are able to produce a small range of familiar texts that exhibit some of the conventions of writing. They know how to spell a growing number of frequently used words. When writing unfamiliar words they still tend to rely on the sounds they hear. They generally write about topics which are personally significant. They are beginning to consider their audience and can tell you the purpose for their writing, e.g. a list for Santa, a note to grampa.
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At this stage writers are consolidating the knowledge and skills they have been learning through their early interactions with print. They have greater control over the conventions of writing such as punctuation, spelling, and text organization. There is an increasing awareness that texts are designed to meet the needs and expectations of specific purposes audience. Transitional writers are moving away from a heavy reliance on sounding out and are beginning to integrate visual and meaning-based strategies to spell unknown words.
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Fluent writers demonstrate control over the conventions of writing and most components of the writing process. They take responsibility for adjusting the language and content to suit specific audiences and purposes. They write a variety of literary, popular and information-based texts. At this stage, writers use conventional spelling and select language from a wide vocabulary. They integrate a range of strategies to spell unknown words.
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By the time writers reach this stage they have developed a personal style of writing and are able to craft and manipulate a wide variety of text types and genres to suit their purposes and audience. Proficient writers demonstrate control over all components of the writing process.
Proficient writers:
Adapted from First Steps Literacy and the work of Richard Gentry.