Early+Years+Writers

**Early Years Writers **


 * __ Table 1.1 Phases of Literacy__ **
 * **Beginning** ||  || * Pretends to write on paper with crayon, paint or pencils
 * Understands that signs and symbols tell a message ||
 * **Early-Emergent** ||  || * Scribble can contain drawing and writing
 * Invents some letters and repeats these
 * Letters and numbers appear
 * Beginning of directionality
 * Copies some letters ||
 * **Emergent** ||  || * Writes letters and words. Leaves spaces between words
 * Begins to understand a sentence and some punctuation
 * Understands that another person can read their words ||
 * **Early** ||  || * Writes about topics that are meaningful
 * Can write in simple sentences
 * Is aware of and can use most forms of punctuation
 * May use repetitive sentences such as “I like...” ||
 * **Transitional** ||  || * Can write several sentences with several ideas and includes punctuation
 * The speed of writing increases and the ideas rather than the mechanics of writing take over ||
 * **Extending** ||  || * Writes a range of text types suited to different audiences
 * Revises, edits and proof reads, checks for flow and meaning of texts
 * Uses a range of punctuation conventions
 * Can construct a paragraph with topic sentence. Can link several ideas in a formal piece of text ||

Although there is a similarity to the way most children begin learning how to write, each child will go through different stages advancing at different intervals. The above is observed stages outlined in ‘Developing Early Literacy’ (Hill, 2006, p. 283). Different activities and session starters will help play a role in advancing students through sequential st﻿ages.

Using the table 1.1 to evaluate results shown in table 1.3 shows the grade 2 students being tested in writing vary from Emergent writing, with spaces and understanding of punctuation, through to the Early writing stage where simple sentences are made and repetitive “I like...” sentences. This shows good pacing of students at the start of VELS level 2 which is described below.

**__ Table 1.2 Writing Curriculum according to the Victorian Essential Learning Standards__** **__(<__**[] **__>accessed 28/5/11)__**
 * **At:** || **English Writing Standard, Students write:** ||
 * **Level One** || Personal recounts and simple texts about familiar topics to convey ideas or messages. In their writing, they use conventional letters, groups of letters, and simple punctuation such as full stops and capital letters. Students are aware of the sound system and the relationships between letters and sounds in words when spelling. They form letters correctly, and use a range of writing implements and software. ||
 * **Level Two** || Short sequenced texts that include some related ideas about familiar topics. They write texts that convey ideas and information to known audiences. They select content, form and vocabulary depending on the purpose for writing, and describe the purpose and audience for their own and others’ writing. They use appropriate structures to achieve some organisation of the subject matter. They link ideas in a variety of ways using pronouns, conjunctions and adverbial phrases indicating time and place. They accurately spell frequently used words, and make use of known spelling patterns to make plausible attempts at spelling unfamiliar words. They use capital letters, full stops and question marks correctly. They reread their own writing and use a range of editing resources to revise and clarify meaning. They write upper- and lower-case letters legibly with consistent size, slope and spacing. ||
 * **Level Three** || Texts containing several logically ordered paragraphs that express opinions and include ideas and information about familiar topics. They write narratives which include characters, setting and plot. They order information and sequence events using some detail or illustrative evidence, and they express a point of view providing some information and supporting detail. They combine verbal and visual elements in the texts they produce. They meet the needs of audiences by including appropriate background information ||
 * **Level Four** || Produce, in print and electronic forms, a variety of texts for different purposes using structures and features of language appropriate to the purpose, audience and context of the writing. They begin to use simple figurative language and visual images. They use a range of vocabulary, a variety of sentence structures, and use punctuation accurately, including apostrophes. They identify and use different parts of speech, including nouns, pronouns, adverbs, comparative adverbs and adjectives, and use appropriate prepositions and conjunctions. They use a range of approaches to spelling, applying morphemic knowledge and an understanding of visual and phonic patterns. They employ a variety of strategies for writing, including note-making, using models, planning, editing and proofreading. ||

A child’s mind can be hard to understand and they may not know the right way to express their though. Allowing early years learners to develop their writing, broadens their funds of knowledge to a wider range of reading. “When children begin to write as well as read, they are making links between speaking, writing and reading” (Hill, 2006, p. 288)


 * __ Table 1.3 Early Year Writing __**
 * ||  || **Written** || **Language** ||   || **Ideas- Places** ||   ||
 * || **Letters** || **Words** || **Sentences** || **Drawings** || **Name of** || **As Sentences** ||
 * **Student 1** || Were recognisable but long spaces || Not defined by proper spacing || Familiar with text but needs to improve order || Drew pictures of where they were writing about || Knows the name & gave a good try at writing it || Wrote more about feelings towards the place rather than recount ||
 * **Student 2** || Very large but spacing is minimised || Mix of long and short spaces between words || Long sentences which means has not grasped concept as yet || Drew pictures of where they were writing about || Knew how to spell, including Capitals, name of place || Spoke about what she did and her favourite parts ||
 * **Student 3** || Very clear, well sized letters || Defined almost clearly with spacing || Use of full stops is present to define sentences, starts a new line || Included the place in their drawing || Included the name with capital letter || Introduced place, said his favourite thing and finished with he wanted to take friends ||
 * **Student 4** || Very clear, well sized letters || Great spacing between words || Uses full stops and new lines for new sentences || Drew a picture of his place || Included the name with capital letter || Wrote many sentences about different things at his place including favourites of others ||
 * **Student 5** || Oversized letters with capitals in between, big spacing || Had a bigger space to define words || Is one big paragraph || Included her place in her drawing || Included name in her writing but no capital letter || Wrote about the things she liked at her place ||


 * || **Text-** || **conventions** ||  ||
 * || **R -> L & Down Page** || **Punctuation** || **Proof read** ||
 * **Student 1** || Yes, orientation was good, needed to stay in page lines || Capital letters starting to show and use of full stops || Not visible ||
 * **Student 2** || Yes, orientation was ok || Need more full stops and consequently capital letters || Enjoyed re-telling her story ||
 * **Student 3** || Yes, orientation was good || Use of full stops and capital letters, starting to use ‘!’ || Did not want to re-read once finished ||
 * **Student 4** || Yes, orientation was good || Some punctuation present but needs to use more full stops. || Happy re-read but does not pick out any mistakes ||
 * **Student 5** || Yes, orientation was ok, a little slanted and indented more she writes down the page || Needs improvement, capital letters and full stops not present much || Proof-reading is not evident ||

Evaluating table 1.3 shows there is a vast variety of levels and skills the students have learned in prep and now grade one. We can see some students are really good at certain aspects of writing but may lack the ability to punctuate or proof-read and others have not yet grasped the appropriate spacing between words and letters. This makes it a difficult task when choosing what to model to the class for the next lesson; punctuation seems to be the key for these students. Text types suitable for this class at this stage is experience/recount writing pieces to give a familiarity to the story therefore encouraging each student to concentrate on the punctuation rather than their story, remembering full stops and Capital letters.

After having a short period of time in the classroom it is exposed that children do develop their writing skills at different stages. Each student had different goals to work towards writing well and ranged from forgetting capitals to too many capital letters and letters written in a mirrored way. The students were most comfortable writing when they understood and could relate to the topic. They enjoyed writing their piece on the Hail storm because it was a personal experience piece of work.

The implication for teaching is that the more experience a child has with the text type chosen the more profound the work produced will be. The text type selection criteria takes into account different learning standards, and calls for early discussion with class, Susan Hill in ‘Developing Early Literacy’ confirms “The function or purpose of the writing affects the genre that is selected” (Hill, 2006, p. 293)