Annotated Bibliography

629 Words2 Pages

Annotated Bibliography on Writing Development

Church, Ellen Booth. “Ages & Stages of Art and Writing.” Scholastic, Early Childhood Today, www.scholastic.com/teachers/articles/teaching-content/ages-stages-art-and-writing/. This website explains the ages and stages of writing from one year olds to six year olds. One to two year olds experience the scribbling stage, three to four year olds go through the pre-symbolism stage, and five and six year olds undergo the symbolism stage. In order to understand writing development in children it is crucial to know the stages they go through. This information will be used for background knowledge in my project.

Cruikshank, M. (2001). The emergent writing process of a preschool child. International …show more content…

The paper includes twelve research-based guidelines for supporting writing development in early childhood classrooms. The guidelines included are to build writing into your daily schedule, to accept all forms of writing, to explicitly model writing, to scaffold children’s writing, to encourage invented spelling, to make writing opportunities meaningful, to have writing materials in all centers, to display themed-related words in the writing center, to engage in group writing experience, to make writing a way to connect with families, and to use technology to support writing. This article will be useful to use for my project so that I can explain all of the ways to support writing in an early childhood …show more content…

(1990). English writing development of young, linguistically different learners. Early Childhood Research Quarterly, 5(3), 379-391.
This article describes linguistically different learners and their writing development. The paper goes into detail of all of the stages. Level one is creating curved or straight lines, level two is creating graphic forms, level three is assigning sounds to characters, and level four is using more alphabetic writing. This information is important for my project because in order to talk about writing development, it is crucial to know all of the different stages it entails.

Sulzby, E., & Teale, W. (1985). Writing Development in Early Childhood. Educational
Horizons,64(1), 8-12.
This article discussed writing development in early childhood, but focused on letters and invented spelling, early patterns in writing development, reading, writing, and speaking, and implications for practice and policy. This information will be useful to my project so that I can explain writing development in early childhood in great

Six Components Of The Writer's Workshop By Lucy Calkins
761 Words | 2 Pages
Experts believe that writing workshops are an excellent way to get elementary school children interested in writing and setting the stage for a lifelong joy of writing. Lucy Calkins developed Writer’s Workshop which was based on many positions taken by her mentor Donald Graves (Feinberg 2). She identified six major components of the Writer’s Workshop, which make it so successful. The six components are: predictable structure, free choice, useful mini-lessons, daily independent writing time, conferencing with teachers and peers and modeling good writing.
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Analysis Of Mayher's Learning To Write, Writing To Learn
1866 Words | 4 Pages
Authors Mayher, Lester and Pradl (1983) in their book titled, Learning to Write, Writing to Learn describe writing as a two goal endeavor. First, the only way one can learn to write is by writing. Second, “writing can be a means for learning.” The authors’ views of both goals of writing are not traditional views. Writing serves as an “engaging transaction through which the learner makes her own connections and builds her own meaning.” The addition of the writing standards for science from the Common Core standards mirrors the goals of Mayhner, Lester and Pradl (1983). Writing within the science curriculum allows students to make meaning and learning their own.
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Annotated Bibliography
2265 Words | 5 Pages
In this book, Bauerlein argues that technology as a whole has had the opposite of its intended effect on American youth. According to his argument, young adults in the United States are now entirely focused on relational interactions and, in his view, pointless discussions concerning purely social matters, and have entirely neglected intellectual pursuits that technology should be making much simpler. He calls on various forms of data in order to prove that the decline is very significant and quite real. This book is meant to be a thorough and compelling study on the reality of what technology has caused in the U.S.
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I Just Wanna Be Average by Mike Rose
1433 Words | 3 Pages
Early language and reading development (such as the ability to read and write) starts in the initial three years of life and is connected to a kid's soonest encounters with books and stories. The communications that youthful kids have with such education materials as books, paper, and pastels, and with the adults in their lives are the foundation for speaking, reading, and writing maturity. This new understanding of early reading growth supplements the additional new research supporting the key role of early encounters in molding mental health and development. Late research also upholds an experiential procedure of adopting spoken and written dialect skills t...
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4th Grade Setting Vs. Santrock: The Power Of Writing
881 Words | 2 Pages
Writing is an incredible characteristic in every culture. Anybody can express their feelings through writing, and can learn by visually seeing words on a page. The power of writing is amazing. My area of study is elementary education in the 4th grade setting, and I will be focusing on writing. There are many “best practices,” in the 4th grade setting and Santrock talks about many of them, but the one that stands out the most is free-write. Along with free-write another set of authors, Darch and Simpson, created a program for spelling tests.
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The Five Stages Of Emergent Literacy: Oral Language
951 Words | 2 Pages
The first stage is observation during this stage the children family and other people they spend time around dealing with different types of written language. When they see adults reading or interacting with books or newspaper they become curious. They enjoy having adults read to them and they try to follow along. The next phase is exploration which begins when children start trying to use written language. During this stage, children pick up books, magazines, or other written language and pretend to read it. They will look at the pages and tell their own stories, especially if there are pictures they will make up a story to go along with them. Then they move onto the experimentation phase, during this stage children begin using imagination to write. They write stories by using scribbling, invented letters, drawing, and invented spelling. (Otto pg.58). This stage is used in preschool and kindergarten. The next phase is communication, this is the stage where they begin to read and write. They start writing simple messages and use pictures to show what their message is. They start recognizing and pronounce bigger words and can understand longer stories. The final stage is conventional reading and writing, which begins late first grade or early second. The children begin to write correctly and can read on their own. (Otto
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Phonemic Awareness And Alphabetic Strategies
1314 Words | 3 Pages
The first strategy of found with the chapter is “Say it, Write it”,” this strategy is used in a grade Kindergarten and 1st grade in addition to 3rd cursive handwriting. The teacher will provide each student with a dry erase board and marker for the activity. The teacher will say the letter she wants the students to write and then demonstrate by writing the letter on their own dry erase board. The teacher will then hide the demonstration and tell the students to “write it” in 10 seconds. When the time is up, the teacher will make note of the students who was unable to write the letter. The teacher will advise the student to erase the letter and rewrite it with only 7 seconds, they will complete this practice within 5 seconds until they get to 2 seconds to which they are to show legible handwriting. As mention before, the student I am working with struggles with legible handwriting, therefore this strategy will be used a as practice for the student to build her writing
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Writing An Artifact Analysis
287 Words | 1 Pages
This artifact is a lesson plan I designed for a second grade class teaching grammar, writing, reading comprehension, connections to art, and project presentation that demonstrates my ability to support and expand each learner’s expression in speaking, writing, and other media. The lesson begins with grammar instruction, guided practice, and individual practice, which expands the learner’s writing skills. The learner’s writing expression is also supported through guided practice during the ‘Checking for Understanding’ section of the plan and expanded through the challenge of creative writing in the ‘Independent Practice’ section. I support each learner’s speaking skills by grading each student at or slightly above his or her level during the
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Early Childhood Literacy Development
1424 Words | 3 Pages
Literacy is most commonly understood as reading and writing. But before children can read and write, they need to learn about sound, words, language, books and stories (Raising Children, 2015). Children begin to develop and gain knowledge quite differently and with support and developmentally appropriate learning skills children will also come to understand the connection between letters and sounds. Literacy development or early literacy is the most essential in the first three years of life as it the earliest experience children have with language, sound and the positive interactions between child and adult. Vygotsky (1978) believed in how children developed, and the important role of adults in leading child’s early development. The interactions
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Cursive Writing Persuasive Essay
1022 Words | 3 Pages
Cursive writing is a form of penmanship that flows by joining letters together with loops so that the writing motion is continuous and therefore more efficient because the pen does not have to lift off the page as often. Although cursive has been the primary method of writing for centuries, it has been slowly disappearing over the last decade in our primary schools. According to the US Today, 41 states have removed cursive writing instruction from their mandatory curriculum (qtd. Tarshis 6). There is significant controversy currently within the educator community on whether or not to keep cursive alive by making it mandatory curriculum in primary education. The debate centers on the time required to learn cursive, which could be dedicated
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Fostering Language Development in Schools
815 Words | 2 Pages
When you think of language the first thing that comes to mind is speech. Without speech, which is made up of letters, vocal sounds and words, we would not be able to communicate and understand each other’s needs. So in order for educators to help enhance literacy development they must take into consideration the whole classroom and how it should be designed. In this paper, I am going to create a floor plan of my current pre-school classroom and discuss how it fosters language development in the library center, dramatic play center, and the block center including an explanation of how these three areas support language acquisition.
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Pen to Paper
945 Words | 2 Pages
In elementary school we were all taught a basic writing process: brainstorm, write a rough draft, revise and proofread, write a final draft. Everyone adjusts and changes th...
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The Importance Of Computer Skills
989 Words | 2 Pages
It is a proven fact that learning handwriting as a young child helps to develop an individual’s fine motor skills. Because students are no longer receiving full instruction, their motor skills are suffering as they mature. Laura Dinehart writes, “Digital keyboards don’t deliver the same fine motor skill benefits as putting pencil to paper” (Dinehart). This is not only detrimental to the development of one’s physical abilities but also to one’s mental capacities. Because each different letter represents a different symbol and sound, those who do not learn to form them by hand cannot fully grasp the significance of each letter. It has also been proven that those who do well in higher levels of schooling often achieved high marks in motor skill testing in primary education (Dinehart). Because it has been proven that learning to write by hand helps a person as they mature, elementary schools should not choose to skip this valuable lesson. When I was in elementary school, it seemed as if we would spend the whole year focusing on how to write each letter in print and in cursive. These are skills that I use in my everyday life, and I could not function normally without being able to write manually. If students are only taught how to type letters on a computer, they will not be able to function normally. All in all, developing handwriting in young
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Importance Of Perceptual Skills
1345 Words | 3 Pages
These phases often reflect the child’s knowledge growth and their ability to change shapes into numbers and letters. The four stages of drawing are: scribbles, pre-schematic stage, schematic stage and the alphabet symbol stage. These four stages all have an impact how children develop the handwriting skill. Scribbles are the basis of the writing skill. They show meaning when a child is unable to write. The next stage is the pre-schematic stage and this is when the child is able to draw shapes and forms which are recognisable. Following the pre-schematic stage is the schematic stage and this is when the children are able to draw pictures and then finally they begin to incorporate alphabetic symbols into their drawings which is a major step into the writing skill. Following the drawing stage and the students forming letter-like shapes, they then begin to use the shapes to form meaning. The children will then learn some letters and they will begin to use some of them. The children then begin to write words of what they hear. This then leads to them being able to develop their handwriting
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Classroom Observation Report
1250 Words | 3 Pages
Two days a week in the morning, the children participate in a reading and writing block called “literacy and writing workshop.” The classroom is organized into five different levels with one group having one extra person; the levels are based on scoring of reading assessments. The groups are rotated so that each may spend 15 minutes cycles with either the teacher or Para-educator. The groups not with an instructor were to work on the “Daily-5” (explanation later) until their scheduled lesson. After the students finish their lesson, they are to fill the remainder of the workshop time working on “Daily-5.” This workshop is part of a regular routine. The students understand that after a reading a story with the teacher, they are verbally given a writing assignment. The assignment is usually to write a five sentence paragraph and color a picture related to the reading.
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Annotated Bibliography

Six Components Of The Writer's Workshop By Lucy Calkins

Analysis Of Mayher's Learning To Write, Writing To Learn