development

=Literacy Development=

There are six recognised stages of literacy development: ·  Beginning ·  Early-emergent ·  Emergent ·  Early ·  Transitional ·  Extending (Hill, 2006, p.6) Hill (2006) explains these stages are not rigid guidelines for literacy development; they are instead a guide constructed on observations of young literacy learners. Not all children progress through literacy development at the same pace, and their experiences of language and literacy before they. These stages can be used by teachers to assess what level of literacy a child has already attained and then be better equipped to support that child in future learning. media type="file" key="Beginning.wav" width="473" height="108" Table 1.1 – Summary table (Hill, 2006, p.6)
 * __ Beginning  __**
 * Words || Reading || Writing ||
 * Begins to scribble

Separates scribble that represents writing and the more free-flowing scribble for drawing. || Handles a book Turns the pages Looks at pictures Listens to book read aloud, joins in with book reading. || Pretends to write on paper with crayon, paint or pencils Understands that signs and symbols tell a message. ||
 * __ Early-emergent

media type="file" key="Early-emergent.wma" __** Table 1.2 Summary Table (Hill, 2006, p.6) Uses initial consonants to write words, e.g. ‘P’ for people || Chooses favourite books, joins in with books read aloud, memorises rhymes and predictable books
 * Words || Reading || Writing ||
 * Uses scribble with random letters and numerals

Turns the pages uses left to right directionality || Scribble can contain drawing and writing Invents some letters and repeats these Letters and numbers appear Beginning of directionality Copies some letters || __**media type="file" key="Emergent.wav"
 * __ Emergent

Table 1.3 Summary Table (Hill, 2006, p.6)
 * Words || Reading || Writing ||
 * Records the initial and final sounds in a word

Begins to use vowels and consonants PEPL for people, WUNS for once || Begins to grasp concept of words

Left to right, top to bottom directionality Reads word-by-word matching spoken word to print. Can retell a simple story || Writes letters and words. Leaves spaces between words.

Begins to understand a sentence and some punctuation Understands that another person can read their written words. || __**media type="file" key="Early.wav" Table 1.4 Summary Table (Hill, 2006, p.6) Can write many one-syllable three and four-letter words including blends Can write one-syllable word families with onset and rime Building a vocabulary of topic and interest-based words || May still read word-by-word matching each printed word with a spoken word Uses multiple sources of information and self corrects if the reading doesn’t make sense Adjusts reading style to the type of text. Retells the text in sequence. Increasing fluency of reading and reads vocalising aloud. || 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...’ || media type="file" key="Transitional.wav" Table 1.5 Summary Table (Hill, 2006, p.6) Increases understanding that some sounds are represented by two letters Eg. **Sh**ip, r**ai**n, n**o**s**e** and m**oo**n || Reads with more fluency in phrases rather than word-by-word Reads silently Can retell main ideas and summarise what has been read Uses a variety of strategies to comprehend texts || Can write several sentences with several ideas and includes punctuation Records own ideas. Checks spelling and punctuation The speed of writing increases and the ideas rather than the mechanics of writing take over || media type="file" key="Extending.wav" Table 1.6 Summary Table (Hill, 2006, p.6) Extends on use of vocabulary suited to different genres such as scientific language with information texts and descriptive figurative language with narratives || Changes style of reading to suit the text type Careful close reading for directions and research reports and more fluent reading for narrative and descriptions Use a range of reading strategies to identify new words and comprehend texts || 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. ||
 * __ Early
 * Words || Reading || Writing ||
 * Can write many high-frequency words
 * __ Transitional  __**
 * Words || Reading || Writing ||
 * Uses a range of strategies to write words; visual for high-frequency words, phonics and morphology
 * __ Extending  __**
 * Words || Reading || Writing ||
 * Uses visual morphological and phonic strategies to spell complex words