Developing Composing Skills: • Putting

down ideas on paper: the stages of

writing development
GroupA
Leader: Christian Joshua T. Day
Members:
Ms.Patricia Balot
Mr. Eduardo Capuan
Ms. Jemimah Dizon
Random Scribbling (15 months to 2½ years)

This is the period when young children are just figuring out that their
movements result in the lines and scribbles they see on the page. These
scribbles are usually the result of large movements from the shoulder,
with the crayon or marker held in the child’s fist. There is joy in creating
art at all ages, but at this stage especially, many children relish the
feedback they are getting from their senses: the way the crayon feels, the
smell of the paint, the squishy-ness of the clay.

For other children, this sensory information may be too much and they
may not enjoy some art activities at this stage (like finger-painting). As
they grow to tolerate more sensory input, you can incrementally re-
introduce art activities into their routine.
Controlled Scribbling (2 years to 3 years)

As children develop better control over the

muscles in their hands and fingers, their scribbles
begin to change and become more controlled.
Toddlers may make repeated marks on the page
—open circles, diagonal, curved, horizontal, or
vertical lines. Over time, children make the
transition to holding the crayon or marker
between their thumb and pointer finger.
 Audio storytelling (3-4 years)

This stage is based on the spoken language and gives

the youngest users the opportunity to tell stories by
using the recording function.

Parents and teachers should ’translate’ children’s audio

recordings into written language by adding text to the
adult text field. This gives children valuable insight into
the purpose of writing, and shows similarities and
differences between spoken and written language.
 Early Emergent Writing (4-5 years)

The first writing stage is characterized by ’scribbling,’ where children

pretend that they are writing by hitting random keys on the keyboard. It
also includes ’logographic’ writing of high frequency and easily
recognizable words like the child’s name and text logos like LEGO,
McDonald’s, and Oreo.

Turn on the key function that provides audio support for the letter names.
This allows children to make the connection between the letter and its
name while they ’scribble’.

Continue to add conventional writing (’translation) in the adult writing

field, which gives the child the chance to see the spelling of familiar
words.
 Emergent Writing (5-7 years)
now, children have gained an initial understanding of phonics, which is the correspondence
between letters patterns (graphemes) and sounds (phonemes). Some of the words may have
the correct initial letter and a few other letters.

Set the audio support to letter sounds (phonemes). Continue to provide conventional writing
to help the child understand the letter/sound relationship more fully.

Children begin to make the reading-writing connection and are much more aware of
embedded clues, such as picture and initial letter clues. When it comes to reading
WriteReader books, be sure that they read the conventional text to recognize and learn from
the correctly spelled words.
 Transitional Writing (6-8 years)
At this stage, there is a one-to-one relationship between the letters and sounds
represented in children’s writing. For example, word like ’people’ could be
spelled ’pepl’.

Even though children’s writing has now reached a certain level where it may be
able to be read by others, providing conventional writing is still very important to
writing progress.

Children will learn through comparison that many letters have different sounds
and that some are silent. At the same time, children will start to notice and learn
about the use of punctuation and capital letters.
 Fluent Writing (8-10 years)

Around this age, children start to notice

and learn all the irregularities in written
language. It’s the longest learning phase
in writing development and can extend
over several years.
Children can turn off the key sounds at this stage, if this
support is not needed.
When children are able to spell more than 75% of the
words correctly, it no longer makes sense to ’translate’ their
writing in the adult text field. Instead, the teacher/parent
can try these suggestions:

Write the misspelled words in the adult textfield.

Write a comment that can guide the children to correct
themselves. For example, ’Find and correct two misspelled
words’ or ’Remember to use punctuation and capital
letters.’
Stages of Emergent
Writing
 Various Stages of Emergent Writing
Preliterate: Drawing & Scribbling
Early Emergent: Letter-like forms
Emergent: Random-letters or letter strings
Transitional: Writing via invented spelling
Fluency: Conventional spelling
 Preliterate: Drawing

*Uses drawing to stand for writing

*Believes that drawing/writing is communication of purposeful

message

*read their drawings as if there were writing on them

 Preliterate:
Scribbling
*scribbles but intends it as writing
*scribbling resembles writing
*holds and uses pencil like an adult
Early Emergent:
Letter-like forms
*shapes in writing actually resemble letters

*shapes are not actually letters

*look like poorly formed letters, but are unique

creations
 Emergent: Random-
letters or letter strings

*uses letter sequences perhaps learned from his/her

name
*may write the same letters in many ways
*long strings of letters in random order
Transitional: Writing via invented
spelling
*creates own spelling when conventional spelling is not known
*one letter may represent an entire syllable

*words may overlay

*may not use proper spacing

*as writing matures, more words are spelled conventionally

*as writing matures, perhaps only one or two letters invented or
omitted
 Fluency: Conventional spelling

*usually
resembles adult
writing
the mechanics of
writing
 Spelling
In written language, spelling is the correct
arrangement of letters that form words. To
improve spelling skills, you can use a memory
device known as mnemonics. This memorable
phrase, acronym or pattern can come in handy
for remembering something like the spelling of
a word. You can also increase your reading
skills, make a list of common words you often
misspell or mark words in a dictionary that
seem to give you trouble repeatedly.
Punctuation
is the set of marks used to
regulate texts and clarify their
meanings, mainly by separating
or linking words, phrases, and
clauses.
 Capitalization
is the practice of using capital
letters in writing or printing. Proper
nouns, key words in titles, and
beginnings of sentences are
generally capitalized. You will also
want to capitalize the letter "I" under
all circumstances.
 Abbreviations
An abbreviation is a shortened
form of a word or phrase, such
as "D.C." for "District of
Columbia."
Thank you!