DOCUMENT RESUME CS 217 548 ED 453 538 Written Language Developmental Continuum: Preschool-Second TITLE Grade North Carolina State Dept. of Public Instruction, Raleigh. INSTITUTION 2001-00-00 PUB DATE 9p.; For the second to fifth grader version, see CS 217 549. NOTE North Carolina Department of Public Instruction, 301 North AVAILABLE FROM Wilmington St., Raleigh, NC 27601-2825. Web site: http://www.dpi.state.nc.us; e-mail: [email protected]. PUB TYPE Non-Classroom (055) Guides EDRS PRICE MF01/PC01 Plus Postage. Audience Awareness; Child Behavior; *Child Development; DESCRIPTORS *Childress Writing; Early Childhood Education; Student Evaluation; Teacher Role; *Writing Achievement; *Writing Skills; *Written Language *Continuum Models; *North Carolina; Purpose (Composition) IDENTIFIERS ABSTRACT The purpose of this "Written Language Developmental Continuum" brochure for preschool-second grade is to provide helpful information for parents, teachers, and other adults as they work with young children to advance and refine written language (writing) competence. The brochure is intended to be a useful tool for assessing children's development along a continuum of written language growth as well as a source of information about the competencies/descriptors that children are expected to learn in preschool through second grades--the descriptors list specific behaviors that are typical of children's development at particular ages or grades. The brochure points out that writing skills develop and become more sophisticated as students use them for meaningful purposes and varied audiences. It lists the following: descriptors for preschool (3-4 years and 4-5 years); competencies and descriptors for kindergarten (5-6 years); competencies and descriptors for first grade (6-7 years); and competencies and descriptors for second grade (7-8 years). It also delineates the following writing purposes: instrumental, informative, personal, heuristic, regulatory, and interactional. (Contains 12 references.) (NKA) Reproductions supplied by EDRS are the best that can be made from the original document. C Preschool-Second Grade U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have heen made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY F TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 1 Students need to be ti lle to use [language appropriatelly for a broad range Nif functions and perceive the functions foR- which 00 others use language. t-- ,--4 C/) AVAILABLE__ BEST COPY Preschool-Second Grade "Learning to write well is important for all American students. Even though students have varied backgrounds and experiences, the expectation for high performance in writing applies to all." (NAEP) Encouraging written language in the classroom and at home is a process. It is not something that can be accomplished in a few months or even a year. Proficiency in written language requires time and patience to reap the desired harvest. Writing skills develop and become more sophisticated as students use them for meaningful purposes and varied audiences. 3 , 1 The purpose of the Written Language Developmental Continuum for preschool-second grade is to provide helpful information for parents, teachers, and other significant adults as they work with young children to advance and refine written language (writing) competence. This brochure is a useful tool for assessing children's development along a continuum of written language growth as well as a source of information about the competencies/descriptors that children are expected to learn in preschool through second grades. The descriptors in the continuum list specific behaviors that are typical of children's development at particular ages or grades. The competencies list specific behaviors that children are expected to learn in kindergarten to second grade according to the 1999 NC Standard Course of Study for English Language Arts. To ensure that students are able to demonstrate the descriptors/competencies, teachers must provide opportunities for writing and reflection across the curriculum. "Writing is a powerful instrument of thought. In the act of composing, writers learn about themselves and their world and communicate their insights to others. Writing confers the power to grow personally and to effect change in the world." (Commission on Composition, National Council for the Teachers of English) 2 4 Kindergarten 5 - 6 Bears escho of 3 - 4 Bears Competencies Descriptors Use new vocabulary in own speech and writing. Begin to use writing materials. Use words that name and words that tell action in a variety Repeat the same marks over and over. of simple texts. Scribble and attempt to write. Use words that describe color, size, and location in a variety Scribble and tell what was written. of texts: (e.g., oral retelling, written stories, lists, journal Write a few letters of the alphabet, perhaps own name. entries of personal experiences). Contribute to group dictation. Use a variety of sentence patterns such as interrogative requests (Can you go with me?) and sentence fragments that convey emotion (Me, too!). Pr escho of 4 - 5 Bears Write and/or participate in writing behaviors by using Descriptors authors' models of language. Develop spelling strategies and skills by: Try to copy words. representing spoken language with temporary and/or Begin to have a sense of directionality. conventional spelling. Dictate captions, words, stories. writing most letters of the alphabet. Use letter-like forms or random letters to write messages. analyzing sounds in a word and writing dominant Realize that marks look different and can have different consonant letters. meanings. Use capital letters to write the word I and the first letter in Write name and few letters. own name. "Read" own writing. Descriptors Write and/or participate in writing behaviors. Draw and write signs, labels, and notes. Copy environmental print. Compose for different functions/purposes. Dictate a story/information. Understand writing conveys meaning. Perceive self as writer. 5 3 Second Grade 7-8 -years First Grade 6-7 Bears Competencies Competencies O Begin to use formal language and/or literary language in O Select and use new vocabulary and language structures in place of oral language patterns, as appropriate. both speech and writing contexts (e.g., oral retelling using o Use expanded vocabulary to generate synonyms for exclamatory phrases to accent an idea or event). commonly over-used words to increase clarity of written O Use words that name characters and settings (who, where) and oral communication. and words that tell action and events (what happened, what O Plan and make judgments about what to include in written do) in simple texts. did products (e.g., narratives of personal experiences, creative O Use specific words to name and tell action in oral and stories, skits based on familiar stories and/or experiences). written language (e.g., using words such as frog and toad o Compose first drafts using an appropriate writing process: when discussing an expository text). planning and drafting. O Extend skills in using oral and written language: rereading for meaning. clarifying purposes for engaging in communication. revising to clarify and refine writing with guided using clear and precise language to paraphrase discussion. messages. o Write structured, informative presentations and narratives producing written products. when given help with organization. O Write and/or participate in writing by using an author's o Spell correctly using: model of language and extending the model (e.g., writing previously studied words. different ending for a story, composing an innovation spelling patterns. of a poem). analysis of sounds to represent all the sounds in a word O Compose a variety of products (e.g., stories, journal entries, in one's own writing. letters, response logs, simple poems, oral retellings). O Attend to spelling, mechanics, and format for final products O Use phonic knowledge and basic patterns (e.g., an, cc, ake) in one's own writing. to spell correctly three- and four-letter words. O Use capitalization, punctuation, and paragraphs in own O Apply phonics to write independently, using temporary writing. and/or conventional spelling. O Use the following parts of the sentence: O Write all upper and lower case letters of the alphabet, using subject. correct letter formation. predicate. o Use complete sentences to write simple texts. modifier. o Use basic capitalization and punctuation: O Use editing to check and confirm correct use of conventions: first word in a sentence. complete sentences. proper names. correct word order in sentences. period to end declarative sentence. O Use correctly in written products: question mark to end interrogative sentence. letter formation, lines, and spaces to create readable O Self-monitor composition by using one or two strategies documents. (e.g., rereading, peer conferences). plural forms of commonly used nouns. common, age-appropriate contractions. Descriptors O Use prewriting strategies such as drawing, brainstorming, or Descriptors storyboarding with support. O Expand use of prewriting strategies. O Express complete thoughts. o Write for clear purpose/audience. O Write multiple sentences about the same topic. O Use substantive detail in writing. O Begin to use detail (descriptive words). O Check written work by reading aloud O Add on to writing in response to questions. O Revise/edit to improve text content. O Write for a variety of purposes. o Use a variety of sources for spelling (charts, peers, O Publish with teacher support. dictionaries, computer spell-check). O Produce writing and artwork to reflect personal response. O Incorporate characters, settings, and events from own experiences into writing. O Maintain journal, learning log, and response log. O Reflect personal response to text through meaningful 4 extensions (writing, music, art, drama, etc.). 6 People use written language for different purposes. Parents and teachers can use this chart to encourage students in their written language development. Informative Instrumental Personal Language to get what Language to develop Language to represent the world to others and maintain one's own we want unique identity Language to impart Asserting personal what one knows rights/needs Requesting an opinion Labeling, noting details Noting incidents, Incidental expressions sequences Making generalizations Comparing sign-up sheets journals logs grocery lists journals diaries wish lists autobiographies directions planning lists show-and-tell posters catalog orders travel logs maps webs (upper primary) messages eyewitness accounts warnings interviews recipes letters classroom newspapers research (K-W-L) notes notes charts scrapbooks want ads brochures "to do" lists instructions directions graphs surveys tables math & science journals weather reports certificates reports family histories 7 5 Interactional Regulatory Heuristic Language to establish Language to control Language to speculate and maintain relation- and predict what will others and the world ships with around us happen Requesting directions Noting cause/effect others relationships Requesting others' Noting an event attention Controlling self Drawing conclusions Requesting a reason Problem solving dialogue journals fantasy/science fiction directions response journals graphs labels rules for games notes surveys forecasts K-W-L charts signs invitations Er greeting question charts procedures hypotheses cards class rules jokes & riddles warnings estimations letters to pen pals cause/effect diagrams advertisements inquiry projects message boards classroom mailboxes tables ,, _ (7- 7-------\\ /....,________, , , ; 8 6 References Anderson, Carl. (2000). How's It Going? A Practical Guide to Conferencing with Students. Portsmouth, NH: Heinemann. Calkins, Lucy. (1994). The Art of Teaching Writing. Portsmouth, NH: Heinemann. Gambrell, Linda B. and Almasi, Janice, F. (Eds.). (1996). Lively Discussions! Fostering Engaged Reading. Newark, Delaware: International Reading Association. Heibert, E.H., Pearson, P.D., Taylor, B.M., Richardson, V., and Paris, S.G. (1998). Every Child a Reader. Center for the Improvement of Early Reading Achievement. Fletcher, Ralph. (1993). What a Writer Needs. Portsmouth, NH: Heinemann. Fletcher, Ralph and Portalupi, Joann. (1998). Craft Lessons: Teaching Writing K-8. York, Maine: Stenhouse Publishers. Fountas, Irene C. and Pinnell, Gay Su. (2001). Guiding Readers and Writers Grades 3-6: Teaching Comprehension, Genre, and Content Literacy. Portsmouth, NH: Heinemann. Lane, Barry. (1993). After the End: Teaching and Learning Creative Revision. Portsmouth, NH: Heinemann. Lenski, Susan Davis and Johns, Jerry L. (2000). Improving Writing: Resources, Strategies, and Assessments. Dubuque, Iowa: Kendall/Hunt Publishing Company. Mc Carrier, Andrea;, Pinnell, Gay Su; and Fountas, Irene. (2000). Interactive Writing: How Language and Literacy Come Together, K-2. Portsmouth, NH: Heinemann. North Carolina English Language Arts Standard Course of Study. (December, 1999). Raleigh: North Carolina Department of Public Instruction. Ray, Katie Wood. (2000). Wondrous Words: Writers and Writing in the Elementary School. Urbana, Illinois: National Council for the Teachers of English. W 77 Public Schools of North Carolina pk,cy State Board of Education Department of Public Instruction ERIC Education U.S. Department of and Improvement (OERI) Office of Educational Research (NLE) National Library of Education Center (ERIC) Educational Resources Information NOTICE REPRODUCTION BASIS signed "Reproduction Release This document is covered by a encompassing all the ERIC system), (Blanket) form (on file within organization and, therefore, documents from its source or classes of Document" Release form. does not require a "Specific carries its own permission to This document is Federally-funded, or public domain and, therefore, may reproduce, or is otherwise in the form signed Reproduction Release be reproduced by ERIC without a "Blanket"). (either "Specific Document" or EFF-089 (9/97)