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LAE4314

Teaching Writing in the


Elementary School, K-6
Mrs. Anne Anderson

Writing is a craft before it is an


art; writing may appear magic,
but it is our responsibility to
take our students backstage to
watch the pigeons being tucked
up in the magicians sleeve.
Donald Murray quoted in 6+1 Primary, p. 9
Unless otherwise noted, all photes and clip art are courtesy of Microsoft.com

http://all-free-download.com/freevector/apple-outline-clip-art.html

Signs & Symbols

Signs & Symbols

Types of communication
Types of writing systems

Types of written products


Composing

Concrete operations

Piagets
Developmental
Stages
Sensorimotor

Preoperational

Formal
operations

Physical Development
Respond to aural stimuli
Respond to visual stimuli
Attention span
Large & small muscles
Puberty

Cognitive Development
Sensorimotor Now (vs. past/future)
Preoperational Patterns, repetition, predictability
Concrete operations Points of view
Formal operations Symbolism, vicariousness,
possible worlds, abstract ideas

Language Development
Cooing and babbling
Single words, simple sentences
Questions, negatives
Complex sentences
Syntax, vocabulary, structure

Moral Development
Piaget, Kohlberg, & Gilligan
Punishment / reward
Group standards
Circumstances & situations
Motivation vs. consequences
Concept of fairness

Personality or
Emotional/Social
Development
Maslows hierarchy of needs leading
to self-actualization

http://www.edpsycinteractive.org/topics/conation/maslow.html

Which
develops first

reading or
writing?

Language Acquisition Theory


Lev Vygotsky
Language is a tool that shapes learning (Vygotsky, 1978)
Children learn through meaningful social interactions
- language facilitates learning (Tompkins, 2005)
The range of tasks that a child can perform with
assistance from others is the Zone of Proximal
Development

Noam Chomsky
The essence of language is the set of underlying
abstract rules that generate sentences (Miller, 2002)

The Four Language Systems (Tompkins, 2005)


Phonological (sound system)
Syntactic (structural system)
Semantic (meaning system)
Pragmatic (social/cultural use system)
An implicit understanding of these systems
develops as children learn to talk (in native or
second language).
Children integrate and apply this knowledge
whenever they use words to listen, talk, read,
write, view or visually represent something.

Early Language Development


(Gillett, Temple & Crawford, 2008)

Birth to age two - children begin to understand


and produce speech
Understanding of simple speech comes first
Expressive babbling by end of first year
Individual words by age 1.5 (labeling)
Combining words by 2.5 (rapid expansion of words
and complexity of word combinations)

By Age Six:
Clearer speech - phonology
Articulation, fluency

Growth of vocabulary - semantics


Uses 5,000 to 8,000 words, understands several
thousand more

Longer, more complex sentences - syntax


Embedded clauses, tense use, plural forms, common
sentence forms

Use of language in the social context


pragmatics
Get things done! (needs met, direct others behaviors
in socially acceptable ways)

By age Twelve:
Broader, richer and more precise vocabulary
from 5,000 to 20,000 words
Polishing of language use less common
sentence forms (i.e., passive voice, academic
language)
Longer, more complex sentences
Pragmatic system develops fully (different
codes for different social/cultural settings)

References
Gillet, J. W., & Temple, C. (2008). Understanding reading problems: Assessment
and instruction (7th ed.). Boston: Pearson.
Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of
language and meaning. Balitmore: University Park Press.
Huitt, W. (2007). Maslow's hierarchy of needs. Educational Psychology Interactive.
Valdosta, GA: Valdosta State University. Retrieved [date] from,
http://www.edpsycinteractive.org/topics/regsys/maslow.html
Piaget, J. (1929). The childs conception of the world. (Trans. J. & A. Tomlinson).
New York, NY: Harcourt, Brace, Jovanovich.
Miller, P. H. (2002). Theories of developmental psychology (4th ed.). NY: Worth
Publishers.
Tompkins, G. E. (2005). Language arts: Patterns of practice (6th ed.). Upper Saddle
River, NJ: Pearson Prentice Hall.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Cambridge, MA: Harvard University Press.

L2- Second Language


Acquisition

Stages / Natural Order Approach


Know where your students are and be realistic!

Pre-Production:
Silent period
500 words
Yes/no
2-word response
Pictures
Charts
Graphs

Early Production
One-word responses to
6 months
Listening center
Pictures w/labels
Short sentences

Natural Order Approach

Know where your students are and be realistic!

Speech Emergence
Creating own
sentences
3,000 Words
Read short text
Choral reading
Dialogue journal
Vocabulary &
definitions

Intermediate Fluency
Fluency in social
settings
6,000 Words
Sentence structure
Synthesize information
Graphs

Comprehensible Input
Visuals, Gestures, Body
language
Speak slowly, enunciate,
pause
Simple syntax, shorter
sentences, fewer pronouns,
high frequency vocabulary
Slang, metaphors and
idioms
Non-verbal strategies
Check comprehension often
Repeat or rephrase
Vary question styles

The Affective Filter


When the filter
is high, input
will not pass
through
Low affective
filter =
High selfesteem
Low anxiety
level
High
motivation

The Affective Filter


When the filter
is high/thick,
input will not
pass through
Low/thin
affective filter
High selfesteem
Low anxiety
level
High
motivation

The Affective Filter


When the filter
is high, input
will not pass
through
High affective
filter =
Low selfesteem
High anxiety
level
Low motivation

The Affective Filter

Smile
Speak Carefully
Show
Say it again

Natural Language Approach


Classroom Enhance
No low achievers
Cooperative learning
L1 in class
Share cultural contributions

Multicultural classroom environment

Modifications vs. Accommodations


Modify Change what is being
taught or what student is expected
to learn

Adapt/Accommodate Change helps


student learn same material
Either way Still responsible to
teach the concepts

Resources
http://www.nwp.org/cs/public/print/resource_top
ic/english_language_learners?gclid=CIixwN3a95c
CFQJvswod1HZYDg National Writing Project ESOL
resources
http://owl.english.purdue.edu/handouts/esl/
Purdue ESOL lessons/handouts
http://www.educationoasis.com/curriculum/Lang
_Arts/resources/41_ESOL_strategoes.htm 41
ESOL strategies
National Dissemination Center for Children with
Disabilities. (2013). Supports, modifications, and
accomodations for students.
http://nichcy.org/schoolage/accommodations

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