Discovering the Conventions of Written Language

  
Home  

Table of Contents

1. Introduction
2. From the Atlantic Canada English Language Arts Curriculum
3. From the Classroom
4. From the Past
5. Some Book Suggestions
6. Newsletter Information

Introduction

by Anne Hunt and Cindy Hatt

In the January issue of this newsletter we looked at the importance of helping emergent readers/writers to understand the relationship between sound and symbol. In this issue we will see how other important strategies are introduced as our children grow in their understanding of the power of the printed word.

Early writers represent the sound of the language in print. Temporary, or inventive spelling is common at this stage. Teachers help children to identify the symbol (letter) they need to represent the sound they hear. Through meaningful experiences with print, both in the home and at school, children begin to discover the intricacies of written language and the conventions that go beyond the way a word sounds. Their temporary spelling reflects that new knowledge. Now a child who may have spelled the word team "TM" may represent it as "TEME" applying the rule about silent "e." Understanding a particular sound such as "ow" in "how" might transfer into "abowt" for about. Self correcting of misspelled words comes as the young reader/writer begins to know when a word "doesn't look right."

Families often express concerns as they see their child "misspelling" words. In the January 2000 issue of Language Arts, editors, Sharon Murphy and Curt Dudley-Marling point out the importance our society places on spelling. They say, "In our society, writing conventions are a synecdoche for literacy; that is, the part (spelling, in this case) stands for the whole (literacy)." They remind us that, "Although spelling is important to effective writing, it must be considered as a means to an end and not an end in itself." In other words, as children learn the conventions of written language it should be within the context of conveying meaning. They tell us that "Parents want to hear from their children's teachers what those teachers are doing to push their children to be the best writers -and spellers- that they can be."

Return to Table of Contents

From the Atlantic Canada English Language Arts Curriculum

What are some strategies that teachers use to help children become "the best writers -and spellers- that they can be."?

Modelling: Teachers model good writing in a number of ways such as "morning message, class rules or instructions, signs and labels, invitations/thank-you letters, letters to parents, innovations on stories read, reports, response journals, learning logs." p. 198 Atlantic Canada English Language Arts Curriculum K-3.

"Encourage students to read their writing aloud. . ." p.196. As children finish a piece of writing it is very important that they read it aloud to a friend or to the teacher. An audience, ready to react to the words on the page, establishes whether the writer has gotten the message across. It also allows the writer to listen to the text to see if it sounds correct.

Word sorting: Teachers "provide opportunities students to engage in word and picture sorting activities (e.g., words beginning with the same letter; words beginning with the same sound; rhyming words; etc.)" p. 108.

Mini-lessons: "Use mini-lessons and shared reading and writing to help students develop knowledge about spelling and punctuation." p. 122.

Return to Table of Contents

From the Classroom

The following writing samples were taken from the writing portfolio of the same child in the early months of grades 1, 2 and 3. They show the growing competency and confidence of this young writer/reader and link that growth to curriculum indicators found in the Atlantic Canada English Language Arts Curriculum. Teaching strategies from the curriculum guide to support the continuing growth of Angie's knowledge of the conventions of written language are also offered.

Early in grade 1 Angie has already made the connection between letters and the sounds they make. She writes what she hears "using letters to represent the predominant sounds in words" p.108 as she slowly says the words.

Strategies: Demonstrate conventions of written language through modelled and shared writing, and through shared reading. Help students build a personal word list or personal dictionary, and expect them to gradually increase the number of words they can spell conventionally. p.108.

By grade 2 this purely phonological spelling is still happening when Angie encounters a new word, as in "crf" for carve. However, she is also beginning to "use an increasing number of words spelled conventionally p.124. Reading, developing along with writing, gives children information about how a word looks. The word "my" in Angie's text is an example of this. Eventually children are able to read and write words that they have never actually heard. Angie is also beginning to employ some language rules. She knows about long and short vowel sounds and uses an ie combination in her version of the word "tiem". Is it "silent e" or is it "when two vowels are walking"?

Strategies: Have students focus on the use of conventions in shared or guided reading texts. Encourage risk taking with temporary spelling, but expect students to take increasing responsibility for conventional spelling. Teach students to edit/proofread their writing for spelling, punctuation, and other conventions.p.124.

By grade 3 Angie is writing prolifically. This sample is from a 5 page story that she worked on over 4 writing workshop sessions. The rich literary language is evidence of a writer who does a lot of reading. The syntax of some of the sentences is "storybook style." She writes, " I slowly walked up the curtained stairs. Whoo went the wind and the curtains puffed up." Her first drafts still contain many unconventional spellings which she is able to correct when she "uses revision techniques to ensure writing makes sense and is clear for the audience" p.136.

Strategies: Provide opportunities for students to receive response to their drafts through writing conferences and whole class sharing. Provide opportunities for students to present/publish their work. The importance of revising their work becomes more real to students when they are able to share their work with others. p.136.

Return to Table of Contents

From the Past

Sylvia Ashton Warner, 1908-1984, was born in New Zealand. She was educated as a teacher and spent the early years of her career teaching in a remote Maori school. In her autobiographical book, Teacher, she describes how she developed a reading/writing program responsive to the culture of her young students.

"First words must have an intense meaning.
First words must be already part of the dynamic life.
First books must be made of the stuff of the child
himself, whatever and wherever the child." Teacher 1963.

Return to Table of Contents

Some Book Suggestions

In this issue we are providing some suggestions for professional reading for teachers. Most of the books are available through the Catalogue of Instructional Materials. The list contains some new and some old publications which provide teachers with a good mix of theory and reflective practice and also a good sense of how to proceed in the classroom.

Avery, Carol (1993). And With Light Touch. Portsmouth, NH: Heineman.

Feldgus, Eileen & Cardonick, Isabell. (1999). Kid Writing. Bothwell, WA: Wright Group

Fletcher, Ralph & Portalupi-Curtis, Joanne. (1998). Craft Lessons. Portland, ME: Stenhouse

Fletcher, Ralph (1992). What a Writer Needs. Portsmouth, NH: Heineman

Gentry, Richard & Gillet, Jean Wallace. (1992). Teaching Kids to Spell. Portsmouth, NH: Heineman

Iversen, Sandra (1997). Blueprint for a Literacy Success. Scarborough, ON: Pippin

Return to Table of Contents

Newsletter Information

Editors: Anne Hunt, Cindy Hatt, Pam Nason and Pam Whitty