Early+Years+Writers

=** Early Years Writers **=

Five primary school students from both grades one and two were each individually interviewed on their writing interests, understandings and abilities using particular surveys adapted from Hill. Writing samples were also gathered from each of the children, to be analysed and interpreted. Each of these sets of results and data were recorded and graded according to VELS and the Phases of Literacy. These results have then been summarized into tables and the implications for teaching have been discussed.




 * Summary of results **** from the writing surveys: **

Writing surveys (adapted from the Reading Survey Hill, 2006, p388.), were completed by each child during the literacy interview. The writing surveys were designed to reveal the student’s interests and understanding of writing. From the collection of data gathered, it was evident that each child has a vast interest in writing and enjoys writing both at home or in school. Various forms of writing had been employed by these children such as poems, fiction, factual, letters, historical and journals. Topics were recorded which included; fantasy, weekends, friends, sea life, animals, school, the environment and insects. All children had a strong indication of what it meant to be a good writer. They also all mentioned who they thought were good writers, some of which included teachers, friends with neat handwriting or had their pen licenses and family members. This indicates that the children positively admired older influences and had a grasp on the concept, that practice is important to the development of ones writing abilities. There was a variety of answers provided when the five children were asked why they thought writing was important such as; that it is fun, it helps with learning, spelling and reading, it is a part of life, it enhances your ability to communicate with other people, such as writing letters to people. This range of responses displays how each child understands the importance of writing in a different way; it reflects how they have each gathered these understandings from their own personal experiences with writing.


 * Phases of Literacy Development **** for Writing: **

According to Hill, The //phases in literacy development// table can be used to place children on ‘benchmarks of literacy development in English and to plan for future learning’ (2006, p.5). During the literacy interview, each child provided a writing sample, which was then used for assessing. The following //phases in literacy development// table (Hill, 2006, p.6) shows where each of the five children fit according to their literacy development from the writing sample provided.
 * ** Phase of Literacy Development: ** || ** Writing description: ** || ** Student: ** ||
 * Beginning || Pretends to write on paper with crayons, paint or pencils

Understands that signs and symbols tell a message. ||  ||
 * Early-emergent || Scribbles can contain drawing and writing, invents some letters and repeats these letters and numbers appear

Beginning of directionality.

Copies some letters. || Student 3* ||
 * Emergent || 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. || Student 4* ||
 * Early || 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…’ and ‘I can..’. || Student 3* Student 5* Student 1* ||
 * Transitional || 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 to take over. ||  ||
 * Extending || Writes a range of text types suited to different audiences

Revises, edits and proof reads, checks for flow and meaning of text.

Uses a range of punctuation conventions.

Can construct a paragraph with topic sentence. Can link several ideas in a formal piece of text. ||  ||


 * Victorian Essential Learning Standards **** - Progression Points for Writing: **

The following table lists the progression points that provide levels one and two with writing for the English domain, according to the Victorian Essential Learning Standards. Each students writing sample was also used to place the children at a particular progression point according to their ability. Student 5* || Student 3* ||
 * ** Progression Point ** || ** Description ** || ** Student ** ||
 * ** 0.5, Progressing towards level 1 in writing ** || * Reading back from their own writing at the time of writing.
 * Understanding that their writing can communicate ideas, feelings and information.
 * Use of letters and some words in the writing of brief texts about topics of personal interest.
 * Emergent writing showing concepts about print, including left to right, top to bottom.
 * Approximate use of letters for some letter–sound relationships and common words.
 * Use of a variety of writing tools, including crayons, pencils and computer software. ||  ||
 * ** 1.25, Progressing towards level 2 in writing ** || * Some correct use of capital letters and full stops.
 * Drawings that support the intended meaning of their writing.
 * Inclusion of their own experiences when writing for personal purposes and audiences such as in lists, letters, cards, posters.
 * Inclusion of one or more generally readable sentences.
 * Plausible attempts at spelling unfamiliar words, matching sound–letter relationships and using some simple spelling patterns. || Student 4*
 * ** 1.5, Progressing towards level 2 in writing ** || * Experimentation with a range of short text types; for example, recounts, letters, lists, procedures.
 * Sequencing of a small number of ideas in short texts for different purposes and audiences.
 * Rereading of their own writing, checking that it makes sense. || Student 2*
 * ** 1.75, Progressing towards level 2 in writing ** || * Inclusion of information and ideas in short texts for known audiences and selected purposes.
 * Use of strategies to revise writing; for example, reading aloud, use of feedback from others.
 * Mostly correct use of capital letters, full stops, and question marks.
 * Correct spelling of unfamiliar words, using knowledge of sound–letter patterns. || Student 1* ||


 * Implications **** for teaching: **

Ultimately, from this summary it is evident that each of the six students possesses their own individual abilities, interests and understandings of writing. Yet, also have aspects of their writing capabilities in common. Teachers must be able to recognise these vast and often random similarities and differences, to enable each child’s ongoing development. Focusing on each child as an individual and consider the different levels that each are on for the VELS and phases of literacy development in order to provide them with an effective education.