Ch. 4

Question 1

involves three areas:
1. conceptual knowledge
2. procedural knowledge
3. generative knowledge

Answer 1

writing development

Question 2

understanding the purpose of writing

Answer 2

conceptual knowledge

Question 3

understanding how to form letters and words

Answer 3

procedural knowledge

Question 4

using words to communicate a meaning

Answer 4

generative knowledge

Question 5

transition from drawing images to looking like letters

Answer 5

scribbling

Question 6

children begin writing letters separated by spaces, although real words are generally not formed

Answer 6

transition writing stage

Question 7

children start communicating words and ideas more clearly, though many words may have only a beginning and ending sound

Answer 7

invented spelling

Question 8

1. preconventional
2. emerging
3. developing
4. beginning
5. expanding
6. bridging
7. fluent

Answer 8

developmental stages of writing

Question 9

age 3-5
- are aware that print conveys meaning, but they rely on pictures to communicate visually
-include recognizable shapes and letters on drawings
-can describe the significance of the objects in their drawings.

Answer 9

Preconventional

Question 10

age 4-6
-use pictures when drawing but may also label objects
-can match some letters to sounds
-copy print they see in their environment

Answer 10

emerging

Question 11

age 5-7
-write sentences and no longer rely mainly on pictures
-attempt to use punctuation and capitalization
-spell words based on sound

Answer 11

developing

Question 12

age 6-8
-write several related sentences on a topic
-use word spacing, punctuation, and capitalization correctly
-create writing that others can read

Answer 12

beginning

Question 13

age 7-9
-organize sentences logically and use more complex sentence structures
-spell high-frequency words correctly
-respond to guidance and criticism from others

Answer 13

expanding

Question 14

age 8-10
-write about a particular topic with clear beginning, middle and end
-begin to use paragraphs
-consult outside resources (e.g., dictionaires)

Answer 14

bridging

Question 15

age 9-11
-write both fiction and nonfiction with guidance
-experiment with sentence length and complexity
-edit for punctuation, spelling, and grammar

Answer 15

fluent

Question 16

maintains that there are two main parts to writing: transcription and ideation

TRANSCRIPTION + IDEATION = WRITING

Answer 16

simple view of writing

Question 17

the physical act of writing and includes handwriting or typing skills and spelling skills

Answer 17

transcription

Question 18

the ability to think of and organize ideas
-includes idea generation, word choice, content, text, structure, and genre

Answer 18

ideation

Question 19

adds another element: executive functioning

TRANSCRIPTION + IDEATION + EXECUTIVE FUNCTIONING = WRITING

Answer 19

not so simple view of writing

Question 20

writers undertake various steps but may return to a previously completed part of the process

Answer 20

recursive writing process

Question 21

this process includes several phases in which ideas are transformed into written form to effectively communicate meaning:
1. plan
2. draft
3. revise
4. edit
5. publish

Answer 21

authoring cycle

Question 22

brainstorm ideas

Answer 22

plan

Question 23

connect ideas with an introductory statement, support, and concluding section

Answer 23

draft

Question 24

address weaknesses in writing

Answer 24

revise

Question 25

capitalization, organization, punctuation, spelling

Answer 25

COPS mnemonic

Question 26

the final copy is created

Answer 26

publish

Question 27

informal prewriting method whereby students write down a topic and then any words that immediately come to mind

Answer 27

data dump

Question 28

the class or group of students come up with ideas and/or a writing structure -helps by visually projecting ideas or writing them on the board: mapping, outlining, webbing, and listing

Answer 28

guided pre-writing

Question 29

prewriting method that encourages students to consider their purpose, audience, and organization pattern.

Answer 29

RAFT

Question 30

what perspective will you as the writer take?

Answer 30

Role of the writer

Question 31

who will read the piece?

Answer 31

Audience

Question 32

how will you communicate your message? (e.g., story, essay, drama)?

Answer 32

Format

Question 33

what will you write about?

Answer 33

Topic

Question 34

involves students watching a video, looking at images, or searching for ideas online useful strategy for students who are stuck or who do not have an opinion on an issue or a clear topic to write about

Answer 34

media or tech-enabled planning

Question 35

a scaffolding technique to help students write paragraphs. Paragraphs are fill-in-the-blank templates that students use to write their own paragraphs.

Answer 35

framed paragraphs

Question 36

encourages students to plan a paragraph of essay with the topic sentence or introduction as the top "bun" and the concluding sentence or concluding paragraph as the bottom "bun." The supporting details or body paragraph are the middle parts of the "hamburger"

Answer 36

paragraph or essay hamburgers

Question 37

a process whereby writers are scaffolded by "experts." -experts scribes for the students, who must give explicit direction in what to write

Answer 37

shared or interactive writing

Question 38

involve the whole class input; writing piece projected on a screen and edited through a "track changes" feature. Allows students to participate in and experience the revision and editing process

Answer 38

modeling or think alouds

Question 39

an approach where all components of literacy are taught systematically and explicitly

Answer 39

structured literacy

Question 40

an understanding of the system by which spoken language is communicated in writing

Answer 40

orthographic knowledge

Question 41

recognition of letter-sound correspondence and sounding out from left to right

Answer 41

alphabetic

Question 42

understanding more complex patterns that might not be simple left to right, such as long vowel digraphs or open and closed syllables

Answer 42

pattern

Question 43

understanding meaning in word parts that do not change with pronunciation, such as "sign" and "signature"

Answer 43

meaning

Question 44

the ability to recall the spelling of a word and write it based on a stored mental image

Answer 44

visualization

Question 45

the ability to identify a word's sounds in the proper order

Answer 45

auditory sequencing

Question 46

students sort words based on orthographic features example: might sort words with long and short vowel sounds or words that end in -ch

Answer 46

word sorts

Question 47

students practice reading and writing words that contain certain sounds, like /ou/, or word endings, like -ink

Answer 47

phonogram study

Question 48

students divide spelling words into columns based on similar orthographic patterns

Answer 48

writing sorts

Question 49

students learn a spelling rule (or exception to it) and then list words that demonstrate it

Answer 49

spelling notebooks

Question 50

students study word spellings, cover them up, and then spell them independently, checking afterward for accuracy

Answer 50

cover-copy-compare

Question 51

finger spelling, spelling in sand, shaving cream, or mud, using magnetic letters or letter tiles, changing the tone of voice while spelling words orally, hopping or jumping rope while spelling words orally

Answer 51

multisensory approach

Question 52

organizational framework for teaching the writing process that includes a mini-lesson, work time, and share time the mini-lesson can provide mechanics instruction for students to incorportate in their writing

Answer 52

writing workshop

Question 53

providing explicit instruction on a specific writing mechanic. Can be whole group, small, or individualized instruction.

Answer 53

targeted mechanics instruction

Question 54

high-quality writing that students can emulate in their own writing can be used to teach punctuation, capitalization, dialogue, sentence structure, style, format, and appropriateness to audience

Answer 54

mentor texts

Question 55

example: students can write a paragraph with two compound sentences and two complex sentences or an essay in which they identify and circle all the object or subject pronouns they use

Answer 55

writing assignments

Question 56

after reading texts, students can consider how the texts use conventions to create meaning and engage the reader. possible questions: 1. how are pronouns used to create perspective? 2. how is sentence structure used to create tone and mood? 3. how are sentences and dialogue punctuated? How does this help the reader? 4. how might the meaning of the text have shifted if different choices in the mechanics had been used?

Answer 56

analysis of structure

Question 57

an overall characteristic of a group of speakers

Answer 57

dialect

Question 58

a variation in language based on audience or situation

Answer 58

register