Module2 Assignment 2: Getting to know the literacy learner.
Part 2-Identifying Developmental stages of writing.
As a teacher, I came to realize that the stages of the developmental stages are usually fluid. It generally takes the students to change from preliterate drawing and scribbling to early emergent where they come up with letter-like forms emergent where they make random-letters or merely letter strings, transitional where they write using inventive spellings and then after a long struggle they get to be fluent writers using conventional spelling. These are usually viewed as the cornerstone of writing. As we view these stages we must first be aware that these developmental stages of writing are usually fixed. However, most of the researchers recently have renamed, merged, and expanded these stages over time. The previous ideas we had as teachers recently have been easily explained and divided into more robust terms.
For developing writers most of them still require a lot of support that has been knotted to be from thoughtfully constructed writing instruction majorly focusing on the acquisition of most current strategies and skills (NCTE,2016). Every day the number of experiences that emerge to be in need to write has highly increased in the last decade. The education system with the help of the curriculum has come up with a plan to assist them to ensure students’ are fully prepared for these experiences. The system has dictated that teachers must be experts in instructing multiple genres of writing as well as each child’s developmental stage of writing to facilitate optimal learning.
Stages of writing development.
For my study, I took the early transitional stage. This is one of the stages where writing is usually characterized by the lack of any uniformity, improper spacing, and early comprehension that the introduction of capital letters are used in different ways. Student B also began to finally add consonants and vowel sounds when writing. As her writing matured most of her words were spelled conventionally as she continued to rely on obvious sounds. In some of her writings during some studies, I realized that she was still inventing or even omitting some letters. She equally used few text forms and sentence structure. Most of the students during this stage are always very ready to discuss contextual purposes of when to write e.g. making a shopping list.
The common core standards and literacy instruction.
The common core standards (Common Core Standards Initiative, 2012) as a teacher drives my literacy instruction for student B. this is due to the standards for both reading and writing are a continuum of skills, I usually use these in identifying the required development need to offer to my student specifically. When coming up with instruction I reference the standards to ensure alignment of what I teach to the exact expectations of my students to give me a chance to know and be able to fulfill their expectations. Technology implementation is not explicitly stated within the standards but rather embedded throughout them. For the teacher to embed student and her classmates to try and figure out texts using Chromebooks weekly as the students make responses to what they read or complete on writing demand. I also gave them real-time, electronic feedback to the students through commenting features related to Google. By applying the use of technology in such a direction I embed my instruction much like it is embedded in the standards.
The value of the teachers’ self-assessment of efficacy in writing for writing instruction.
For the student instructor to be more effective they are required to continually engage in reflections (Reutzel & Cooter, 2016). For instructors, it has been knotted that when you complete teachers’ self-assessment of efficacy in writing and the teaching of writing is quite important. To me, it was an experience to which I have viewed to have great potential of profound impact on my writing instructions. In identifying and reflecting on my strengths and perceptions in regards to writing I feel am at a greater point to fully use those strengths to enhance literacy instruction for my student. By wholly outlining my shortcomings I can locate resources and focus on improving my knowledge and skills at such points thus fully improving my ability as a teacher of literacy. Thus the completion of self-assessment forced me to view myself and my writing skills in the role of a student. This has greatly helped me to better empathize with and understand the specific needs and perspectives of my literacy learner.
By coming up with personal goals for writing instruction as an instructor I achieved direction and motivation to acquire the strategic and instructional knowledge I lack the order to offer my literacy learner in the best way possible. I have begun to take steps to improve my knowledge of effective writing instruction with a major acquisition of writing units.
The next stage of writing.
Student B will soon be entering the intermediate stage of writing development it is one of the stages characterized by the development of a unique voice refined order and organization structure. The student shall achieve the ability to revise her texts for clarity and mastery of the conventions of writing after utilizing the editing process.
Reference.