Written+Language+Knowledge

toc Written Language Knowledge Marie Clay posed that children who accelerated quickly when learning to read may have a self extending system. The children who learnt to read quickly had theories about how language works based on their experiences and what they had noticed about language. Initially it did not matter if these theories were correct (inline with conventional rules and patterns of written language) but that they did have theories. If one has a theory about how something works it enables you to observe when a new experience does not match your theory. Without an expectation of how something will work (make sense) we are unlikely to give this area our attention, notice it or think about it. By having theories learners are able to note similarities and differences and therefore learn from their experiences (they build their own knowledge). While some learners may do this, teacher can further accelerate this process and for learners who have not turned their attention to written language to build theories teachers must support them to do this.

Every theory is in fact a logical one, based on what the learner has experienced. All learners are constantly looking for the world to make sense. If we look at learners confusions in this way it is empowering to both the learner and the teacher as it establishes a place to begin. The teacher can then plan for learning experiences and discussion, particularly questioning and prompts to support the learner to build on or rebuild their theories so these are aligned with conventional written language knowledge.

Learners put a full stop at the end of every line, rather than sentence, as they have noticed that this is where they are often located. Learners spelling words using the letter names not sounds, not realising these are different. e.g. 'after' spelt 'r f t r' here 'r' makes it's name not sound. Learners using an apostrophe every time they put an 's' on the end of a word, etc, etc
 * //Some examples of learners theories://**

** Spelling **
Spelling begins with aural skills, the ability to hear and order sounds. This means that learners must use their knowledge of sounds to attempt to represent words they can speak. Situated learning theory would suggest that this knowledge is more likely to be available to learners if it is delivered to them and applied in the context of real reading and writing not in isolation from these processes. As teachers we know that phonetic knowledge is critical to writers success but how useful is it on its own? The best way for your learners to see the purpose of this knowledge and how to apply it in writing is to teach it in this context. To demonstrate and support the learner to make use of this knowledge in a writing context.

A key concept to learning to spell is the observation and eventual use of language spelling patterns. Although these are not always consistent and there are many to learn, remembering chunks of words is much more efficient than remembering each letter in order one at a time. Just as we read but chunking letters together, we do not read one letter at a time. We must also encode in chunks, the average human brain can only effectively remember 6 items in sequential order, so grouping information into units is vital. Learners begin to build up the look of words over time. With more experience and developing theories about how language works, learners will begin to identify when words 'look' or 'seem' wrong, even to the exact letters that seem wrong.

When learners understand how to spell using chunks of letters in patterns they also may use word analogy. If they know how to spell song for instance they may reason the long is the same but with an 'L' at the beginning not and 'S'.

Learners should be able to use all of the sources of generation to make approximations which are more and more similar to conventional spelling. They must use their aural and oral strategies, visual, environmental and reading strategies to approximate and check, self-correct spelling words as they write. It is the integration of these sources that will lead to more accurate spelling so these should not be taught in isolation.

Using sound and visual together, try alternatives either mentally or on paper to select correct one from.

Teachers can scaffold learners with environmental scaffolds like the two above. One effective teaching strategy is for the teacher to model, or have students model the above spelling strategies to the class to generate content words which may be needed in the writing task or words which many of the learners have been spelling incorrectly. This becomes an environmental reference (the final word should be correct- using strategies to model how this can be achieved). This benefits the students in two ways, firstly it reduces the demands they have to approximate unknown words. Secondly, it models the behaviours/strategies to use when they must approximate a word and thirdly it provides some examples of convention word patterns/structures of language. This activity will should only take 5 minutes before the class begins to write/draft.

** Grammar and Punctuation **
Good writers think in sentences, they also mentally rehearse sentences before they write them. They do this if expression so where the punctuation falls is much easier for them to work out. Punctuation and grammar knowledge again is best taught in the process of writing not isolated from use. Some practicing (drills applying a rule to a situation) may be appropriate to clarify and practice some rules. This practice should come directly from a difficulty in the process not at random. It is best if the students own work/sentences are used as examples for this so they may link the rules application to their own purposes and work.

** Writing Features **
Understanding how authors create mood, effect and clarity in their work is best explored when reading. This may be a part of research before writing a piece of work. researching author choices and the effects of these choices. Good writers read as writers and write as readers. They can be both the writer and the audience and therefore can make decisions and choices to suit their purposes and the audience needs. Judging writing based on the use of writing features e.g. evidence of similies etc does not inform the teacher about the choices that the learner writer has made. More importantly we should look at writing features such as similies and reflect on the effect these give the writing, why did the author use these and did they achieve their goals by doing so. It is not about what or how many writing features are used by authors that make for a quality piece of writing but about how and why they used these features and if they were effective. Teach writing when reading and for learners to become the reader of their work when writing.

** Genre and Process Knowledge **
This is discussed in the writing process section

** Content Knowledge **
The generation of content and ideas for writing is more difficult for some learners than other in different areas. Of course this depends on prior knowledge and experience in the writing topic area. Thorough research may be needed to help those with little content knowledge. For those who find writing difficult trying to generate content while writing will only reduce their attention to the already challenging demands of written tasks. Content knowledge should be organised at the planning stage, this may be referred to and changed/adapted throughout the writing process. Some research may be required during writing as problems arise but for the writer to shift their attention to composing their draft most of these decisions should already be made, clarified and organised by the writer.