Which of the following describes what happens in the transitional stage of writing?

Young children move through a series of stages as they are learning to write. The stages reflect a child's growing knowledge of the conventions of literacy, including letters, sounds and spacing of words within sentences. Almost every interaction in a child's world is preparing them to become a reader and writer. The indicators of hallmarks within stages are described below.

Inhaltsverzeichnis Show

Scribbling/drawing
Letter-like forms and shapes
Letters and spaces
Conventional writing and spelling
Audio storytelling (3-4 years)
Early Emergent Writing (4-5 years)
Emergent Writing (5-7 years)
Transitional Writing (6-8 years)
Fluent Writing (8-10 years)
Which of the following describes what happens in the transitional stage of the writing?
What is meant by convention in writing?
In which stage of writing do children begin to use letters to represent words?
When writing a paper which of the following activities should you do first?

It's important to remember that there will be variations in the way kids move through writing stages; it may not happen in the same way or at the same time and the lines between the stages can be blurry. Many models of writing development and word study label stages with their own terms using various descriptors. The descriptions below are designed to communicate common writing characteristics.

Scribbling/drawing

Most children begin their writing career by scribbling and drawing. Grasping the crayon or pencil with a full fist, a young scribbling child is exploring with space and form. He is creating a permanent record of his ideas and thoughts. These first scribbles can be proud accomplishments! Thick markers, crayons, and unlined paper are good writer's tools for this stage.

Letter-like forms and shapes

At this stage of writing development, children begin to display their understanding that writers use symbols to convey their meaning. Writing begins to include shapes (circles, squares) and other figures. A writer in this stage will often write something and ask, "What does this say?" There's little orientation of forms and shapes to space (i.e., they appear in random places within the writing or drawing). Tubs of markers, crayons, and paper remain good writer's tools.

Letters!

As a child's writing continues to develop, she will begin to use random letters. Most children begin with consonants, especially those in the author's name. Pieces of writing are usually strings of upper-case consonants, without attention to spaces between words or directionality. At the beginning of this stage, there remains a lack of sound-to-symbol correspondence between the words they are trying to write and the letters they use. Later efforts may include letters for the salient sounds in words and include the author's own name. Different types of paper, including memo pads, envelopes, lined paper and some smaller pens and pencils are good writer's tools at this stage. Tubs of foam letters and letter magnets are also handy.

Letters and spaces

As beginning writers practice their craft, they are learning many concepts about print. When a child points to individual words on a page when reading, and works to match their speech to a printed word, a concept of word is developing. This awareness of the purpose and existence of spaces separating words and that spoken words match to printed words is known as a concept of word. Often called the watershed event of kindergarten, adults watch young writers insert these important spaces in their own work. Guided either by an index finger in-between each word or by lines drawn by the teacher, children demonstrate one-to-one correspondence with words.

At this stage, children write with beginning and ending sounds. They also may begin to spell some high frequency words correctly. Vowels may be inserted into words. As students transition to more conventional writers, they will begin to write words the way they sound. Punctuation begins as writers experiment with forming sentences.

Conventional writing and spelling

At this stage, children spell most words correctly, with a reliance on phonics knowledge to spell longer words. Writers use punctuation marks correctly and use capital and lower case letters in the correct places. Writing for different purposes becomes more important. First and second grade students often write signs for their bedroom doors or a letter to a friend. Storybook language, "Once upon a time," and "happily ever after," become a part of writing samples as the child joins the league of writers with a storytelling purpose. As students progress through the writing stages, various pieces become more automatic and fluent. Handwriting becomes easier, as does the spelling of a majority of words.

At all stages, it's important to honor the writing efforts of your young child. Find opportunities to have your child share his work with others. Display efforts on the wall or on the refrigerator. Ask your child to read his work at the dinner table or by sitting in a special author's chair.

February 19, 2019

When did you learn to write? It’s hard to remember, isn’t it? It’s not just because it was so long ago but also because it didn’t happen at one exact moment in time. It happened over time. Just like their bodies, children’s knowledge and skills grow in spurts and stops, as well as sudden peaks and long plateaus.

To help and support children’s writing progression as best as possible, it’s important to understand the different writing stages. Please note that the developmental stages overlap and the age references are a generalization.

Audio storytelling (3-4 years)

This stage is based on the spoken language and gives the youngest users the opportunity to tell stories by using the recording function.
Parents and teachers should ’translate’ children’s audio recordings into written language by adding text to the adult text field. This gives children valuable insight into the purpose of writing, and shows similarities and differences between spoken and written language.

More stage information and inspiration

Early Emergent Writing (4-5 years)

The first writing stage is characterized by ’scribbling,’ where children pretend that they are writing by hitting random keys on the keyboard. It also includes ’logographic’ writing of high frequency and easily recognizable words like the child’s name and text logos like LEGO, McDonald’s, and Oreo.
Turn on the key function that provides audio support for the letter names. This allows children to make the connection between the letter and its name while they ’scribble’.
Continue to add conventional writing (’translation) in the adult writing field, which gives the child the chance to see the spelling of familiar words.

More stage information and inspiration

Emergent Writing (5-7 years)

By now, children have gained an initial understanding of phonics, which is the correspondence between letters patterns (graphemes) and sounds (phonemes). Some of the words may have the correct initial letter and a few other letters.
Set the audio support to letter sounds (phonemes). Continue to provide conventional writing to help the child understand the letter/sound relationship more fully.
Children begin to make the reading-writing connection and are much more aware of embedded clues, such as picture and initial letter clues. When it comes to reading WriteReader books, be sure that they read the conventional text to recognize and learn from the correctly spelled words.

More stage information and inspiration

Transitional Writing (6-8 years)

At this stage, there is a one-to-one relationship between the letters and sounds represented in children’s writing. For example, word like ’people’ could be spelled ’pepl’.
Even though children’s writing has now reached a certain level where it may be able to be read by others, providing conventional writing is still very important to writing progress.
Children will learn through comparison that many letters have different sounds and that some are silent. At the same time, children will start to notice and learn about the use of punctuation and capital letters.

More stage information and inspiration

Fluent Writing (8-10 years)

Around this age, children start to notice and learn all the irregularities in written language. It’s the longest learning phase in writing development and can extend over several years.
Children can turn off the key sounds at this stage, if this support is not needed.
When children are able to spell more than 75% of the words correctly, it no longer makes sense to ’translate’ their writing in the adult text field. Instead, the teacher/parent can try these suggestions:
Write the misspelled words in the adult text field.
Write a comment that can guide the children to correct themselves. For example, ’Find and correct two misspelled words’ or ’Remember to use punctuation and capital letters.’

Most importantly, give your children or students plenty of praise, encouragement, and opportunities to practice writing.

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Which of the following describes what happens in the transitional stage of the writing?

Which of the following describes what happens in the transitional stage of writing? Students learn to transition between sentences and paragraphs easily.

What is meant by convention in writing?

We use conventions to make our writing more readable. In other words, we do things in a certain way so the reader can figure out what we're trying to say. Conventions include spelling, punctuation, capitalization, grammar, and sentence structure.