Support Language Development

Writing Is a kind of typing symbols, letters and other writing tools to help the writer communicate with the reader or connect his ideas. It is the fourth skill in language skills and the most one that needs creation and imagination. In this essay, I am going to write about the importance of developing writing.

Teachers, who are aware of children becoming emergent writers, can better understand the amount of effort and concentration required. Teachers can appreciate the value of observing children’s early writing for evidence of children’s developing phonological knowledge of written language.

Writing is one of important activities on language learning. It is needed to transfer the information which they have seen or heard to be documented. In addition, writing is a complex activity on language learning since it needs the other abilities to write letters, numbers, symbols, words, phrases, and even sentences such as ability to read well, ability to understand the sequence of letter in a word, ability in using symbols, correct punctuation, and capital letters, ability to combine words into a correct sentence, and also ability to use correct grammar in a sentence. Yet, dyslexics have them in low quality. Since dyslexics have problem in writing, there are several mistakes which are commonly made by dyslexics. Dyslexics usually have illegible handwriting

Three practices that support the language development of all children is that of “communicating and Sharing” (Lally, 2006, p.32) in which a caregiver is observant of the infant and follows the infant's cues in that “Babies show us from the beginning that soothing words and lullabies can calm them.” (Lally, 2006, p.32) thus forming a bond of communicating what the infant's emotions are and sharing them in their reaction to a caregiver.

For example the writer could say “The runner ran quickly across the grass” or by using higher level structures the writer could say “Swiftly the supreme athlete strode over the cropped turf”. Children need to use new and challenging language repeatedly in order to embed it and understand how to use it appropriately. As the child’s cognitive development progresses, so will their understanding and use of “higher level writing voice”.

Fluency in reading and writing involves many steps that can be taught at home or in the classroom; however, when a teacher and/or parent focus is primarily on the preparation of a variety of activities that include practice in one particular area, such as a popular activity called Scoop the Pelican. This activity involves cut-up sentences. Scoop the Pelican is a productive activity for children who are having difficulty learning about letters, sounds, and words. When reading continuous print, children seem to forget what they know. When we test in isolation, most students seem to know letter-sound relationships, phonograms, or high-frequency words; however the reader uses both pauses and intonation to parse sentences into meaningful phrases.

Literacy is important for young children. It’s so much a child has to know before entering kindergarten. The Essentials of Early Literacy Instruction stressed the importance of teaching literacy. Early literacy is an emerging g set of relationships between reading and writing. Today a lot of terms have been referred to for literacy development for preschoolers the term that’s mostly used is early literacy. The term was chosen because the earliest forms of literacy development are forming reading and writing concepts. Linking early literacy to play is the most effective way to for young children to learn. There are many ways educators can teach literacy activities such as rich teacher talk, storybook reading, phonologic awareness activities, alphabet activities, support for emergent writing, shared book experience, integrated, and content-focused activities, Young children understand print by oral and written language. Asking students to help read a book and turn the page help them understand the basics of a book. There are at least three critical content categories in early literacy: oral language comprehension, phonological awareness, and print knowledge. Children need to learn phonological awareness, alphabet letter knowledge, the function of written language, a sense of meaning making texts, and vocabulary. Alphabetic writing is quite difficult once children understand the language of their community they learn which words stand for which concepts in that language.

Spelling is an essential literacy skill. It is linked to reading. And it can be argued that learning to spell can enhance reading ability. As is the case with reading ability, spelling ability can be classified into stages or levels. And in most cases students will progress through these levels in a predictable and interrelated fashion. As students begin to read more fluently, their writing becomes more fluent.

The technique I would implement content to support the language objectives is the activities are based on the common core standards. For this reason” language objectives are lesson objectives that specifically outline the type of language that students will need to learn and use in order to accomplish the goals of the lesson. Quality language objectives complement the content knowledge and skills identified in content area standards and address the aspects of academic language that will be developed or reinforced during the teaching of grade-level content concepts (Echevarria & Short, 2010).

While children have to pass tests, how far does learning to spell always have to be an exercise in parroting? Spelling, Horobin suggests, could be used “as a door to a wider understanding and appreciation of the structure of the English language, its history and its diversity”. Learning about silent letters is absolutely baffling to a lot of children, for example, but “as relics of earlier pronunciations, they are interesting ways of signalling how the language has changed over time”. This

Analysing children’s writing is critically important because it allows teachers to have an understanding of what the child knows already, and what he/she needs to build on with their writing (Stewart, 2012). In the paragraphs ahead, two samples have been chosen and have been analysed using the Victorian Essential Learning Standards and the Western Australia First Steps Developmental Continuum.

As has been meticulously and methodically discussed throughout my time in the College of Education, an effective and teacher should possess solid knowledge over all subject matter, the specific pedagogy of the grade level that they are teaching, and how to apply what their students learn and need while considering up to date research and theory. This paper will demonstrate the knowledge that I possess over how students at the kindergarten level learn, develop and apply writing strategies to comprehend informational text.

These difficulties can also overlap. Children who have been diagnosed with this writing malfunction, have difficulty in recognizing certain speech sounds and letters therefore practicing writing is very important. It is part of learning based on a complex psychical activity, resulting in the formation of a psycho-functional system directly linked to the sound speech and thought (Pardel, 1966). It is extremely necessary to develop both gross and fine motor skills but also other cognitive functions as auditory and visual perception, spatial orientation, phonemic awareness, overall motor coordination, visual and kinetic memory and attention. With the intention to develop all the skills, children should play many motion games, colour the pictures, play with toys, cubes and other games supporting the development of motor and cognitive skills from the birth. These students are probably much better able to communicate ideas through speech rather than through writing. They remember much better listening and speaking something then writing so they should learn through listening to the songs, watching serials and films, preparing some picture based presentations, doing the matching exercises, playing games and other similar

Take a moment to reflect on your day, how often do you find yourself writing. We live in a world that revolves around technology. If you think about it, we have email on our cell phones so we do not have to write letters, we have cars that can park themselves, and we even have televisions that are smarter than some human beings! Despite how much technology surrounds us, writing is something that will never go away. Written language is something we experience in every day life and it is something that is essential to daily activities. Whether or not we realize it, written language is present in all aspects of our lives. “The good and readable handwriting is another dimension that is necessary in developing society” (Rostami, p. 10). Although the written language is such a large part of our daily living, how we express this written language, spelling, is often overlooked. Rostami states, “handwriting is generally the storage of information. The data are written objectively and everyone can use it in every time and place. From the benefits of handwriting we can refer to the limited amount of data that human memory can hold and the unlimited amount of data that can be stored in written form. Thus, humans are not only able to learn the knowledge of their ancestors, but also they can use them to achieve new discoveries and new conclusions” (p.7).

Example (1), which is an example typically used to explain interlanguage, is produced by an L1 Spanish speaker who is learning English as L2. This sentence is ungrammatical both in Spanish and English; therefore, the speaker is not using either a Spanish or English structure for the production of this sentence. This led scholars to establish that interlanguage has its own rules odd to either her L1 or L2. This the idea that innate predisposition for language acquisition may result in the