
Compléter COMPLETA TOPIC 10Version en ligne COMPLETA TOPIC 10 par J. More 1 production phonological Directed recognition word pronunciation Graphetics Orthography sentence Organisational Stylistic Controlled Graphic sounds Graphology comprehension Rhetorical knowledge Grammatical On the one hand , we understand as the study of the physical aspects of the symbols that constitute writing systems . Its unit is the symbol . On the other hand , is the study of the linguistic contrasts that writing systems convey , and its unit is the grapheme , which can be defined as the smallest contrastive unit in a writing system that might produce a change in meaning . Besides , is the set of symbols used to write a language , as well as the set of rules describing how to write correctly ( including spelling , punctuation and capitalization ) . It also includes the writing system of a language . Apart from this , it is worth mentioning that there are several types of writing systems among which we find on the one hand : - the systems : which show a clear relationship between the symbols and sounds of language . - the non - phonological systems : which do not show a clear relationship between the symbols and the . There are many principal reasons for the discrepancy between the written representation of many English words and their actual . The first thing that we need to remember is that English is a mixture of many languages . On the other hand , reading and spelling skills which are connected to the written Word are needed to read and spell successfully . Therefore , we assume that , in order to be good readers and spellers , of letters is needed in addition to knowledge of the phonological structure . According to Matthews , the skills that students should acquire regarding the witten code are : - skills : writing words correctly including aspects such as capitalization , punctuation and spelling - skills : the ability to use a variety of sentence patterns and constructions - skills : the ability to express precise meaning in a variety of styles and registers - skills : the ability to use cohesion devices in order to link parts of a text - skills : writing ideas with coherence and summarize relevant points . These stages must be followed when teaching to write : 1 . practice : copying material provided by the teacher is of great pedagogical value because it helps students reinforce spelling and sentence structure , helping them to retain words . 2 . / Guided practice : - Word - level : " making a list , a personal dictionary , crosswords , matching labels to pictures , anagrams " . - Sentence - level : " writing speech bubbles for cartoons , sequencing sentences , definitions , descriptions " . - Paragraphs 3 . Free : students will be encouraged to produce writing " free essays , compositions " . This stage demands sentence and text structure , organizing ideas , etc . When selecting writing activities to practise spelling , the next sequence must be followed : Firstly , we need to work with word - activities . In this stage , the students notice the shape of the words and the number of letters so they can make a mental picture of it . Then , we need to work with activities at level . In this stage , the teacher will not have to provide the students with the words they need , they will think about the spelling of words by themselves . After that , we need to work with activities at - level . In this stage , students will write the words they need and also will work with given sentences doing activities like writing speech bubbles for cartoons , sequencing sentences and copying and correcting mistakes . it is worth mentioning that when analysing or correcting children´s written work in the activities , it is very important to have a clear approach towards the correction of mistakes : this means that , instead of trying to correct every single mistake , it is wiser to focus on those mistakes that are really important to achieve of the whole .

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COMPLETA TOPIC 10Version en ligne

COMPLETA TOPIC 10

par J. More

production phonological Directed recognition word pronunciation Graphetics Orthography sentence Organisational Stylistic Controlled Graphic sounds Graphology comprehension Rhetorical knowledge Grammatical

On the one hand , we understand as the study of the physical
aspects of the symbols that constitute writing systems . Its unit is the symbol . On the other hand , is the study of the linguistic contrasts that writing systems convey , and its unit is the grapheme , which can be defined as the smallest contrastive unit in a writing system that might produce a change in meaning .

Besides , is the set of symbols used to write a language , as well as the set of rules describing how to write correctly ( including spelling , punctuation and capitalization ) . It also includes the writing system of a language .

Apart from this , it is worth mentioning that there are several types of writing systems among which we find on the one hand :

- the systems : which show a clear relationship between the symbols and sounds of language .

- the non - phonological systems : which do not show a clear relationship between the symbols and the .

There are many principal reasons for the discrepancy between the written representation of many English words and their actual . The first thing that we need to remember is that English is a mixture of many languages .

On the other hand , reading and spelling skills which are connected to the written Word are needed to read and spell successfully . Therefore , we assume that , in order to be good readers and spellers , of letters is needed in addition to knowledge of the phonological structure .

According to Matthews , the skills that students should acquire regarding the witten code are :

- skills : writing words correctly including aspects such as capitalization ,
punctuation and spelling
- skills : the ability to use a variety of sentence patterns and constructions
- skills : the ability to express precise meaning in a variety of styles and registers
- skills : the ability to use cohesion devices in order to link parts of a text
- skills : writing ideas with coherence and summarize relevant points .

These stages must be followed when teaching to write :

1 . practice : copying material provided by the teacher is of great pedagogical value because it helps students reinforce spelling and sentence structure , helping them to retain words .

2 . / Guided practice :

- Word - level : " making a list , a personal dictionary , crosswords , matching labels to
pictures , anagrams " .
- Sentence - level : " writing speech bubbles for cartoons , sequencing sentences , definitions , descriptions " .
- Paragraphs

3 . Free : students will be encouraged to produce writing " free essays ,
compositions " . This stage demands sentence and text structure , organizing ideas , etc .

When selecting writing activities to practise spelling , the next sequence must
be followed :

Firstly , we need to work with word - activities . In this stage , the students notice the shape of the words and the number of letters so they can make a mental picture of it .

Then , we need to work with activities at level . In this stage , the teacher will not have to provide the students with the words they need , they will think about the spelling of words by themselves .

After that , we need to work with activities at - level . In this stage , students will write the words they need and also will work with given sentences doing activities like writing speech bubbles for cartoons , sequencing sentences and copying and correcting mistakes .

it is worth mentioning that when analysing or correcting children´s
written work in the activities , it is very important to have a clear approach towards the correction of mistakes : this means that , instead of trying to correct every single mistake , it is wiser to focus on those mistakes that are really important to achieve of the whole .

COMPLETA TOPIC 10

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production phonological Directed recognition word pronunciation Graphetics Orthography sentence Organisational Stylistic Controlled Graphic sounds Graphology comprehension Rhetorical knowledge Grammatical