Writing quiz

1. 1Hill- Beginning Writing- Stage 1
   
   A child will [blank_start]draw[blank_end] to [blank_start]show[blank_end] their [blank_start]message[blank_end].
   Then [blank_start]verbalise[blank_end] what their drawim [blank_start]meant[blank_end].

   1. Adraw
   2. BColour
   3. CWrite
   4. Dmessage
   5. Egender
   6. Fverbalise
   7. GAct out
   8. Hmeant
   9. Ishow
   10. JHide
2. 2Hills-writing stage- [blank_start]Emergent[blank_end] Writing- Stage [blank_start]2[blank_end]
   Children start to discover [blank_start]symbols[blank_end].

   1. AEarly Emergent
   2. BEarly Writing
   3. Csymbols
   4. DColour
   5. E2
   6. F3
3. 3Hills- Writing stage 3 - [blank_start]Emergent[blank_end] writing
   Children [blank_start]recognise shapes[blank_end] that look more like [blank_start]letters[blank_end].
   Start writing with [blank_start]directionality[blank_end] [blank_start]left->right[blank_end]
   Begin [blank_start]spacing out[blank_end] their writing.

   1. Arecognise shapes
   2. Bdon’t recognise shapes
   3. Cletters
   4. Dwords
   5. Eleft->right
   6. Fright->left
   7. Gdirectionality
   8. HLinearity
   9. Ispacing out
   10. Jnot spacing out
   11. KEmergent
   12. LEarly emergent
4. 4Hills Writing Stage -Stage 4-[blank_start]Early writing[blank_end]
   Children are often found [blank_start]repeating[blank_end] [blank_start]sentences[blank_end].
   The [blank_start]reason[blank_end] for doing this is because it [blank_start]helps[blank_end] them [blank_start]practice[blank_end] which builds [blank_start]confidence in writing.[blank_end]
   
   

   1. Arepeating
   2. Bnot repeating
   3. Csentences
   4. DParagraphs
   5. Ereason
   6. Fpractice
   7. Ghelps
   8. Hconfidence in writing.
   9. IEarly writing
   10. JTransitional Writing
5. 5Hills Writing stages- stage 5- [blank_start]Transitional[blank_end] Writing
   [blank_start]Punctuation[blank_end] becomes clearly visible
   Child’s [blank_start]quantity and quality[blank_end] of writing [blank_start]increases[blank_end]

   1. ATransitional
   2. BExtended
   3. CEarly
   4. DPunctuation
   5. ESpelling
   6. FSyntax
   7. Gquantity and quality
   8. HLinearity and directionality
   9. Iincreases
   10. JDecreases
6. 6Hills Writing Stage-Stage 6- [blank_start]Extended Writing[blank_end]
   Ranges from around 10 to [blank_start]adulthood[blank_end]
   Adopts [blank_start]personal[blank_end] style
   

   1. AExtended Writing
   2. BTransitional Writing
   3. Cadulthood
   4. Dpersonal
   5. Eteens
   6. FCollective
7. 7Hills Writing theory
   Put the following into the correct stages
   (This excludes Extended Writing which is stage 6

   

   1. ABeginning Writing
   2. BEarly Emergent writing
   3. CEmergent Writing
   4. DEarly Writing
   5. ETransitional Writing
8. 8Krolls 4 stages - Preparation Stage
   Tick all the features that apply to the writing stage ✅

   1. AMasters basic motor skills
   2. BImplements sentence usage
   3. CUses metaphors
   4. DAge 4/5
   5. EUp to age 6
   6. FLearns basic principles of spelling system
9. 9Krolls Writing Stage 3- Differentiation Stage
   
   Tick all the features that apply to the writing stage ✅

   1. AAware of difference between speaking and writing & audience/purpose
      Writing becomes more automatic
   2. BRecognised the different writing forms ie. letter
   3. CWrites to reflect thoughts and feelings
   4. DUp to age 9
   5. EUp to age 6
   6. FLots of mistakes
10. 10Krolls stages- stage 2- consolidation stage
    
    Tick all the features that apply to the writing stage ✅

    1. AChild write the same way they speak
       Writing has Colloquial casual register
    2. BUses short declarative sentences, mainly unfinished as they don’t really know how to finish them yet
    3. CLots of personification
    4. DLots of conjunctions such as ‘and’ (replicates their spoken language)
    5. EUpto age 5
    6. FUp to age 6

11. 11Krolls stages- Stage 4- Integration Stage
    
    Tick all the features that apply to the writing stage ✅

    1. AChild develops personal style
    2. BAge 7+
    3. CChild understands that you can change your style according to audience and purpose
    4. DAge 12+
12. 12Put krolls 4 stages of in order

    

    1. APreparation stage
    2. BConsolidation stage
    3. CDifferentiation Stage
    4. DIntegration stage
13. 13Barclays 7 stages of Writing
    
    Match the correct information with the stage ✅
    
    Random marks on a page, writing and scribbles are accompanied by speaking

    1. AScribbling stage
    2. BMock handwriting
    3. CMock letters
14. 14Barclays 7 stages of Writing
    
    Match the correct information with the stage ✅
    
    Writing+drawings
    Produce wavy lines which is their understanding of lineation

    1. AScribbling Stage
    2. BMock letters
    3. CInvented words/spelling stage
    4. DMock hand writing
15. 15Barclays 7 stages of Writing
    
    Match the correct information with the stage ✅
    
    Usually involves writing the name as the first word e.g name
    Child usually puts letters on a page but is able to read it as words.
    Cursive print

    1. AAppropriate conventional words/phonetic spelling stage
    2. BInvented words/spelling stage
    3. CConventional letters
16. 16Barclays 7 stages of Writing
    
    Match the correct information with the stage ✅
    
    Child spells the way they understand the word should be spelt-their own way.

    1. AAppropriate conventional words/phonetic spelling stage
    2. BInvented words/spelling stage
    3. CConventional letters
17. 17Barclays writing stages
    
    Match the correct stage with the piece of information ✅
    
    Attach spelling with sounds

    1. AAppropriate conventional words/phonetic spelling stage
    2. BInvented words/spelling stage
    3. CConventional letters
18. 18Barclay writing stages
    
    Match the correct stage with piece of information ✅
    
    Are able to spell most words

    1. ASentences+text/correct spelling stage
    2. BAppropriate conventional words/phonetic spelling
19. 19Stage [blank_start]1[blank_end] - [blank_start]scribbling[blank_end] stage
    Stage [blank_start]2[blank_end] - mock [blank_start]handwriting[blank_end] stage
    Stage [blank_start]3[blank_end] - mock [blank_start]letters[blank_end] stage
    Stage [blank_start]4[blank_end] - [blank_start]conventional letters[blank_end] stage
    Stage [blank_start]5[blank_end]- [blank_start]invented words[blank_end]/spelling stage
    Stage [blank_start]6[blank_end]- appropriate conventional words[blank_start]/phonetic spelling stage[blank_end]
    Stage [blank_start]7[blank_end] [blank_start]sentences+text[blank_end]/ correct spelling stage

    1. A1
    2. B2
    3. C3
    4. D7
    5. E6
    6. F5
    7. G4
    8. Hsentences+text
    9. I/phonetic spelling stage
    10. Jinvented words
    11. Kconventional letters
    12. Lhandwriting
    13. Mletters
    14. Nscribbling
20. 20What are some things that graphology include

    1. AMotor skills, hand writing, linearity
    2. BChoice of words, Syntax
21. 21[blank_start]Look[blank_end] and say Approach
    
    Encourages children to identify [blank_start]familiar[blank_end] words as a [blank_start]whole[blank_end] to then break them down to read them accurately. This is encouraged alongside the [blank_start]phonic[blank_end] approach as they break words into individual graphemes and sound them out in order to then read the whole word accurately e.g d-o-g
    
    It can be divided into 2 parts [blank_start]synthetic[blank_end] and analytic
    
    Phonic approach - phonological [blank_start]segmentation[blank_end] by [blank_start]Peccei[blank_end]
    
    Synthetic phonics stop children from taking a wild guess at words they [blank_start]must[blank_end] sound out every letter to read and blend thdm together.
    

    1. ALook
    2. Bfamiliar
    3. Cwhole
    4. Dphonic
    5. Esynthetic
    6. FPeccei
    7. Gsegmentation
    8. Hmust
22. 22[blank_start]Mayer[blank_end]- the relationship between reading and writing is [blank_start]bidirectional[blank_end]
    
    Reading and writing are learnt simultaneously as one skill [blank_start]aids[blank_end] the other; developing the ability to understand what you writing about e.g. to recognise “tree” in reading, how to write it but most importantly understanding what a tree is ([blank_start]cognitive[blank_end] thinking, reading and writing all work [blank_start]together[blank_end])

    1. AMayer
    2. Bbidirectional
    3. Ccognitive
    4. Dtogether
    5. Eaids
23. 23Lee [blank_start]Vygotsky[blank_end]- Zone of [blank_start]proximal[blank_end] development
    
    views interaction with peers as an effective way of developing skills and strategies. He suggests that teachers (MKO) use cooperative learning exercises where less competent children develop with help from more skilful peers - within the zone of proximal development.
    
    Vygotsky believed that when a student is in the [blank_start]ZPD[blank_end] for a particular task, provided the appropriate assistance will give the student enough of a "boost" to [blank_start]achieve[blank_end] the task
    
    

    1. AZPD
    2. Bachieve
    3. Cproximal
    4. DVygotsky
24. 24Fine [blank_start]motor[blank_end] skills- are smalll movements such as picking up a pencil. They use the small muscles of the tongue, toes, wrists and lips.
    
    [blank_start]Directionality[blank_end] – on top to bottom and left to right orientation e.g. Chinese alphabet is written top to bottom and Arabic is right to left.
    
    [blank_start]Linearity[blank_end]- Writing in a straight line
    
    [blank_start]Descender[blank_end]- Where part of the line goes below the base writing line
    
    [blank_start]Ascender[blank_end]- a typographical feature where a portion of the letter goes above the usual height for letters in any font.
    
    Discreetness- is the handwriting conventional
    
    [blank_start]Form[blank_end]- letter, report, review etc
    
    
    
    
    

    1. Amotor
    2. BDirectionality
    3. CLinearity
    4. DDescender
    5. EAscender
    6. FForm
25. 25Joan [blank_start]Rothery[blank_end] Categories
    
    Observation/comment
    Writer makes an observation and evaluates it
    O[blank_start]bservation[blank_end]+ e[blank_start]valuation[blank_end]
    E.g (I saw a tiger) (it was large) = [blank_start]I saw a large tiger[blank_end]
    
    Recount
    Usually a [blank_start]chronological[blank_end] sequence of events
    Orientation-Event-Reorientation
    e.g (we went to the zoo) then on the (school bus) we had lunch then (went home)
    
    Report
    [blank_start]Factual[blank_end] description
    The sun is a big star of fire
    
    [blank_start]Narrative[blank_end]
    Orientation- complication- resolution-coda (moral of story)
    E.g once upon a time
    there was a princess locked in a tower
    Prince Luke saved her
    you must never give up
    

    1. ARothery
    2. Bbservation
    3. Cvaluation
    4. DI saw a large tiger
    5. Echronological
    6. FFactual
    7. GNarrative
26. 26Katherine [blank_start]peera[blank_end]
    
    [blank_start]Peera[blank_end] Agrees that writing is either [blank_start]chronological[blank_end] or non chronological and [blank_start]non[blank_end] chronological is [blank_start]harder[blank_end] and developed. At a [blank_start]later[blank_end] stage.

    1. Alater
    2. Bharder
    3. Cchronological
    4. Dnon
    5. EPeera
    6. Fpeera
27. 27Chronological texts are [blank_start]easier[blank_end] as they are based on [blank_start]experiences[blank_end]
    
    where’s as non chronological texts rely on a child’s [blank_start]imagination[blank_end] and are more abstract

    1. Aimagination
    2. Bexperiences
    3. Ceasier
28. 28[blank_start]Bereiter[blank_end] and scardamalias [blank_start]knowledge[blank_end] telling strategy
    
    This involves linking the [blank_start]cognitive[blank_end] processes involved in writing to what is written.
    The first is the basic insight that writing is not simply a matter of translating preconceived ideas into text, but also involves [blank_start]creating[blank_end] content and tailoring the way this is presented to the needs of the reader.

    1. Acognitive
    2. Bcreating
    3. Cknowledge
    4. DBereiter
29. 29[blank_start]Britton’s[blank_end] model
    
    Britton
• [blank_start]Expressive[blank_end] – The first mode that resembles speech – often with first person perspective (based on personal references).

    
    • [blank_start]Poetic[blank_end] – Encouraged early on as is creative – involves using rhyme, rhythm, adjectives and similes
    
    .
• [blank_start]Transactional[blank_end] – Secondary school – the essay style – impersonal style and tone with formal sentence structures and features that signpost idea

    1. ABritton’s
    2. BExpressive
    3. CPoetic
    4. DTransactional
30. 30[blank_start]Doubling[blank_end] consonants – e.g. breezzy, dissappeared
    Spell [blank_start]phonetically[blank_end] – e.g. ment, brite
    [blank_start]Stressed[blank_end] and unstressed letters – knife = nife, stomach = tomach
    Common vowel [blank_start]digraphs[blank_end] in English include ai (asin rain), ay (day), ea (teach), ea (bread), ea (break), ee (free), ei (eight), ey (key), ie (piece), oa (road), oo (book)
    Common consonant digraphs in English include ch (as in church), ch (school), ng(king), ph (phone), sh (shoe), th (then), th (think), and wh (wheel).
    [blank_start]Vowel[blank_end] combinations – i.e. ‘I comes before e’ e.g. coulourful
    [blank_start]Suffixing[blank_end] and prefixing – e.g. living = liveing
    [blank_start]Initial[blank_end] letter – e.g. England = Ingland
    In phonetics, a [blank_start]diphthong[blank_end] is a vowel in which there is a noticeable sound change within the same syllable.
    The process of moving from one vowel sound to another is called gliding, and thus another name for diphthong is gliding vowel (Adjective: diphthongal).

    1. ADoubling
    2. Bphonetically
    3. CStressed
    4. Ddigraphs
    5. EVowel
    6. FSuffixing
    7. GInitial
    8. Hdiphthong
31. 31[blank_start]GPC[blank_end]- Graphemes Phoneme Coresponding
    
    Digraph - A grapheme containing [blank_start]two[blank_end] letters that makes just [blank_start]one[blank_end] sound (phoneme).
    
    Trigraph - A grapheme containing [blank_start]three[blank_end] letters that makes just [blank_start]one[blank_end] sound (phoneme).
    
    Oral Blending - This involves hearing phonemes and being able to merge them together to make a word. Children need to develop this skill before they will be able to [blank_start]blend[blank_end] written words.
    
    Blending- This involves looking at a written word, looking at each grapheme and using knowledge of GPCs to work out which phoneme each grapheme represents and then [blank_start]merging[blank_end] these phonemes together to make a word. This is the basis of [blank_start]reading[blank_end].
    
    Oral Segmenting - This is the act hearing a whole word and then [blank_start]splitting[blank_end] it up into the phonemes that make it. Children need to develop this skill before they will be able to segment words to spell them.
    
    Segmenting - This involves hearing a word, splitting it up into the phonemes that make it, using knowledge of GPCs to work out which graphemes [blank_start]represent[blank_end] those [blank_start]phonemes[blank_end] and then writing those graphemes down in the right order. This is the basis of spelling.

    1. Atwo
    2. Bone
    3. Cthree
    4. Done
    5. Eblend
    6. Fmerging
    7. Greading
    8. Hsplitting
    9. Irepresent
    10. Jphonemes
    11. KGPC
32. 32Synthetic = teaches children the individual phonemes independently from reading. Once embedded, then they can blend them to pronounce a word = synthesising
    
    [blank_start]Analytic[blank_end] phonics – encourages the [blank_start]breakdown[blank_end] of words as they read = onset and rime.
    
    “Bond”
    Onset “[blank_start]B[blank_end]” + “[blank_start]ond[blank_end]” rime

    1. AB
    2. Bond
    3. CAnalytic
    4. Dbreakdown

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Quiz on Writing quiz , created by Natasha Shah on 05/06/2018.

Author

Natasha Shah

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English

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