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Task 1- Developmental Continuum
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Writing Developmental Continuum
Beginning Phase (2-5 years)
- Children should become aware that writing is a form of communicating information and meaning and it is represented by 'marks.'
- Use scribbles, symbols and some letters to represent information.
- Be able to apply a few print concepts e.g. left to right.
- Develop hand-eye coordination, and develop on their fine motor skills such as wrist and hand muscle control and grasp strength.
Fellowes and Oakley (2019),
Writing example of a 3 year old
Writing Example
This example demonstrates that the child was able to draw scribbles and symbols to represent something along with including some letters.
Image: University of Melbourne Early Learning Centre 2019.
Emergent Phase (4-6 years)
- Students should know that spoken language written down is writing.
- Recognise and write the alphabet and be able to write smaller words with 1-3 letters.
- Becoming familar with rhyming words and can identify some phonemes (smaller sound units) e.g. assign the correct letter to the phoneme 'dg' in dog.
- Able to sound out words
- Use both upper and lowercase letters indiscriminately e.g. Dog -DOg .
- Apply a few print conventions e.g. full stops.
-Recognise and write simple sentence structures.
Fellowes and Oakley 2019.
Writing example of a 4 year old student.
Writing example
This example shows that the child is able to write words using upper and lowercase letters indiscriminately. Image: University of Melbourne Early Learning Centre 2019.
Early Phase (6-7 years)
- Able to write for small purposes such as recount, telling stories and using basic organisational features.
- Write topics significant to them, including their experiences and feelings.
- Place words into phonemes e.g. /sh/-/e/-ll/
- Able to sound out all significant sounds.
- Small collection of sight words.
- Recognise name of letters in alphabet and identify the common sounds associated.
- Write a number of simple sentences using correct use of full stops, capital letters and some forms of punctuation.
- With the teachers support lean to edit their writing.
Writing example of a 7 year old
Writing example
This example shows the child is able to write about a topic significant to them and apply grammar conventions.
Transitional Phase (7-8 years)
- They have greater control over spelling, punctuation and organisation of the text.
- Write about a range of text types to suit different audiences.
- Awareness of purpose and audience.
- Greater graphophonic knowledge (sound letter association).
- Spell words with common letter patterns.
- Expanded vocabulary.
- Use both simple and compound sentences.
- Revise and edit basic elements of their writing.
Writing example of an 8 year old
This 8 year old is able to write a letter text type that includes a purpose and an audience. The vocabulary used is expanded and they use both simple and compound sentences.
Writing example
Independent Phase (8-9 years)
- Write using a range of different text types and apply many of the organisational features.
- Use a variety of vocabulary and sentence structures appropriate to the text that is being written.
- With their teachers support be able to revise and edit their writing more proficiently.
- Use spelling conventions for a range of words.
Writing example of a 9 year old.
Writing example
This child is able to write a letter text type. They have included a variety of sentence structures and spelling conventions.