La. Admin. Code tit. 28 § CLIX-407

Current through Register Vol. 50, No. 9, September 20, 2024

Section CLIX-407 - Writing

A. When we think about early literacy, most often what comes to mind is reading. However, writing is an important part of early literacy as well. Learning to read and learning to write are both important literacy processes, and they support each other-children with strong writing skills often have strong reading skills and vice versa.

B. Writing, as with other accomplishments of young children, develops in stages that are a part of the normal development of writing ability. Children become competent writers as they move through these stages:

1. Stage 1 - Random Scribbling: (2-and 3-year olds). Children make marks on paper with little muscular control.

2. Stage 2 - Controlled Scribbling: (3-year-olds). Children "write" across the paper in linear fashion, repeating patterns over again, showing increased muscular control.

3. Stage 3 - Letter-like Forms: (3-and 4-year-olds). Children make mock letters. These are written lines of letters that have letter characteristics, but they are misshapen and written randomly. They pretend they are writing; in their work they separate writing from drawing. They have purpose to their letter-like forms.

4. Stage 4 - Letter and Symbol Relationship: (4-year-olds). Children write letters to represent words and syllables. They can write their names. They recognize the word that represents their name. They can copy words, but often reverse one or more of the letters they are copying.

5. Stage 5 - Invented Spelling: (4-and 5-year olds). Children make the transition from letter forms to invented spelling. This requires organization of letters and words on the page. They use a group of letters to form a word. Many of the letters will be consonants. They understand that letters relate to sounds. Some punctuation appears. They can copy words from their environment.

6. Stage 6 - Standard Spelling: (5-, 6-, and 7-year-olds). Most of the words the children use are written correctly; some children add punctuation. They organize their words in lines with spaces between the words; they move from left-to-right, and from the top of the page to the bottom.

NOTE: Adapted from: The Portfolio and Its Use: A Road Map for Assessment by Sharon MacDonald.

La. Admin. Code tit. 28, § CLIX-407

Promulgated by the Board of Elementary and Secondary Education, LR 39:2465 (September 2013).

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10).