NAME AND SURNAME :
STUDENT NUMBER :
MODULE CODE : EML1501
ASSIGNMENT NO : 05
, QUESTION 1
1. List the phase in the development of spelling and discuss.
• Phase 1: Pre- communicative phase.
Children in the pre- communicative or pre- phonemic become aware that speech can be
captured on paper. They know that, for instance, they can write a letter in order to spell
them. They can resort to representing part of their messages with pictures and other
symbols. Their drawing later develops into lines and letter like symbols. The children
can pretend to ‘write’ a letter using non- existing spelling that is interspersed with
numbers. This is the beginning of their attempt at spelling.
• Phase 2: The phonemic phase.
In this phase, children use their phonological knowledge to decide which alphabet to
use in spelling a word. Some can sound out the different parts of a word fairly well
although they may not spell the word correctly, for instance ‘ant’ may be spelled as ‘ent’
because the ‘a’ of apple sounds the same ‘e’ of elephant. This development spelling is
referred to as ‘invented spelling’.
• Phase 3: The transitional phase.
Children’s spelling in this phase is readable to approaching conventional spelling. The
children’s message includes consonants and vowels and most words are spelled
correctly. In their attempts to write a message, some of the bigger words used may
reflect the phonemic phase. A word such as ‘people; may be spelled ‘pipl’. The ‘e’ is
mistaken for ‘I’ is an ink and the last ‘e’ is not available.
1.2 Debate two strategies that a teacher with good leadership skills can do to
assist children who are unwilling to learn to draw and write.
• The use of play- Play is a good strategy to make children do what they are
not interested in doing when it is part of the language learning slot. Play is
spontaneous and part of the natural way of children’s learning. Good
reflective teacher make play a regular part of learning. One way of doing this
is to create a game that involves a competition of running to different stations
and ultimately reaching the last and winning. The title of the station and the
allocation of points should be ‘written’ by children. The teacher could provide
paper and thick crayons for the children to use. The teacher could be the
referee and insure that all children can get the chance to write and record.
STUDENT NUMBER :
MODULE CODE : EML1501
ASSIGNMENT NO : 05
, QUESTION 1
1. List the phase in the development of spelling and discuss.
• Phase 1: Pre- communicative phase.
Children in the pre- communicative or pre- phonemic become aware that speech can be
captured on paper. They know that, for instance, they can write a letter in order to spell
them. They can resort to representing part of their messages with pictures and other
symbols. Their drawing later develops into lines and letter like symbols. The children
can pretend to ‘write’ a letter using non- existing spelling that is interspersed with
numbers. This is the beginning of their attempt at spelling.
• Phase 2: The phonemic phase.
In this phase, children use their phonological knowledge to decide which alphabet to
use in spelling a word. Some can sound out the different parts of a word fairly well
although they may not spell the word correctly, for instance ‘ant’ may be spelled as ‘ent’
because the ‘a’ of apple sounds the same ‘e’ of elephant. This development spelling is
referred to as ‘invented spelling’.
• Phase 3: The transitional phase.
Children’s spelling in this phase is readable to approaching conventional spelling. The
children’s message includes consonants and vowels and most words are spelled
correctly. In their attempts to write a message, some of the bigger words used may
reflect the phonemic phase. A word such as ‘people; may be spelled ‘pipl’. The ‘e’ is
mistaken for ‘I’ is an ink and the last ‘e’ is not available.
1.2 Debate two strategies that a teacher with good leadership skills can do to
assist children who are unwilling to learn to draw and write.
• The use of play- Play is a good strategy to make children do what they are
not interested in doing when it is part of the language learning slot. Play is
spontaneous and part of the natural way of children’s learning. Good
reflective teacher make play a regular part of learning. One way of doing this
is to create a game that involves a competition of running to different stations
and ultimately reaching the last and winning. The title of the station and the
allocation of points should be ‘written’ by children. The teacher could provide
paper and thick crayons for the children to use. The teacher could be the
referee and insure that all children can get the chance to write and record.
