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Tables of Contents for The Beginnings of Writing
Chapter/Section Title
Page #
Page Count
Preface
xv
A Child Discovers How to Write
1
16
How Children Learn to Talk
3
4
How Children Learn to Write
7
6
What's to Learn about Writing?
13
1
Conclusion
14
1
Endnotes
15
2
PART ONE The Beginnings of Writing
17
38
The Precursors of Writing
19
18
Early Writing and a Theory of Perception
20
2
How Children Perceive Writing
22
1
The Recurring Principle
23
1
The Generative Principle
24
1
The Sign Concept
25
3
The Flexibility Principle
28
3
Linear Principles and Principles of Page Arrangement
31
4
Spaces between Words
35
1
Conclusion
36
1
Endnotes
36
1
What Children Do with Early Graphics
37
18
How Writing Systems Are Organized
37
5
Symbols for Ideas: Ideographic Writing
38
1
Symbols for Syllables: Syllabic Writing
39
2
Symbols for Small Units of Sound: Alphabetic Writing
41
1
The Evolution of Children's Writing Strategies
42
4
Writing Your Own Name
43
3
Strategies for Early Writing
46
7
The Inventory Principle
47
1
Encouraging Children to Make Print
48
5
Conclusion
53
1
Endnotes
54
1
PART TWO The Beginnings of Spelling
55
66
Invented Spelling
57
24
The Disappointments of English Spelling
57
1
Letter-Name Spelling
58
5
Initial Consonants
59
3
Consonant Digraphs
62
1
How We Make Speech Sounds: A Long but Necessary Digression
63
8
A Return to Digraphs
65
2
Nasal Consonants: The Letters Nand M
67
1
Invented Spelling of Long Vowels
68
1
Invented Spelling of Short Vowels
68
3
How Vowels Are Produced
71
5
Syllables without Vowels
73
1
Choo Choo Chran
74
2
The Developmental Dimension of Invented Spelling
76
3
Segmenting Words into Phonemes
77
1
The Concept of Word
78
1
Letters to Represent Sounds
79
1
Conclusion
79
1
Endnotes
80
1
Learning Standard Spelling
81
20
How English Got Its Strange Spelling
83
1
Some Learnable Patterns of Modern English Spelling
84
15
Marking Rules in English Spelling
85
5
Scribal Rules in English Spelling
90
3
Phonological Rules in English Spelling
93
3
Morpheme Conservation Rules in English Spelling
96
3
Conclusion
99
1
Endnotes
100
1
Making Progress in Spelling
101
20
The Stages of Spelling Development
102
5
Prephonemic Spelling
102
1
Early Phonemic Spelling
103
2
Letter-Name Spelling
105
1
Transitional Spelling
105
1
Correct Spelling
106
1
Helping Children Make Progress in Spelling
107
11
For the Prephonemic Speller
107
2
For the Early Phonemic Speller
109
4
For the Letter-Name Speller
113
2
For the Transitional Speller
115
3
Conclusion
118
1
Endnotes
118
3
PART THREE The Beginnings of Composition
121
124
Functions and Forms in Children's Composition
123
6
Self, Audience, Topic, and Purpose: A Menu of Writing forms
125
3
Conclusion
128
1
Endnotes
128
1
Writing in the Expressive Mode
129
8
Transitional Writing: Expressive Traces in the Other Two Modes
132
2
Conclusion
134
1
Endnotes
135
2
Writing in the Poetic Mode
137
42
Stages
138
3
Joey's Works: A First Grader Learns to Write Stories
141
17
Sarah's Works: Literature Influences Story Development
158
4
Developing the Poetic Mode in School
162
15
Story Grammar
163
3
Outer Actions and Inner States: Souriau's Dramatic Roles
166
7
Poetry
173
4
Conclusion
177
1
Endnotes
178
1
Writing in the Transactional Mode
179
24
Assignments for Expository Writing
182
9
The ``Expert'': An Expository Assignment
182
7
Another Expository Assignment: How to Ride a Bicycle
189
2
An Assignment for Argumentative Writing
191
6
Encouraging Writing in a Variety of Modes
197
5
Conclusion
202
1
Writing: The Child, the Teacher, and the Class
203
42
Writing as a Social Activity
203
1
What Sort of Learning Is Learning to Write?
203
1
A Description of the Writing Process
204
3
The Stages of Writing
205
2
Atmosphere, Assignment, and Response: The Teacher's Role in the Writing Process
207
1
An Atmosphere for Writing
207
1
Choosing Topics for Writing
207
1
Appropriate Responses to Children's Writing
208
1
The Kindergarten Year
208
4
Setting Up a Literate Community
209
1
Drawing Out Oral Language
209
1
Connecting Writing and Speech
210
2
The Primary Years
212
30
An Overview of a Process-Writing Classroom
212
1
What to Do on the First Day
213
3
Beyond Day One: A Typical Day
216
2
Setting Up the Classroom
218
6
The Dynamics of Moving a Promising Draft Along
224
7
Conferencing Techniques
231
8
Publishing Possibilities
239
1
Evaluation
240
2
Conclusion
242
1
Endnotes
242
3
Epilogue: Classroom Environments for Reading and Writing Together
245
22
An Emphasis on Processes
245
1
Environments That Make Reading and Writing Contagious
246
1
The Teacher Goes First: Establishing a Trusting Environment
247
13
The Teacher as Writer
247
1
The Teacher as Reader
248
2
Children and Teachers Sharing Writing Strategies
250
3
Teacher and Children as Readers and Writers
253
1
Modeling Writing Dialogue
254
2
Publishing Children's Work
256
1
Modeling Proofreading Techniques
257
2
Making Connections across the Curriculum: The Real Use of Reading and Writing
259
1
Classroom Routines That Encourage Reading and Writing
260
2
Conclusion
262
1
Endnotes
262
1
Bibliography
263
4
Books That Make Reading/Writing Connections
263
1
Books about Reading and Writing Poetry
263
1
Writing across the Curriculum
264
1
Books That Will Improve your Own Writing
264
1
Other Basic Resources for Teachers
264
1
Magazines We Routinely Read
265
1
Basic Resources for Children
266
1
Our Favorite Word Processing Programs
266
1
Index
267