Literacy Ass1A: Handwriting and Punctuation
Upcoming SlideShare
Loading in...5
×

Like this? Share it with your network

Share
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
747
On Slideshare
747
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
9
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide
  • Punctuation is a writing convention and it is important to teaching because in written English, “Punctuation is essentially about meaning” as stated by Ljungdahl.
  • The key understanding of punctuation is the importance of how it shapes the written language and gives it meaning. It creates structure and organisation to text, but it also gives intonation and pauses to be observed when reading aloud. Ljungdahl states that good communication allows the writer to show expression, to communicate rhythm and tone.
  • The importance of punctuation is often underestimated, yet a misplaced mark can significantly alter the meaning. For example look at these 2 different sentences. They all have different meanings just from the punctuation placement.
  • Punctuation is best taught through the students’ own texts and readings. As well as from everyday examples from a variety contexts such as signs, newspapers, letters and journal entries. This will show how punctuation works in practice. Here the simple punctuation marks.
  • A question mark shows that someone has asked a question.
  • An apostrophe can be used to show possession or a missing letter.
  • Exclamation marks show surprise, anger and shouting. It is a punctuation mark that mimic language as it can give intonation and stress to the written text.
  • We use commas in lists or to separate clauses
  • We put quotation marks around words to show that someone is speaking.
  • We use a full stop or period at the end of a sentence.
  • A colon can introduce a list.
  • A semi colon can join two separated sentences; or can be used like a comma in lists when the list is extensive
  • Ellipses are used to create suspense.
  • Bracketsadd extra information just for the reader.
  • Hyphen can be used as a comma to separate words in sentences.
  • Punctuation marks are signals that help readers to understand the ideas in a passage and read more quickly and efficiently. It is important because it adds significant meaning to writing. Therefore you can not have writing without punctuation. It creates structure and organisation to text. It shows the reader how a text should be read aloud, giving the written text feelings and emotions when being read. It also indicates the author’s intentions and the different meanings to be conveyed to the reader.
  • Tompkins, Campbell and Green states that correct punctuation is important because it aids the reader in comprehending the text, which supports the main idea presented.First Steps stipulate the importance of modelling the use of simple punctuation to encourage students to have a go at using punctuation.
  • The scope of sequence of teaching punctuation will vary depending on the age and ability of your students. Capitals, the full stop, and the comma are the basic punctuation marks needed in writing and will need to be taught first. But once the students learn how to use brackets, exclamation marks and questions marks, their writing will become more descriptive an meaningful as these punctuation marks give intonation and stress to the text.
  • From this table adapted from the Australian Curriculum it shows what should be taught at each year levels.Foundation to Year 2 students are taught capital letters, full stops, question marks and commasYear 3 – 4 students are introduced to apostrophe and the omission of it. As well as the use of quotation marks.Year 5 – 7 students understand the use of punctuation to support meaning to content.

Transcript

  • 1. Student detailsName Sania BAHROM and Jasmine MURPHYCourse Bachelor of Education – Primary Teaching Unit detailsUnit code 309276Unit name Literacy Education 230Unit lecturer or tutor Von SAWERS Assignment detailsTopic Assignment 1A Handwriting and Punctuation PresentationDue date 30/03/2012 Word countExtension granted No Yes Extension dateIs this a resubmission? No Yes Resubmission date DeclarationI certify that the attached material is my original work. No other person’s work or ideas have beenused without acknowledgement. Except where I have clearly stated that I have used some of thismaterial elsewhere, I have not presented this for assessment in another course or unit at this or anyother institution. I have retained a copy of this assignment. I have read and understand the CurtinUniversity of Technology document Academic Integrity at Curtin: Student guidelines for avoidingplagiarism.Name/signature Sania and Jasmine Date 30/03/2012
  • 2. ! Handwriting.? and, Punctuation!.?, By Sania Bahrom and Jasmine Murphy
  • 3. How is your topic Important to for teaching?Handwriting...Students learn to print letters fluently andlegibly“Good handwriting visually reinforces thememory for word patterns and can helpspeaking, spelling and writing moreeffectively” (Ljungdahl, 2010. p. 357)
  • 4. How is Punctuation important to teaching? eloquentscience.com“Punctuation is essentially about meaning” (Ljungdahl, L., 2011, p.315).
  • 5. What are the key understandings, skills andknowledge around your topic? Key Understandings for Handwriting•Instruction should focus on ability to write withspeed and confidence rather than centringaround style and appearance•Teaching emphasis is not on shapes of letters butmovements to produce them•Should not be taught in isolation from otherlanguage features•The modern cursive style preferred in WA andaims to help students achieve fluency, legibilityand rhythm in writing.
  • 6. Skills needed forHandwriting•Students need to be taught how to hold a pen orpencil•Students need to know how to sit while writing•Students need to develop visual motor skills
  • 7. Knowledge relating toHandwriting•Different skills must be taught for lefthanded students•Students need to know how each letter isformed•Teachers need to be aware of a child’s visualperception.
  • 8. KEY UNDERSTANDINGS of PunctuationText structure and organisationUse of marks or signsPunctuate written languagePunctuation marks englishbanana.com
  • 9. “woman, without her man, is nothing”“woman: without her, man is nothing”
  • 10. SKILLS Knowing what to use? Where? When?Using the correct marks to separate letters, words, and sentences. ? Question mark „ Apostrophe ! Exclamation mark , Commas “” Quotation mark . Full stop or Period
  • 11. ?Question mark
  • 12. „Apostrophe
  • 13. !Exclamation mark
  • 14. ,Commas
  • 15. “ ”Quotation mark
  • 16. .Full stop
  • 17. :Colon
  • 18. ;Semi colon
  • 19. …Ellipses
  • 20. ( )Brackets
  • 21. -Hyphen
  • 22. The main ideas from your research andinvestigation• Handwriting is best taught in the context of normalschool work.•The practice of handwriting also fosters anappreciation for words and language as it teachesattention to detail.•Penmanship has been left behind as preparation forstate assessment tests dominate class time.•With the amount of technologies available in and out
  • 23. MAIN IDEAS FROM RESEARCH AND INVESTIGATION You can not have writing without punctuation Creates meaning to text Gives text „feelings and emotions‟ (reading) Use will depend on the age/year level of the writers
  • 24. Develop some clear arguments for your findings •"Although the repetitive drills that accompany handwriting lessons seem outdated, such physical instruction will help students to succeed” (Wilson. 2012). Wilson (2012) also says these activities stimulate brain activity, lead to increased language fluency, and aid in the development of important knowledge. •If handwriting skills arent automatic, it interferes with the whole writing process.
  • 25. Are there alternative views?•It’s a dead art•No reason to teach such an outdated method ofcommunication•Schools are simply teaching handwritingbecause that’s how schools developed in the19th and 20th century.•Handwriting is becoming less necessary in the21st century
  • 26. DEVELOPING CLEAR ARGUMENTS FOR YOUR FINDINGS ANY ALTERNATE VIEWS? “Correct punctuation is important because it aids the reader in comprehending the text” (Tompkins et al, 2012, pg 55). “First Steps stipulate the importance of modelling the use basic punctuation to encourage students to have a go at using punctuation. Rubin (2008) argues that the rules of proper punctuation haven‟t changed just because of computers. Clarity and attention to detail remain imperative; careless punctuation mistakes cost time, money, and productivity. Casual shortcuts bred by e-mailing and text messaging have no place in professional business writing, where words wield power and decision-makers form impressions immediately.
  • 27. Pointing out how these perspectives help yougain a wider/ deeper understanding on thetopic?•Handwriting is a crucial part of the writingprocess.•It has many benefits to the student including;cognitive and motor development•If not taught, the lack of handwriting skillscan have serious consequences for the student; •reader comprehension may suffer, •meaning from text may not be interpreted correctly by reader."We dont live in a handwriting world, and wedont live in a digital world. We live in a hybridworld,“ (Graham, S. 2012)
  • 28. The significance if this information for your own practice?What this looks like in a classroom? Interactive white board games. Letter formation will be taught with phonic instruction These handy left handed desk placemats are a helpful reminder to students.
  • 29. SIGNIFICANCE OF INFORMATION FOR YOUR OWN PRACTICE? WHAT IT LOOKS LIKE IN A CLASSROOM?Interactive whiteboardIntegrating technologyGrammar building gamesReading activitiesModel reading sessionsWriting activities
  • 30. The Australian CurriculumYear Level Hand writing PunctuationFoundation Produce some lower case and upper case letters using learned letter formationsYear 1 Write using unjoined lower case and upper Recognise that different types of punctuation, case letters including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commandsYear 2 Write legibly and with growing fluency using Recognise that capital letters signal proper nouns and unjoined upper case and lower case letters commas are used to separate items in listsYear 3 Write using joined letters that are clearly Know that word contractions are a feature of formed and consistent in size informal language and that apostrophes of contraction are used to signal missing lettersYear 4 Write using clearly-formed joined letters, and Recognise how quotation marks are used in text to develop increased fluency and automaticity signal dialogue, titles and quoted (direct) speechYear 5 Develop a handwriting style that is becoming Understand how the grammatical category of legible, fluent and automatic possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns.Year 6 Develop a handwriting style that is legible, Understand the uses of commas to separate clauses fluent and automatic and varies according to audience and purposeYear 7 Consolidate a personal handwriting style that Understand the use of punctuation to support is legible, fluent and automatic and supports meaning in complex sentences with prepositional writing for extended periods phrases and embedded clauses
  • 31. REFERENCESBoy Writing at Desk [Image]. (2012). Retrieved from http://shawano.uwex.edu/4-h-youth-development/projects/projects-required-meetings/arts-communications/creative-writing/Boy Writing to Santa [Image]. (2012). Retrieved from http://www.clipartheaven.com/show/clipart/holidays/christmas/winter-holiday-fun/writing-to-santa-clipart-gif.htmlGirl Writing the letter L [Image]. (2007). Retrieved from http://www.confessionsofahomeschooler.com/blog/2011/01/letter-l-for-ladybug.htmlGrahem, S. (2012) Handwriting in today’s society. In Zubrzycki, J.(ed) Summit to make a case for teaching handwriting. Retrieved fromhttp://www.edweek.org/ew/articles/2012/01/25/18handwriting_ep.h31.html?tkn=TNYFPzwlFbczQEUSASQRXnGyP0kB0wytOUdO&cmp=clp-edweekIs teaching handwriting still necessary?. (2012). Retrieved from http://www.professorshouse.com/Family/Education/Articles/Is-Teaching-Handwriting-Still-Necessary/Tenner, E. (2011). Handwriting is a 21st Century Skill. Retrieved fromhttp://www.theatlantic.com/technology/archive/2011/04/handwriting-is-a-21st-century-skill/237998/Therapo. (n.d). Occupational Therapy Recommendations for Handwriting. Retrieved fromhttp://www.handwritinghelpforkids.com/basics.htmlLjungdahl, L. & Holliday, M. (2010). Handwriting. In Winch, G., Johnstone, R., March, P., Liungdahl, L. & Holliday, M. (Eds.), Literacy;reading, writing and children’s literature. (4th ed.) (pp.357-369). South Melbourne, Victoria: Oxford University Press.Left handed writing sheet [Image]. Retrieved from http://www.lefthandedchildren.org/left-write.htmPencil Grip. [ Image]. (2012). Retrieved from http://kidshealth.org/kid/grow/school_stuff/handwriting.html#Punctuation saves lives [image]. (2012). Retrieved from http://eloquentscience.com/category/blogZubrzycki, J. (2012). Should cursive and other forms of handwriting be taught in schools?. Retrieved fromhttp://blogs.edweek.org/edweek/curriculum/2012/01/should_cursive_and_handwriting.htmlZubrzycki, J. (2012). Summit to make a case for teaching handwriting. Retrieved fromhttp://www.edweek.org/ew/articles/2012/01/25/18handwriting_ep.h31.html?tkn=TNYFPzwlFbczQEUSASQRXnGyP0kB0wytOUdO&cmp=clp-edweek