Learning+to+write+Teaching+writing+Literacy+activities+Early+literacy+assessment+Multiliteracies

  Learning to write has seen a lot of attention being placed on the beginning of writing and spelling skills of young children and also the relationship between writing and reading development (Ritchey 2006). While learning to write also has stages within a child’s writing beginning writing, early-emergent writing, emergent writing, early writing, transitional writing and extending writing. Children may use drawing to communicate the message they are trying to get across. This may be done by drawing large circle shapes or scribble-like lines that go from left to right (Hill 2006). A lot of what the children know at this early age is from their parents and other adults. Within the early-emergent stages of writing children explore the use of symbols to represent words. The separation of scribble or picture to letter symbols is an amazing leap in development (Hill 2006). Emergent writing is where the child begins to create more letter-like shapes. There may be gaps between the letters, and the letters start beginning to represent sounds in words. Within early writing children continue to create or make up spellings of certain words. The difference between lower case and capital letters is there and the spacing between words happens more consistent (Hill 2006). Transitional writing is the stage where the children are writing with increased volume and there are many more sentences and phrases, with the quality not necessarily the most important things for the child (Hill 2006). Extending writing resembles that of an adult with the spelling nearly accurate. Children also learn to use different text types, for different situations (Hill 2006). Within learning to write there is also a writing process which children should became familiar with when they are heading towards the transitional and extending stages, which is planning, composing, revising, recording and publishing. The //planning// process which considers the purpose of their writing, audience, generate ideas, sequence ideas. // Composing // process involves the children to reread writing as to story is written, and generating and choosing words and sentences to achieve writing goals. // Revising // process involves children going over their work and fixing mistakes, punctuation and any other problems. // Recording // process involves thinking of things such as print, spelling, grammar, punctuation, and illustration // Publishing // is making it presentable for an audience.
 * __ Learning to write __**
 * __Beginning writing__**
 * __Early-emergent writing__**
 * __Emergent writing__**
 * __Early writing__**
 * __Transitional writing__**
 * __Extending writing__**