Survey of

writing
The investigations into the psychogenesis of language
writing allows the teacher to act as a
mediator effective no process teaching
learning
Objectives:
★Map the children's knowledge regarding writing.
Reorient your pedagogical practice.
★Collect material to define possible interventions.
★Develop the planning, proposing situations that can generate new advances in
children's learning.
Obtain data about each student's learning process.
★Periodically check your progress.
★Create indicators that allow for a view of the evolution of the writing hypothesis
of the child throughout the school year.
Age group:
Children from the 1st and 2nd grade.
Considering that in the current nine-year Elementary Education, the first year does not
is solely intended for literacy, because it is seen as a real possibility
to qualify the teaching and learning of both literacy and
of literacy, right at the beginning of the second term, it is essential to carry out a
diagnostic assessment (or writing probing) to ascertain what the children already
they have known or learned since the beginning of the school year. With this process, starting from the
obtained clues, the teacher begins to understand the writing hypotheses developed by the
their own students and, in this way, will be able to plan more meaningful activities and still
organize pairs and groups according to the needs of each child.
About the need for probing
With the nine-year elementary education, different children are brought together in
same classroom and, among them, some have already had concrete contact with letters
and even with writing, while others do not yet - although they already have a pattern
unconscious about both things. Therefore, if the goal is to stimulate learning
childhood, in the face of diversity, it becomes essential to have a parameter to develop the
work of literacy and reading.
Purposes of the survey
As a subsidy for the teacher, it stands out as an instrument for analysis.
the hypotheses of child spelling during playful activities, which puts the child
directly in contact with writing challenges. Consequently, the survey that
must be done individually, always with new words and activities, allows:
★To understand what the child generally thinks about writing;
★ Knowing what logic she uses when she writes;
★Understand if she knows why she is writing and what she is writing for.
Hypotheses of children's writing, according to Emilia Ferreiro
They can be classified into:
Pre-syllabic: subdivided into two levels, at this stage, the child does not draw on the paper.
with the intention of recording the sound of what was proposed for writing:
Level 1 - It shows low differentiation between the spelling of one word and another,
that's why it usually writes words according to the size of what is
representing. Her features are similar to each other and often, not even she can
identify what was written - unstable reading. Sometimes, uses as a strategy the
matching drawings with words - to be able to read with more confidence - what
it can also characterize a certain insecurity when deciding which letters to use. This difficulty
it happens because she still hasn't understood the function of writing and still confuses the
writing com drawings.
b) Level 2 - Although I already know that there is a minimum number of characters and that your
work is necessary for writing, the child still tries to create differentiations between the
graphics produced from the arrangement of the letters you know (however few they may be),
but your writing is still not analyzable.
Syllabic hypothesis: it begins to establish relationships between the sound context of the
language and the graphic context of the record. Its strategy is to assign to each letter or
a written mark (a letter, pseudo-letter, or even a number) is the record of a spoken syllable,
then he begins to realize that the spelling represents sound parts of speech. However,
still inserts letters in the middle or at the end of words because believes that, this way, is
writing correctly. At this stage, your biggest conflict is with monosyllabic words -
for her, a minimum number of letters is necessary for each word.
Syllabic-alphabetic hypothesis: how the child uses both writing hypotheses
(pre-syllabic and syllabic) at the same time, she experiences a moment of transition. In this
progress can only occur through information that enables refinement
of learning related to the conventional sound value of letters, in addition to
opportunities for comparing the various modes of interpretation of the same writing.
Alphabetic hypothesis: she has already overcome all the conceptual obstacles for the
understanding of writing - each of the writing characters corresponds to values
sounds smaller than the syllable - and systematically performs a sound analysis of
phonemes of the words you are going to write. Also, you have already lost the fear of writing (which
happens with most children when they start schooling), however it still does not
dominates the normative rules of spelling. Despite this subdivision, the necessary time
for a child to advance from one level to another varies greatly. But their evolution can be
facilitated by the significant involvement of the teacher, who must always be attentive to the
observed needs in your performance, to propose suitable activities
that will lead them to the next level. Therefore, the process of literacy is not immediate,
it has several stages and will occur over the following years of education
Fundamental.
The inclusion of the proper name in activities
The name constitutes a text-word, with a unique degree of significance, as it
contains the entire story of the child. Therefore, it is unlikely that any student, when they
empower the writing process, do not express a strong desire to place it everywhere
possible. Starting from this conception, not fulfilling this desire implies casting
a valuable resource in the child's engagement with the code of written language.
Frequency of the survey
To follow the stages of evolution and learning of each child, the
diagnostic assessment should be carried out regularly - once every 15 days or once
once a month. During the application of the process, just dictate so that the students can
write in the way they believe is correct. Never interfere with the spelling of any
of them, for it is the analysis of the individual writing style that determines the level at which
each child finds themselves and their consequent progress.
The ideas of the Argentine educator
One of the main consequences of the absorption of the psychogenesis of written language
in literacy, it is the refusal to use the workbooks which, according to Emilia Ferreiro, offer
an artificial and uninteresting universe to children. Therefore, the understanding of the function
The social aspect of writing should be encouraged with the use of current texts, books, stories,
newspapers, magazines, etc.
Take note!
After assessing the first survey, divide the kids according to their level.
presented and then start applying the suggested activities that follow - both
here as much in the Portuguese section -, to speed up the learning process. But
observe the performance of each of them during the exercises and if necessary,
dedicate a few minutes to some, preferably individually. After the
second survey, to achieve success in the process, rearrange the groups according to the
individual evolution of the students.
Readiness for writing
As it occurs through perception (the ability to discriminate sounds and signals,
for example) and of motor skills (coordination, spatial orientation, etc.) in children, the act of
knowing how to draw the letters should be developed together with the understanding of the
nature of writing and its organization.
Tips for carrying out the process
Deliver a sheet of plain or ruled paper to each student and then ask each one to
what to put your name (it is convenient to identify the sheets before or after the survey
to correctly know to whom it belongs).
Then, say a few words so they can write.
★Then, ask them individually to read the word, pointing with their finger.
what was written.
At the end of the first survey, record it in a form (there is an example that can
whether photocopied on the poster) the way the student read (globally or syllabically), the stage of
written in which he finds himself and other important information.
★Keep the form until the next survey, repeat the procedure again and, at the
sequence, I record the students' progress.
Diverse performances
When presented by children from different social classes during literacy education,
they do not reveal unequal abilities, but rather greater or lesser access to texts read and
written since the early years of life. Therefore, it is worth emphasizing that, in their
studies, both Emília Ferreiro and the Spanish educator Ana Teberosky found
children showing a sequence of three evolutionary levels; in others, a
sequence of only two levels - for example, from pre-syllabic to syllabic, or from pre-
syllabic to alphabetic syllabic, skipping one of them - or, even, in smaller numbers, children
what pass directly do level pre-syllabic to alphabetical.
Suggestions for pre-syllabic level activities
★List the names of all the children on the board or on posters.
Have each student identify their name and then that of each classmate, so that
They realize that bigger names can belong to smaller children and vice versa.
★Classify the names by the initial sound, in alphabetical order or in illustrated galleries
with portraits or drawings.
★Create and apply games with names (dominoes, memory, bowling, bingo, etc.).
Ask the kids to count the letters and compare the names.
★Create column charts with the names listed in order alongside them.
size (number of letters).
★Repeat these same activities, using words from the students' universe, such as
such as product labels or magazine cutouts (advertisements, titles, words)
known etc.)
★After developing this work in the classroom, apply these suggestions during the
survey.
Suggestions for activities from syllabic level onward
★Organize lists of words with the same theme (animals, flowers, absent students)
etc.), which should start with polysyllabic words, then trisyllabic, disyllabic,
monosyllables and, lastly, a sentence referencing the semantic field used (by
example: dinosaur, giraffe, cow, bull / the cow is grazing). Then, say these
same words for the children to write.
★Introduce games and wordplay (hangman, crosswords, word searches, etc.).
★Together with the children, create an illustrated dictionary (with drawings,
stickers or magazine cutouts) with the learned words.
★Suggest that they make a class diary, activity reports, or projects with
illustrations and captions.
Suggest paired activities (one dictates and the other writes), the rewriting of stories.
research on songs, nursery rhymes and tongue twisters.
★After developing this work in the classroom, apply these suggestions during the
survey.

To know more
Psychogenesis of Written Language, by Emilia Ferreiro (Artmed Publishing).
Literacy: The Child and Written Language, by Cláudia Maria Mendes Gontijo
(Authors Associates Publishing)
Reflections on Literacy, by Emilia Ferreiro and Ana Teberosky (Cortez Publishing).
The Social Formation of the Mind: the Development of Psychological Processes
Superiors, by L. S. Vygotsky (Martins Fontes Publishing).
The Processes of Reading and Writing, by Emilia Ferreiro and Margarita Gomes Palácio
(Artmed Publishing).
★Contexts of Initial Literacy, by Ana Teberosky and Marta Soler Gallart (Publisher.
Artmed).
★Development of Writing - 100 Practical Proposals for Working with Children
Six Years, by Geraldo Peçanha de Almeida (Wak Publishing).
Source: revistaguiafundamental.uol.com.br
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