Emergent writing definition
Emergent Writing | ECLKC
Emergent Writing
Narrator: Welcome to this presentation of the 15-minute In-Service Suite on Emergent Writing. This presentation describes what emergent writing looks like in young children and shares practical ways that you can begin to support emergent writing at home and in early childhood programs.
The framework for effective practice, or house framework, helps us think about the elements needed to support children's preparation and readiness for school. The elements are the foundation, the pillars, and the roof. When connected to one another, they form a single structure that surrounds the family in the center, because as we implement each component of the house in partnership with parents and families, we foster children's learning and development.
Implementing research-based curricula and effective teaching practices helps support children as they develop the skills necessary to engage in emergent writing. This presentation on emergent writing is one in a series of modules designed to help adults support young children as they learn positive behaviors, develop skills in STEAM, math, and writing, and engage in dramatic play.
Learning to write goes beyond the process of proper spelling and grammar. Writing is a means of written communication that can be understood by others because it follows a particular set of shared rules. Children as young as 2 years begin to understand that text has meaning and can be used to express ideas, feelings, and stories. Emergent writing is children's earliest attempt at written communication.
In its earliest stages, writing looks like scribbling and drawing and eventually begins to include letters of the alphabet, invented spelling, conventional spelling, and basic grammar. Most children go through predictable key stages on the path to emergent writing. However, as with nearly all areas of child development, children progress at different paces and may often display skills across multiple stages at the same time. Thus, the stages we present here are guidelines for teachers and home visitors to support individual children's efforts to communicate in writing and develop their skills.
In the earliest stages of writing development, children's writing does not include the intentional use of letters, but instead resembles scribbling or drawings. At first, children make random marks and attach no meaning to them, but later, the child intends the marks to be writing that conveys a message.
You can support the earliest stages of writing by providing children with a variety of writing materials and implements and encouraging their use. Don't be afraid to let children explore making different kinds of marks on paper, or other writing surfaces.
If your children can talk, be sure to ask them questions about their drawing and model writing skills by writing down what children say under their picture. Equally important is revisiting their drawings and what they said about their drawings the next day. This helps instill the idea that writing is read the same way each time and its meaning doesn't change.
In the middle stages of writing development, children begin to understand that there are rules to writing that are unique to their home language. These rules include using letters, symbols, and characters and following the directional order of writing, such as top to bottom and left to right. During this stage, children write their names but may not yet make the connection between the letters they write and their specific letter sound.
In the late stages of writing development, which may emerge in the late preschool years, children intentionally use letters to represent particular phonetic sounds. We often refer to this as "invented spelling" because it's based on what the child hears. Eventually, the child learns conventional spelling, including the irregularities in words, such as silent "Es" at the end of words like "cake." They also begin to write short phrases and begin to follow grammatical rules, such as using punctuation and starting sentences with uppercase letters.
Supporting the middle and later stages of writing usually begins by helping children write their names. This experience helps children to learn that strings of letters have meaning, a purpose, and are associated with particular sounds.
Teachers and other staff, as well as family members, can also serve as intentional writing models throughout the day, carefully pointing out the process of writing or practicing sounding out or spelling a word. Importantly, teachers and parents can provide authentic opportunities for peer scaffolded and independent writing across the day.
We can support the emergent writing of all children by first remembering that we're supporting a process, not an outcome. This process supports a child's school readiness, since writing skills develop across the primary school years and beyond. It's important to take the time to identify if a child is in the beginning, middle, or later stages of writing, in order to provide the proper support and learning experiences to help them develop in this area. Having a sense of what stage of writing a child is in will help you to anticipate potential problems with writing, as well as what you can do to help children grow and develop.
We hope you have new ideas to expand on the ways teachers can create environments and activities to support emergent writing skills. For more information and more ideas, see the complete 15-minute Suite on emergent writing and take a look at our tips and tools and helpful resources.
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Stages of Emergent Writing | Thoughtful Learning K-12
Emergent writers discover many ways to send written messages. The writing samples on this page demonstrate different kinds of writing evident in a kindergarten classroom. Each sample demonstrates one or more of the qualities of effective writing.
Drawing and Imitative Writing
The child writes a message with scribbling that imitates “grown-up” writing. It shows individuality and an attempt to communicate with others.
Copying Words
The child copies words from handy resources like books, posters, and word walls. The writing makes sense and shows knowledge of letter formation and the concept of words.
Drawing and Strings of Letters
The child writes with random letters to convey a message. The letters are formed well, but have no relationship to sounds. The writer is aware that print and art convey meaning.
Early Phonetic Writing
The child writes words using letters (mostly consonants) to represent words and sounds. The writing shows individuality, focuses on a topic, and makes sense.
Phonetic Writing
The child writes words using letters to represent each sound that is heard. The words make sense and may be used for writing longer texts.
Conventional/Some Phonetic Writing
The child focuses on a topic and uses close-to-correct copy. The writing demonstrates an emerging voice.
Drawing and Imitative Writing
In this type of early writing, the child writes a message or shares ideas with others through drawings and imitative writing. Scribbling and random letters are often considered to be an imitation of “grown-up” writing.
The first example here shows individuality. Notice the use of made-up letters to imitate writing.
The second example shows an attempt at appropriate formation of letters and words.
Copying Words
In this type of early writing, the child copies words from handy resources like books, posters, and word walls. The writer may or may not be aware of the meaning of the words.
The first sample here shows the child’s ability to use art, form letters, and copy a title from a book. The writing focuses on the topic “My Favorite Story.”
In the second sample, the writer copies a string of unrelated words for the topic “Fishy Words.” The writing shows a beginning use of words and formation of letters.
Drawing and Strings of Letters
In this type of early writing, the child writes with random letters but has a definite message to convey. The letters often have no relationship to conventional letter sounds or spelling. (Sometimes a teacher or scribe translates the message into conventional form.)
The writer of the first sample translates her string of letters as “playing with my baby sister.” Through art, the child focuses on the topic. A beginning ability to form letters is shown.
According to the writer of the second sample, the title is “Riding My Bike.” An early attempt at forming letters is shown. The illustration supplies some of the meaning.
Early Phonetic Writing
In this type of early writing, the child writes connected letters (mostly consonants) to represent words. Sometimes the sound of the letter itself is used for a word; for example, “r” is the word are.
This writing translates as follows: “I ask my dad if he will call a playmate for me.” The writing focuses on a topic and shows an early attempt at writing a sentence.
In this sample, symbols and consonant sounds are used to show that the writer loves her dollhouse. This writing displays individuality, an early example of voice.
Phonetic Writing
In this type of early writing, the child writes words using letters to represent each sound that is heard. Consonants and vowels are used. Some punctuation may also be used.
This writing focuses on a topic and makes sense. The writer shows an awareness of consonant and vowel sounds and uses words and sentences. The art complements the writing.
The writer of this sample uses both consonants and vowels to spell words and write a sentence. The art carries details and demonstrates an emerging voice.
Conventional/Some Phonetic Writing
In this type of writing, the child increasingly writes with conventional spellings and structures. Formation of letters is also more conventional.
This writer focuses on a topic and shows individuality. The writing uses words and sentences appropriately.
The writer’s message makes sense and shows an understanding of the friendly letter. The writing exhibits the appropriate use of words and sentences.
Meaning, Definition, Suggestions . What is emergent
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Examples
Meaning of "EMERGENT"
See all meanings of "EMERGENT"
Sentences with "emergent"
temperate forests. | |
Any given situation may include a variety of interacting contexts, including a retrospective context and an emergent context. | |
Since emergent design relies heavily on refactoring, unit tests are an essential component. | |
Examples include emergent, canopy, undergrowth and forest floor layers. | |
Estimates thus provide an emergent mechanism for identifying problems and solutions for multivalued computations. | |
Suggestions have been made to treat the concept of time as an emergent phenomenon that is a side effect of quantum entanglement. | |
The creatures used the emergent approach seen in animats, but with the goal of more complex behavior than locomotion. | |
Instead of an authoritarian planned order, we anarchists prefer the emergent order of a pluralistic ecosystem of security providers. | |
Other Results | |
Technology also appears in the novel Abyss of the Sky, used by the Emergents, a totalitarian, slave culture. | |
His theory of everything is emergent rather than reductive. | |
It is largely emergent, design unfolding as stakeholder contact is established. | |
Electrical cardioversion can also be used to convert AF to normal sinus rhythm and is often used emergently if the person is unstable. | |
Unit testing is also critical to the concept of Emergent Design. | |
Therefore, it is a sub-branch of emergent materialism. | |
POCD is distinct from emergent delirium. | |
In this context, these videos are like the spotlights that Kuzin uses when working with his notropis, and Berry also finds emergent behavior when the number of neurons increases. | |
At the same time, Reynolds proves that subjectivity is an emergent, changeable and mobile phenomenon that is transversal to the subject. | |
The first one understands expertise as an emergent property of communities of practice. | |
Thus, cockroaches have emergent behavior in which group or swarm behavior emerges from a simple set of individual interactions. | |
A system can be more than the sum of its parts if it expresses synergy or emergent behavior. | |
Dynamic system models illustrate how many different features of a complex system can interact to give emergent behaviors and abilities. | |
As their friendship develops and grows into something more, Adam begins to exhibit strange emergent behavior that cannot be programmed. | |
Simple systems formed in this way can then exhibit emergent behavior to create more complex systems and hence other weather events. | |
Entropy force can be considered as an emergent phenomenon of entropy interaction. | |
It implies that gravity is not a fundamental force but an emergent phenomenon. | |
Emergent behavior like this is used by evolutionary algorithms and Swarm intelligence. | |
Some theories consider either the partial or the wave aspect as its fundamental nature, seeking to explain the other aspect as an emergent property. | |
Based on emergent literacy, in foreign language lessons, specialists study formal and informal styles and discourses of language use in sociocultural contexts. | |
The emergence of the human mind is considered one of the five fundamental phenomena of emergent evolution. | |
The pattern dependence of the emergent strategy was observed in behavioral experiments with individuals and groups. |
Phrases
We strive to make the English-Grammar.Biz explanatory dictionary, including the interpretation of the word "emergent", as correct and informative as possible. If you have suggestions or comments about the quality of the meaning of the word "emergent", please write to us in the "Feedback" section.
General information
Lumpy skin disease is a viral highly contagious emergent transboundary disease of cattle characterized by fever, lymphatic system lesions, subcutaneous tissue edema, skin nodules (bumps), eyes and mucous membranes of the respiratory and digestive organs.
The OIE Terrestrial Animal Health Code 2015 defines the incubation period for lumpy skin disease as 28 days. With experimental infection of animals, the incubation period is 6-10 days. In primary outbreaks, 50 to 100% of animals fall ill. Mortality from 10 to 45% (usually from 1 to 5%). Natural healing occurs at 90% of cases. The illness lasts about 4 weeks.
Susceptible animals - cattle:
- Bos taurus,
- Bos indicus.
- Asiatic buffaloes
- Dairy animals are more susceptible than beef cattle
The disease was first identified in Zambia in 1929 as an allergic reaction to multiple insect stings. 1943 - infectious disease. For a long time, African countries were the main noso-area. At the end of the second millennium, outbreaks of the disease were noted in Asian countries. ND is currently endemic in Africa and the Middle East. In 2014 lumpy skin disease was registered: Turkey - 230 foci; Lebanon -32 outbreaks; Azerbaijan and Iraq - 16 outbreaks each; Iran and Egypt - 6 foci each. In 2015, ND was diagnosed in Greece and Cyprus.
Economic damage
- Sharp decline in milk production;
- Loss of live weight;
- Abortions and stillbirths;
- Damage to hide;
- Infertility;
- Death of animals from secondary infections;
- Expenses for treatment and veterinary and sanitary measures.
Lumpy skin disease is caused by:
- Enveloped DNA virus belonging to the Neethling group of the Capripoxvirus genus of the Poxviridae family.
- The genus Capripoxvirus includes sheep and goat pox viruses and lumpy skin disease.
- Lumpy skin disease virus antigenically related to sheep pox and goat pox viruses.
The source of the pathogen is sick cattle, whose tissues serve as an elective medium for the reproduction of the virus. The virus is able to be excreted from the body of cattle in the stage of convalescence. The virus is excreted in exhaled air, saliva, semen, milk, discharge from the nasal cavity and eyes, exudates and affected areas of the skin and mucous membranes.
Spread of the virus outside the outbreak:
- Infected animals in the incubation period, active pathogen producers, less often convalescents.
- Passive (mechanical) vectors of the virus: contaminated feed, water, vehicles, insects, mites and air currents.
- Hemocontact mechanism of infection.
- Service personnel.
Persistence of the virus
Lumpy skin disease virus persists in the affected areas of the skin and mucous membranes (up to 39 days), blood (5-22 days), milk and semen (up to 42-60 days), saliva (15-18 days), expiration from the nose (12-21 days) and eyes (15 days) from infected animals. The virus persists at 4 C for 6 months. The virus is inactivated at 55 C for 2 hours, and at 65 C for 30 minutes. The pathogen is stable at pH 6. 6-8.6. The virus is inactivated by solutions of 1% formalin, 2% phenol, 2-3% sodium hypochlorite, alkali, biocides of the aldehyde group, tertiary amines and chlorine-containing preparations
The gateways of infection in lumpy dermatitis are: skin, mucous membranes of the respiratory, digestive and conjunctival organs, from which the virus is transferred through the lymphatic vessels to the lymph nodes, multiplies there and spreads throughout the body with the bloodstream, causing nodular lesions specific to the disease.
Pathological changes:
- Characteristic nodules are visible on the skin, on the surface and in the thickness of the muscles.
- Lymph nodes are edematous and juicy on cut.
- On the mucous membranes of the nasal cavity, larynx and trachea - ulcers and erosions.
- Pulmonary edema, nodules of various sizes.
- Inflammation of the mucous membranes of the gastrointestinal tract.
Diagnosis of lumpy skin disease
Diagnosis of ND is based on the results of an epizootological examination, data from a clinical examination of sick animals, identified pathoanatomical changes and the results of laboratory studies of pathological material. The diagnosis of lumpy skin disease is considered established if lumpy skin disease virus or its antigen and genome are detected in samples from sick or suspected animals. For this purpose, PCR, ELISA, RSK (RDSK) are used.
Measures to prevent the introduction of lumpy skin disease virus:
- Protective measures are being taken to prevent the introduction (importation) of animal pathogen sources into the farm.
- Periodic treatment of cattle with repellents and insecticides.
- Active and passive monitoring is carried out in the threatened zone and the zone is observed.
- Training for veterinarians and pet owners on the issue of ND is provided.
ND is suspected: data of epizootological examination of the herd; detection in animals of clinical signs and pathoanatomical changes characteristic of lumpy dermatitis.
Responsibility of animal owners: to immediately inform the veterinarian of suspicion; isolate sick, suspected and contacted animals; stop all movements and regroupings of cattle; exclude the possibility of contact of personnel serving sick and suspected animals with other animals. Eliminate the removal of the virus with transport.
Duties of the state veterinary specialist of the municipal district:
- during the day to go to the territory of the alleged outbreak;
- to conduct an epizootological survey of the farm and a clinical examination of the animals, to find out the probable sources and ways of introduction and spread of the ND pathogen;
- organize sampling of pathological material to be sent to a diagnostic laboratory;
- immediately report the results of the examination to the head of the executive authority of the subject in the field of veterinary medicine and the head of the municipality.
The head of the executive branch of the subject in the field of veterinary medicine is obliged:
The state veterinary service of the subject and the administration of the municipality are obliged to:
- bring information to the public about suspected ND; to pet owners about the requirements of the Rules for the Prevention and Control of ND; to specialists of the state veterinary service and heads of administrations of the constituent entities about the alleged outbreak of ND.
- Organize: carrying out disinfestation, disinfection, decontamination and deratization in the premises (territory) where sick animals are kept.
- Treat animals with repellents.
- Secure the area of the suspected outbreak.
After receiving a laboratory confirmation of the diagnosis of ND, the head of the state veterinary service of the subject within 24 hours sends to the Head of the administration of the subject a submission on the establishment of restrictive (quarantine) and the "Plan of measures to eliminate the focus of lumpy dermatitis . ..".
According to the quarantine conditions, the following are prohibited in the outbreak:
- all movements of animals;
- visits to the holding by strangers;
- slaughter of animals and sale of slaughter products;
- departure of vehicles without disinfection;
- when the first cases of ND occur in the herd, sick and directly contacting animals are withdrawn, which, under the supervision of specialists from the state veterinary service, are slaughtered by a bloodless method. The corpses of fallen and killed animals, the remains of feed and bedding are destroyed within the disadvantaged point;
- Milk obtained from animals in the outbreak is processed in situ or decontaminated by pasteurization at 85°C for 30 minutes or by boiling for at least 5 minutes.
- The outbreak is disinfected three times with chemicals registered for this purpose in the Russian Federation;
- Feed left in the outbreak is burned or disposed of by other means;
- Manure is treated with disinfectants and piled on the territory of the farm (farm). The pile is subjected to external disinfection.
- Washing and disinfection of vehicles located in the outbreak is carried out in a specially designated place using means that ensure the inactivation of the ND virus.
- Outerwear, overalls and rubber shoes are disinfected with formaldehyde vapor in a formalin steam chamber.
Treatment of sick animals
There are no specific therapies for ND. Antibiotics or chemotherapy may be used to prevent complications from secondary infections.
Measures in the endangered area (3km):
- No animals are allowed in the endangered area;
- conduct a daily clinical examination of cattle and treatment with insect repellants.
- all susceptible animals are immunized with homologous (from lumpy skin disease virus) or heterologous sheep pox virus vaccine in accordance with their instructions for use.
Measures in the surveillance zone (10 km):
- Daily clinical examination of cattle herds, disinfestation and treatment of animals with repellents are carried out in the observation area.
Cancellation of quarantine
- Quarantine is removed from the farm unfavorable for lumpy dermatitis 30 days after the recovery of the last animal in the epizootic focus and other measures to eliminate the ND virus;
- after the quarantine is lifted, it is forbidden to export cattle outside the former unfavorable point, except for deliveries for slaughter to a meat processing plant;
- on the territory of the former unfavorable point during the year 1 month before the start of insect summer. carry out general vaccination of cattle with homologous or heterologous preparations.
Attenuated strains of capripoxvirus are used to combat lumpy skin disease, including: a strain of lumpy skin disease virus (homologous) and strains of sheep pox and goat pox virus.
All strains of capripoxvirus that are used as a vaccine can produce a severe reaction at the site of inoculation. The recommended inoculation dose from a homologous virus is 2.