Page 105 - Reading Nest - The Supportive Literacy Environment Handbook

5-aastase kirjutis: Mida pahadega teha. Kas suudate need ideed välja luged? Nr 3 on Delfiin – Võtta nöör
ja siduda lakke ja las ta siis vaatab alla. Ortograafia on 5-aastasele omane, ideed juba täiesti arusaadavad.

• paying attention to different letters denoting the i-sound

• ability to use word processing on the computer;

• ability to recognise words and constructs where errors may often occur and if needed,
check one’s work or find help;

• ability to use dictionaries (hard copy and electronic) and correction programs;

• paying attention to various symbols in texts (brackets, quotation marks, colon,
semicolon);

• both conscious and subconscious acquisition of orthographic rules (specially pointed
out at school, by reading a range of text and gathering rich input in visual memory).

When looking back at the list, it is evident that literacy cannot be identified by does/does
not exist categories as learning the rules takes a lifetime. What is ‘right’ or ‘wrong’ is

reviewed every now and then, the desire to write correctly and an ability to use suitable
devices to achieve this, should be above the knowledge of all rules.

Teachers and parents have a task to create a perception that orthography is not the most

important aspect of literacy. An ability to write without mistakes (e.g. dictation) is required

only in some situations such as school and exams. Children actually need the skill of writing
texts in a wide range of genres and fields and most of us will need to write various texts in

private or professional capacity: a letter, recipe, instructions, guidelines, advertisement,

contract, and in our modern era also hypertext (e.g. private or company web page). Many
jobs require skills in creating fiction (fairy tale, poem), research, teaching or reference texts

in natural, social and humanitarian sciences, participate in composing regulations or
legislation etc.