Orality to writing: some impressions on the design of words in children’s second year of Elementary School

Abstract

This article presents some impressions on the design of words in children’s second year of elementary school. The study discusses issues about the concept of free and dependent formal word and phonological word and the concept of morphemes following ideas of structuralist strand morphology. Moreover, it was demonstrated yet, from the perspective of Psychogenesis writing (FERREIRO, 1995), the phases through which the worked examples in this article can be backed at its core. We collected 24 (twenty four) productions, which supported the need for the teacher’s literacy referral should be guided towards the awareness of the participants that the monogamous relationship for each letter sound is not enough. Thus, it is evident the need for a model of pedagogical intervention to prevent gaps in learning written language, enabling learners greater ownership of the norm and standard understanding of the requirements of the lexical and grammatical spelling.