Transcript Language and Literacy

Language and Literacy
Chapter 9 and 10
Language
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System of communication used by humans
Chapter 9
Phonology
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System of sounds
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Babies begin to learn
language.
Babies begin with
babbling, which has no
meaning
Morphology
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The meaning of
sounds.
Babies don’t
understand
morphology, they
don’t assign meaning
to sounds yet.
Syntax
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Rules for combining
words into phrases and
sentences.
Information about a word
based on where they are
in a sentence: nouns,
verbs, plurals, adjectives
etc.
Preschoolers often use
inappropriate syntax.
Children’s proper
language form develops
later.
Semantics
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Acquiring vocabulary and
meanings associated with
words.
A child develops their
own system of meaning
which is constantly
changing.
Example: at first a doggie
is any animal with 4 legs
then they can
differentiate between a
dog and cow.
Pragmatics
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Use of language to
express intention and get
things done.
Rules for appropriate
language in church,
speaking to different
audiences, speaking to
your parents, speaking to
your friends, speaking to
your employer.
Language Models
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Behaviorist
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Linguistic
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Children rewarded for correct speech.
Children told when they speak incorrectly. They need to be
corrected.
Language is inherent at birth and social contact triggers it.
Constructivist
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People need to listen to children as they learn to speak.
Children need encouragement.
Social interaction is important.
Language Strategies
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Expansion- Adding correct grammar to what a child says.
Extension- Restating what the child says and modeling
correct syntax.
Repetition- Repeat what the child says.
Parallel talk- Describe the child’s actions.
Self-talk- Talking to yourself.
Vertical structuring- Asking a question about the child’s
statement.
Fill-in- Letting the child fill in a sentence, usually with a
noun
Kidwatching
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Observing children to
assess their language
skill.
Commercial Language Programs
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Ignore interactive and active nature of
language.
Teacher produces the language.
Expensive.
Words and sounds taken out of context.
Emergent Literacy
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What a child knows at a given point of
time.
Teachers must learn what a child knows
and chose activities to help them become
more skilled.
Chapter 10
Reading
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Gaining meaning from
print, not just reading the
words but understanding
them.
Children use syntax to
understand what words
mean in a sentence.
Children learn to read
and write at the same
time.
Phonemic Awareness
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A category under phonological awareness to
recognize larger spoken units.
Ability to recognize the sounds in words.
Activities include: clapping the beats in a word,
identifying the first sound in a word, which word
doesn’t belong, blending sounds to create a
word, delete sounds, completing words in
nursery rhymes, listing words that begin with
the same letter etc.
Stages of Writing
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Scribbling Stage- random marks on paper, knowledge of
letter shapes.
Linear Repetitive Stage- horizontal writing, stringing
letters across a page.
Random-Letter Stage- using acceptable letters in random
order.
Letter-Name or Phonetic Writing- write the letters whose
names and sounds are the same: “u” for the word you.
Transitional Spelling- more standard or conventional
spelling but phonetic writing is still used.
Conventional Spelling- words spelled correctly.
Activities that Develop Literacy
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Keeping journals.
Read books.
Write the child’s explanation of
their drawings.
Focus on their name and their
classmates names.
Reading aloud to children.
Books on tape.
Word walls.
Reading recipes.
Dramatic play writing activities.