LAN2240 Lecture Notes - Lecture 2: Semantic Field, Local Exchange Trading System, Something To Tell You
28 May 2018
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!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!WEEK!2!
The$Big$Six$&$the$Literacy$Session,$from$oral$language$to$learning$about$print.$Language$
experience$
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The!Matthew!Effect$
"For$unto$every$one$that$hath$shall$be$given,$and$he$shall$have$abundance;$but$from$him$
that$hath$not$shall$be$taken$away$even$that$which$he$has"$OR$The$rich$gets$richer$and$the$
poor$gets$poorer.$$
$$
What!does!research!say!about!reading?!What!do!we!teach!-!THE!BIG!6$
1. Oral'language'and'early'literacy'experiences'
• Increase$children's$ability$with$standard$Australian$English$as$well$as$the$variety$
of$English$that$they$use$at$home$and$in$their$community$
• Children$need$a$variety'of'literacy'related'experiences'with$good$role$models$$
• Reading$and$interacting$around$books$
• Talking$about$pictures$and$events$
• Providing$socio$dramatic$play$opportunities:$shops,$home$corner,$vet,$
doctor$
• Teaching$strategies$that$support$children's$transition$from$oracy$to$literacy$-$
Read$aloud,$shared$reading$and$language$experience$
2. Phonological'awareness'
• Recognise$a$word,$identify$and$produce$rhyme$and$alliteration$
3. Letter'sound'knowledge'-'phonics'
• Understanding$that$sounds$(phonemes)$are$represented$by$letters$or$groups$of$
letters$(graphemes)$
• Blending$
• Combines$phonemes$to$larger$elements$such$as$clusters,$syllables$and$
words$
• Segmenting$
• Segments$words$into$individual$phonemes$
• Reading$(decoding$process)$
• Recognising$that$letters/graphemes$by$giving$them$a$sound$and$then$
blending$the$sound$to$pronounce$
$$$$$$$$$$$the$word$
• Writing$and$spelling$(encoding$process)$
• Segmenting$words$into$individual$phonemes$using$letters/graphemes$to$
represent$the$sounds$
4. Vocabulary'
• Vocabulary$development$is$strongly$connected$to$socio$economic$status$
• Without$intervention,$children$who$enter$school$with$low$vocabularies$will$leave$
school$equally$disadvantaged$$
• Increasing$children's$vocabulary$is$more$than$just$learning$definitions$-$its$also$to$
do$with$learning$about$the$subtleties$&$nuances$of$meaning$that$words$have$to$
offer$
• We$need$to$get$children$enthused$about$words$and$the$power$they$offer$
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