LING 2P99 Lecture Notes - Lecture 8: Oatmeal, Morpheme, Present Tense
30 Jun 2018
School
Department
Course
Professor
Conventional literacy development
Phases of development
● Early
○ Independently read simple text
■ Read their own writing and others text
○ Repertoire of sight words they immediately recognize
○ Decoding strategy for words they do not know
■ Called graphophonics
● Link letter to phoneme
○ Reading at 1st grade level
● Transitional
○ Read at 2nd grade level
○ Can read longer text and text with less high frequency words
○ More sight words in repertoire and read more fluently
○ Can read silently read to themselves
○ More sophisticated decoding strategy
■ Graphosemantics
● Can recognize word’s base and prefixes and suffixes
■ Graphosyntax
● Using knowledge of how english sentences work
● Know sentence has noun and verb and can process of elimination
figure out what role an unknown word is playing in sentence
■ Also use graphophonics
● Self-generative
○ Highly skilled
○ Many strategies for reading complex text
○ They can learn from text they read and acquire new vocab through reading
○ can revise own writing and writing communicates to wide variety of audiences
and has variety of functions
● Orchestration is ability to do reading processes unconsciously to free up mental
resources for other reading processes
Meaning
● They can make meaning for themselves
○ Strategies
■ Comprehension monitoring
● Looking at whether what they are reading makes actual sense
● They use fix up strategies to correct problems from reading wrong
■ Make connections with prior knowledge and experience
● What readers know about topic before reading about it
● Allows them to predict
■ Visualization
■ Summarization
■ Sound out words, skip parts, re-read
find more resources at oneclass.com
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○ Metacognitive awareness is being awareness of these strategies and applying
them
● Have sophisticated comprehension
○ Literary interpretation
■ Understanding at abstract level
■ Involves transaction
● Transaction is unique relationship between text and reader
○ Critical interpretation
■ Political and social commentary
● Whose story is this? Who has voice in this story and who doesn’t?
○ Literature circle can help develop these skills
■ Small groups of students meet to discuss a piece of literature
■ Children allowed to develop more elaborate and complex responses to
what they read
■ Share thoughts and interpretations with each other
● How they understand figurative
○ Meaning of word used to create a comparison
■ Similes and metaphors require kids to understand comparison
○ Comprehension requires that non literal interpretation is necessary
○ Humour
■ Appreciate puns and riddles which is enabled by morphemic,
phonological and semantic knowledge
● Measuring text comprehension and vocab understanding
○ Ability to answer questions about text
■ Literal understanding
■ Inferential understanding
■ Word knowledge
● Composing their own text
○ Able to go beyond personal and immediately when writing about things
○ Can write in abstract
○ Referential dimension is relationship between writer and subject matter
Form
● Morphological awareness
○ Awareness of morphemes
■ Familiarity with language of morphemes, knowing terms like
● Prefix, suffix, base words
■ Understanding meaning of affixes such as when you add -un before word
you reverse meaning
● Syntactic awareness
○ An awareness of syntactic properties of written language
○ Go from simple subjects as subject + verb to writing sentences with multiple
clauses
● Composing stories
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Read their own writing and others text. Repertoire of sight words they immediately recognize. Decoding strategy for words they do not know. Can read longer text and text with less high frequency words. More sight words in repertoire and read more fluently. Can recognize word"s base and prefixes and suffixes. Using knowledge of how english sentences work. Know sentence has noun and verb and can process of elimination figure out what role an unknown word is playing in sentence. They can learn from text they read and acquire new vocab through reading. Can revise own writing and writing communicates to wide variety of audiences and has variety of functions. Orchestration is ability to do reading processes unconsciously to free up mental resources for other reading processes. Looking at whether what they are reading makes actual sense. They use fix up strategies to correct problems from reading wrong. Make connections with prior knowledge and experience.
