LING 2P99 Lecture Notes - Lecture 9: These Three, Phonological Awareness, Alphabetic Principle

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New competencies
● Intentionality
Children in this stage write with intention
They do not attempt spelling on their own, but they know writing can convey
meaning
Know print is different from picture
Awareness of print
Treat objects with environmental print as whole units previously, but now can
focus on print even though they cannot read it yet and ask what it says
Recognize print outside of context
Recognize the word “stop” even when it is not on the red road sign
Changes that occur in meaning
Extract meaning from stories, text messages etc
Key place to extract meaning from is books
Story comprehension
Forming a complete and accurate mental representation of the text
Must include key elements (characters, actions etc)
Must have actions in correct temporal order and have casual elements
Makes inferences
Deductions of unstated information
Their vocab relies more on the words of the story to construct literal meaning of
story
They have scripts from personal experience to help understand books
They have story grammar knowledge
They have understanding of goal structure
What character trying to achieve and how their actions relate to that goal
Pretend reading and retelling
Children look at familiar book and attempt to read it on their own
They aren’t actually reading, they just know the words
Follows developmental pattern
Four stages
1. Attending to pictures, not forming stories
2. Attending to pictures, forming oral stories
3. Attending to pictures, forming written stories
4. Attending to print
Form
Concepts about print
Understand how print is visually organized and read
Alphabet letters are special
Different from drawings
Print says something
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Document Summary

Children in this stage write with intention. They do not attempt spelling on their own, but they know writing can convey meaning. Treat objects with environmental print as whole units previously, but now can focus on print even though they cannot read it yet and ask what it says. Recognize the word stop even when it is not on the red road sign. Extract meaning from stories, text messages etc. Key place to extract meaning from is books. Forming a complete and accurate mental representation of the text. Must include key elements (characters, actions etc) Must have actions in correct temporal order and have casual elements. Their vocab relies more on the words of the story to construct literal meaning of story. They have scripts from personal experience to help understand books. What character trying to achieve and how their actions relate to that goal. Children look at familiar book and attempt to read it on their own.

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