LING 2P99 Lecture Notes - Lecture 9: These Three, Phonological Awareness, Alphabetic Principle
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
find more resources at oneclass.com
find more resources at oneclass.com
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.