Language and Literacy Chapter 9 and 10

Language System of communication used by humans System of communication used by humans Chapter 9

Phonology System of sounds System of sounds Babies begin to learn language. Babies begin to learn language. Babies begin with babbling, which has no meaning Babies begin with babbling, which has no meaning

Morphology The meaning of sounds. The meaning of sounds. Babies don’t understand morphology, they don’t assign meaning to sounds yet. Babies don’t understand morphology, they don’t assign meaning to sounds yet.

Syntax Rules for combining words into phrases and sentences. 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. Information about a word based on where they are in a sentence: nouns, verbs, plurals, adjectives etc. Preschoolers often use inappropriate syntax. Preschoolers often use inappropriate syntax. Children’s proper language form develops later. Children’s proper language form develops later.

Semantics Acquiring vocabulary and meanings associated with words. Acquiring vocabulary and meanings associated with words. A child develops their own system of meaning which is constantly changing. 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. Example: at first a doggie is any animal with 4 legs then they can differentiate between a dog and cow.

Pragmatics Use of language to express intention and get things done. 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. Rules for appropriate language in church, speaking to different audiences, speaking to your parents, speaking to your friends, speaking to your employer.

Language Models Behaviorist Behaviorist Children rewarded for correct speech. Children rewarded for correct speech. Children told when they speak incorrectly. They need to be corrected. Children told when they speak incorrectly. They need to be corrected. Linguistic Linguistic Language is inherent at birth and social contact triggers it. Language is inherent at birth and social contact triggers it. Constructivist Constructivist People need to listen to children as they learn to speak. People need to listen to children as they learn to speak. Children need encouragement. Children need encouragement. Social interaction is important. Social interaction is important.

Language Strategies Expansion- Adding correct grammar to what a child says. Expansion- Adding correct grammar to what a child says. Extension- Restating what the child says and modeling correct syntax. Extension- Restating what the child says and modeling correct syntax. Repetition- Repeat what the child says. Repetition- Repeat what the child says. Parallel talk- Describe the child’s actions. Parallel talk- Describe the child’s actions. Self-talk- Talking to yourself. Self-talk- Talking to yourself. Vertical structuring- Asking a question about the child’s statement. Vertical structuring- Asking a question about the child’s statement. Fill-in- Letting the child fill in a sentence, usually with a noun Fill-in- Letting the child fill in a sentence, usually with a noun

Kidwatching Observing children to assess their language skill. Observing children to assess their language skill.

Commercial Language Programs Ignore interactive and active nature of language. Ignore interactive and active nature of language. Teacher produces the language. Teacher produces the language. Expensive. Expensive. Words and sounds taken out of context. Words and sounds taken out of context.

Emergent Literacy What a child knows at a given point of time. 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. Teachers must learn what a child knows and chose activities to help them become more skilled. Chapter 10

Reading Gaining meaning from print, not just reading the words but understanding them. Gaining meaning from print, not just reading the words but understanding them. Children use syntax to understand what words mean in a sentence. Children use syntax to understand what words mean in a sentence. Children learn to read and write at the same time. Children learn to read and write at the same time.

Phonemic Awareness A category under phonological awareness to recognize larger spoken units. A category under phonological awareness to recognize larger spoken units. Ability to recognize the sounds in words. 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. 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 Scribbling Stage- random marks on paper, knowledge of letter shapes. Scribbling Stage- random marks on paper, knowledge of letter shapes. Linear Repetitive Stage- horizontal writing, stringing letters across a page. Linear Repetitive Stage- horizontal writing, stringing letters across a page. Random-Letter Stage- using acceptable letters in random order. 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. 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. Transitional Spelling- more standard or conventional spelling but phonetic writing is still used. Conventional Spelling- words spelled correctly. Conventional Spelling- words spelled correctly.

Activities that Develop Literacy Keeping journals. Keeping journals. Read books. Read books. Write the child’s explanation of their drawings. Write the child’s explanation of their drawings. Focus on their name and their classmates names. Focus on their name and their classmates names. Reading aloud to children. Reading aloud to children. Books on tape. Books on tape. Word walls. Word walls. Reading recipes. Reading recipes. Dramatic play writing activities. Dramatic play writing activities.