Week 4: Oral language and literacy acquisition GRDG620 Nature & Acquisition of Literacy Dr. Gloria E. Jacobs Fall 20081

Agenda 4:40 – 4:45 Warm-up 4:45 – 5:00 Review 5:00 – 5:45 Small Group Discussion 5:45 – 6:15 Review of Guided Reflections 6:15 – 6:30 Break 6:30 – 6:50 Guided Discussion 6:50 – 6:55 Next Week’s Readings 6:55 - 7:30 Targeted Review & Lesson Summary 7:30 - 7:45 Exit ticket & revise annotations

Warm-up: Respond (4:40-4:45) “If men learn this [writing], it will implant forgetfulness in their souls; they will cease to exercise memory because they rely on that which is written, calling things to remembrance no longer from within themselves, but by means of external marks. What you have discovered is a recipe not for memory, but for reminder. And it is no true wisdom that you offer your disciples, but only its semblance, for by telling them of many things without teaching them you will make them seem to know much, while for the most part they know nothing, and as men filled, not with wisdom, but with the conceit of wisdom, they will be a burden to their fellows.” Fall 20103

Sharing/Review (4:45-5:00) 1 thing from last week 1 thing from reading Triumphs & challenges

Small Group Discussion 5:00 – 5:45 Fall 20085

Review of Guided Reflections 2/8/ :45 – 6:15

Break 6:00 - 6:15 Fall 20087

Guided Discussion (6:30 – 6:50) What principles guide the development of both oral and written language? Look at the samples of children’s writings on pages What do these samples tell you about each child’s literacy development? Explain the link among letters, sounds and spelling (Kucer, p. 53). What is phonetic generalization and why is it problematic? What is planned discourse? Explain how planned discourse blurs the distinction between oral and written language? Fall 20088

Next week: Linguistic diversity & literacy acquisition Wolfram - Everyone has an accent What constitutes “accent” and “dialect”? Gluszek How people respond to accents. Kucer* Chapter 4 What is linguistic variation, and what are the implications for literacy acquisition and learning? Mays* Implications of linguistic diversity for teachers *Annotate both Wolfram & Mays

As you read… Questions to keep in mind as you read: If oral language is part of literacy development, then what are the implications of linguistic variation on literacy development? What makes something a dialect? What is the relationship of a dialect to Discourse(s)? What is “standard English”? Who speaks “standard English?”

Channel Setting Instructions for ResponseCard RF 1. Press and release the "GO" or "CH" button. 2. While the light is flashing red and green, enter the 2 digit channel code (i.e. channel 1 = 01, channel 21 = 21). Channel is After the second digit is entered, Press and release the "GO" or "CH" button. The light should flash green to confirm. 4. Press and release the "1/A" button. The light should flash amber to confirm.

Which of the following utterances illustrates a child's overgeneralization of a language rule? 1. Daddy, milk 2. All gone car 3. Yesterday we goed shopping 4. I no want apple

A student's oral reading includes several miscues. For each miscue, the student self-corrects after reading the rest of the sentence. This pattern suggests that the student most likely: 1. Needs to work on adjusting reading rate based on text difficulty 2. Has a concentration problem that may indicate a learning disability 3. Understands how to analyze word structure 4. Monitors the semantic and syntactic plausibility of text while reading

Which of the following best explains why most emergent readers require explicit instruction in order to develop phonemic awareness? 1. The phonemes used in English are only a small subset of all possible human speech sounds. 2. Speakers of different dialects pronounce phonemes in a variety of ways. 3. There are many more phonemes in English than there are letters of the alphabet. 4. Phonemes are not usually heard in isolation but are blended together in normal speech.

A preschool student tells a story and watches the teacher write it down. Then the student listens to the teacher read aloud the dictated story. This activity is most likely to promote the student's literacy development by: 1. Helping the student learn to recognize the shapes of many common printed words. 2. Reinforcing the student's understanding of story elements. 3. Increasing the student's awareness of the relationship between written and oral language. 4. Expanding the student's sight- word vocabulary.

Lesson Summary Both writing and oral language are expressions of language and exhibit certain shared features such as dual structure and rule-governed system. Both speech and writing share similar principles as far as their development as aspects of a language are concerned. Written and oral expression serve all functions of language (Halliday’s 7 functions). Written texts are generally accompanied by oral discourse. Like speech, writing depends on contextual interaction for its interpretation. Fall

Lesson Summary Instead of a strict dichotomy between oral language and literacy, it is better to place them in a continuum with mixed uses. When the discourse is planned (speech, lecture) written notes are used as a forethought. Spoken language is like written language. The use of digital communication platforms (IM, Twitter, FB) blurs the distinction between oral and written expressions. The situational context is similar to oral language use because it unfolds in here and now and is person-to-person. It is immediate and participants can request a clarification. It is, therefore, like face to face interaction that is written. Fall

Lesson Summary Because writing can survive across space and time, it needs interpretation as the original context changes. Oral language assists in this interpretation.

Lesson summary Systems of language interrelated Proficiency in one affects proficient in another Sound associated with vowels are dependent on other letters in the word and placement within the word.

Lesson Summary Phonetic knowledge is needed for semantic knowledge because the perception of sound differences is needed to distinguish between similar words such as cat/cot, tap/top, mat/fat, pin/pen.

Lesson Summary With homophones (words that sound alike but are spelled differently) the relationship between letters and sounds are not solely based on letter-sound correspondence but instead are based in meaning.

Implications for teaching Children need proficiency in oral and written language. Both systems of language perform unique functions. Teachers can support the development of both systems through  class discussions  debates  readers’ theater  group discussions  writing different genres  retellings  presentations  literature circles.  phonics  phonemic awareness  etc.

Exit ticket & Revise annotation (7:30 - 7:45) Based on your emerging understanding of the relationship between oral language, literacy acquisition and learning, why should teachers provide opportunities for children to talk? Fall