EDST2100 - Language and Literacies
Text decoders:
'How do I crack this code?'
INTERPERSONAL MEANING
(attitude, power relationships, social distance, feelings) Ø Demand ('contact' image) vs. Offer ('observe' image): Gaze vs. Lack of Gaze Are there human or quasi-human participants in the image? If yes, are they gazing at the viewer as if demanding a response from the viewer? Ø Distance (personal vs. social vs. public) close shot: intimacy/ personal distance medium shot: social distance long shot: impersonal, public distance Ø Engagement (involvement vs. detachment): us vs. them (horizontal angle: frontal vs. oblique) Ø Power: equal vs. looking up or down on something/someone (vertical angle) high angle (viewing from above) - viewer power low angle (viewing from below) - represented participant power eye level - equality between viewer and represented participant Ø Modality: degree of realism in representation Colour, size, salience, etc. can be used to offer a naturalistic or sensory or scientific/technical or abstract representation.
onset
(n.) the beginning, start (especially of something violent and destructive); an attack, assault
IDEATIONAL MEANING
(participants, processes, circumstances, subject matter & its technicality) Ø Is the representation static or dynamic? Dynamic/narrative: Who are the participants? What actions do they perform? In what setting? With what tools? Static/conceptual: analytical (present a participant in terms of essential features/composition) vs. classificatory (overt and covert taxonomies) Ø Is the image a technical representation - e.g. line drawing, diagram, table, etc.? Ø Do the images symbolise more abstract concepts, ideals, etc.?
Teaching comprehension Levels of reading comprehension
- Literal: here - on the lines §What is clearly stated, 'right there' in the text, i.e. the meaning is made explicit. - Inferential: hidden - between the lines §Interpreting meaning through connecting information implicit in the text. - Evaluative / Appreciative / Critical: in my head - beyond the lines §Can include: thinking about the qualities of a text, how it makes the reader feel, judging whether a text is successful in achieving its purposes. Judgements based on reasoning / analysis.
How many individual sounds (not letters) are there in this word? Please enter a numeral, not a word. * share
2 The phonemes are /sh/ and /air/. Weirdly, your literacy textbook (Table 11.1) only lists 40 of the roughly 44 phonemes in English (the exact number depends on which variety or dialect of English we are referring to). I am not sure why that is, but /air/ is also a phoneme. You may be interested to think about how 'share' has three phonemes in American English, which would articulate an /r/ sound at the end of the word, whereas in Standard Australian English we don't make the /r/ sound at the end unless we are adding another syllable e.g. 'sharing' has an /r/ phoneme but 'share' doesn't. You might like to use this resource provided by the Macquarie Dictionary, to practise your understanding of phonemes, including listening to words pronounced in Standard Australian English.
How many individual sounds (not letters) are there in this word? Please enter a numeral, not a word. * thumb
3
How many morphemes are there in this word? Please enter a numeral, not a word. * distasteful
3
How many morphemes are there in this word? Please enter a numeral, not a word. * grandfather's, as in: 'My grandfather's watch was a family heirloom.'
3 The morphemes are: grand father 's The final morpheme is the possessive use of 's'. It changes the meaning of the word from a straightforward compound word (grand - father) to its possessive form.
WHO, WHAT, HOW, WHEN
A German physicist - WHO discovered - X-rays - WHAT accidentally - HOW in 1895 - WHEN
functional model language
A functional model recognises that language is part of almost every aspect of our lives (sometimes accompanying an activity and sometimes the focus of an activity). The model explains that language is a system which we use to construct meanings for a whole range of different purposes.
clause
A grammatical unit that contains both a subject and a verb.
modelled reading
A reading procedure involving explicit demonstration of the thinking behind how and why something is done
Dialect
A regional variety of a language distinguished by vocabulary, spelling, and pronunciation.
process
A series of actions or steps taken to achieve an end
Action verbs
A verb that shows either physical or mental activity. Ex. Walk.
Blending & Segmenting (with letters)
Blending - Important for early readers when reading with their lettersound knowledge § Segmenting - Important for spelling
Syllables
Counting syllables § https://www.youtube.com/watch?v=R4CfBFhs5L8 Deleting syllables § https://youtu.be/YfSeJ03kc48
Text analyst/critic
Critically considering how texts position readers/viewers. Texts are not neutral.
Code breaking
Decoding (for reading) and encoding (for writing) e.g. letter-sound correspondences
How do we teach phonological awareness?
Early childhood settings § Words § Syllables § Rhymes • Contributes to meta-linguistic understanding of sounds and language structure • Shouldn't take much of your teaching time • Engaging and fun! Together with phonic instructions (with letters!) § Practice phoneme blending § Practice phoneme segmenting § Practice phoneme substitution and deletion • Important for teaching reading and spelling
Meta-cognitive strategies for comprehension: 'Super six'
Explicit teaching - e.g. you might see these terms on classroom walls. Teacher modelling - when reading to the class - using 'think alouds'. See Fellowes and Oakley - ch. 14 - for details about these ideas.
Meta-cognitive strategies for comprehension: 'Super six'
Explicit teaching - e.g. you might see these terms on classroom walls. Teacher modelling - when reading to the class - using 'think alouds'. See Fellowes and Oakley - ch. 14 - for details about these ideas. NB The textbook also has lots of ideas for helping children understand texts - and show that they understand e.g. chart / diagram of a factual text; story map; drama in role of a main character in a story or poem...
In the following statement, what is the role of the word 'may'? Choose the best description from the options. Based on the length and strength of its limbs, Muttaburrasaurus may have been able to move on either its two back legs or on all four legs.
Finite modal verb - low modality
MODE
Is the text spoken, written or multimodal? Channel of communication Nature and amount of feedback (e.g. monologic or dialogic) Dependence on immediate context
GPC
Letter -sound mappings/ Grapheme to phoneme correspondences
rime
Part of a syllable that contains the vowel and all that follows it
Verbs
Processes
Ideational - field
Processes: verbs Participants: nominal groups include nouns and pronouns Circumstances: prep phrases, adverbs
consonants
Speech sounds that occur when the airflow is obstructed in some way by your mouth, teeth, or lips.
How do we assess phonological awareness?
The examiner asks students to delete one phoneme from the beginning, middle, or end of a word and to say the word that remains.
What are the ranking (main) clauses in this sentence? Note that // is used to show clause boundaries. The possum living in our roof is very active when we are trying to sleep. The possum living in our roof // is very active // when we are trying to sleep. // The possum // living in our roof // is very active // when we are // trying // to sleep. // The possum // living in our roof // is very active // when we are // trying to sleep. // The possum living in our roof is very active // when we are trying to sleep. //
The possum living in our roof is very active // when we are trying to sleep. //
blending
The task of combining sounds rapidly, to accurately represent the word.
schwa
The vowel sound sometimes heard in an unstressed syllable
TPS
Think Pair Share
Most common circumstances
Time Location
saying verbs
Verbs associated with speech (eg: Said, Exclaimed)
Know your the phonemes - consonants
Voiced vs. Voiceless Consonants: /p/ /b/; /t/ /d/; /k/ /g/; /f/ /v/; /th/ (path) /th/ (them); /s/ /z/; /sh/ (fashion) /zh/ (vision); /ch/ (chair) /j/ (jar)
Text encoders:
What codes do I use to compose this text?' 'What patterns, rules and/or conventions do I need to use?'
Complex sentences
Where there are a mixture of both dependent and independent clauses in a sentence
TENOR
Who is involved in creating the text (speaker/listener or writer/reader)? What is the nature of their relationship? Formal or informal? Relationship between participants (power, social distance, frequency of contact) & their attitudes and feelings
Knowing what the above symbol on a computer represents is an example of:
a code-breaking skill If unsure, revise what 'code-breaking' involves. It is not limited to letter-sound correspondences! Various symbols and 'codes' are important for reading and viewing texts, including buttons / symbols for digital texts and things like sub-headings in information texts.
auxillary verb
a verb used in forming the tenses, moods, and voices of other verbs.
vowels
a, e, i, o, u
phonemic awareness
ability to identify component sounds within words
evaluative comprehension
ablility to use critical thinking skills, logical analysis, and aesthetic considerations to evaluate a text.
Which of these is an example of a digraph?
ai in the word: paint A digraph just means two letters which represent one phoneme. So, in 'paint', 'ai' stands for one sound; it is a digraph. A common error is to pick 'ch'. 'Ch' is often a digraph, as in 'chip' or 'chef' or 'epoch' - in all of those 'ch' represents one phoneme (if a different phoneme in each case). But in 'itchy', the /ch/ sound is represented by the trigraph 'tch'.
metalinguistic awareness
an understanding of one's own use of language
alphabetic principle
an understanding that letters and letter patterns represent the sounds of spoken words.
Concepts About Print (CAP)
basic understandings about the way print works, including the direction of print (return sweeping), spacing, punctuation, letters and words, print carries meaning, book orientation. Implicit teaching: reading aloud, shared book experience, big books, LEA, environmental print, print-rich environment. Explicit: letter recognition, associating names and things with letters, singing the alphabet, ABC books, upper and lower case letter writing, tactile and kinesthetic methods.
Reading
blending sounds
What is the meaning (function) of the text shown in bold in this clause? Drac speeds through the jungle - Select one: noun group preposition done-to process circumstance
circumstance
What is the meaning (function) of the text shown in bold in this clause? Drac thinks for a second. Select one: Theme done-to preposition circumstance process
circumstance
What is the speech function that is represented by this clause? Teacher to child: Can you please pick those pencil shavings up off the floor? Select one: command statement offer question
command
Evaluative / Appreciative / Critical
in my head - beyond the lines
fluency
the feeling of ease associated with processing information
Persuasive texts
their primary purpose is to put forward a point of view and persuade a reader, viewer or listener. They form a significant part of modern communication in both print and digital environments. They include advertising, debates, arguments, discussions, polemics and influential essays and articles.
More language of attitude
§Affect - i.e. feelings - e.g. The children are very upset. They laughed a lot. §Appreciation - evaluating qualities e.g. Rabbits are my favourite animal The plot was not well developed. §Judgment e.g. She is such a fibber! Unfortunately, ... § Can be positive or negative.
A little review on Phonological awareness
§Phonological awareness includes phonemic awareness §Phonemic awareness skills such as blending and segmenting are important for: - Reading - Spelling
Comprehension
"Comprehension involves responding to, interpreting, analysing and evaluating texts. When learners comprehend, they interpret, integrate, critique, infer, analyse, connect and evaluate ideas in texts. They negotiate multiple meanings not only in their heads but in the minds of others. When comprehending, learners strive to process text beyond word-level to get to the big picture. When comprehension is successful, learners are left with a sense of satisfaction from having understood the meaning of a text."
Multiliteracies
"The term 'multiliteracies' is widely used to reflect the multiple nature of literacy and the integration of multiple modes of meaning-making in three spheres of our lives: our personal, work and public lives." (Emmitt et al, p.222) Key aspects: §Multiple literacies: onot 'one size fits all' / generic 'literacy', but discipline-specific literacies olinguistic, cultural diversity - global spread §Combination of modes and forms (multimodal i.e. not only print)
Sentences: simple, compound and complex
- All sentences have at least one independent clause - Simple sentences are independent clauses with one verb
Compound sentences
- Are made of two or more clauses which may be joined by a co-ordinating conjunction or separated by a semi-colon etc.
Non-finite
- Doesn't show tense
Finite verbs
- Finite verbs have a tense - When there are several words in a verb group then the finite verb is the one that shows tense
Text participants:
- know the meaning patterns operating in written and multimodal texts - make literal and inferential meanings of texts.
Spelling
- segmenting sounds
Why is phonological awareness important?
- so children can segment phonemes into words, manipulate phonemes, decode and encode information. - Major role is played in literacy skills
Three Aspects of Language Development
By engaging in linguistic interactions, children: §learn language §learn through language §learn about language.
GUIDED
Composing texts with teacher help •Joint construction - teacher as scribe while children suggest ideas •Shared writing - children might assist with scribing •Writing might be guided by a graphic organiser •Writing in small groups with teacher input •Explicit teaching
INDEPENDENT
Composing texts without [much or any] teacher help •Children writing & representing a range of texts - for (usually) authentic purposes •Following the writing process, which can include peer and teacher conversations •Spelling and punctuating •Explicit teaching
circumstance
Condition surrounding something; a situation
Which of the following analyses shows the clause boundaries correctly? // means a clause boundary, i.e. the end of a clause. Sentences have been shown on separate lines in the choices. The text is adapted from The two monsters by David McKee: "Don't call me a twit, you dumbo, or I'll get angry," fumed the first monster. Feeling very annoyed, the first monster could hardly sleep. Select one: "Don't call me a twit, you dumbo, // or I'll get angry," // fumed the first monster.// Feeling very annoyed, // the first monster could hardly sleep.// "Don't call me a twit, // you dumbo, or I'll get angry," fumed the first monster. // Feeling very annoyed, // the first monster could hardly sleep.// 'Fumed the first monster' is a projecting-type clause, setting up the quoted speech. Note the use of 'fumed' as a saying verb. "Don't call me a twit, you dumbo, // or I'll get angry," // fumed the first monster.// Feeling very annoyed, the first monster could hardly sleep.// "Don't call me a twit, you dumbo, or I'll get angry," // fumed the first monster.// Feeling very annoyed, the first monster could hardly sleep.//
Every clause will have just one main process (that is, not including any verbs inside a noun group as embedded clauses), so if you find there is more than one main process there will be more than one clause. For more on types of clauses, refer to the 'grammar grab' recording in Echo360 and this reading: Derewianka, B. (2011). A new grammar companion for teachers. Primary English Teaching Association. Chapter 3 The correct answer is: "Don't call me a twit, you dumbo, // or I'll get angry," // fumed the first monster.//Feeling very annoyed, // the first monster could hardly sleep.//
In the following statement, what is the role of the word 'is'? Choose the best description from those offered. 90 percent of our Australian wildlife is found nowhere else on Earth. Source - adapted from: https://www.sbs.com.au/nitv/article/2017/04/13/bilbies-not-bunnies-how-endangered-animal-became-our-easter-mascot Select one: Finite modal verb - low modality Finite modal verb - high modality Finite auxiliary verb - no modality Finite modal verb - medium modality
Finite auxiliary verb - no modality
GENRE: A goal-oriented, staged, social process
Goal-oriented, because we feel frustrated if we don't accomplish the final steps Staged, because it usually takes us more than one step to reach our goals Social, because writers/speakers shape their texts/talk for audiences of particular kinds
Complex sentences have at least one dependent clause.
In this analysis, // means a clause boundary. A lion lay asleep in the forest,// his great head resting on his paws.// This is a complex sentence because 'his... paws' is a dependent clause; it can't stand alone.
Reader's Theater
Reading a script adapted from literature, and the audience picturing the action from hearing the script being read aloud.
Reading vs. Spelling
Reading: letters to sounds Spelling: Sounds to letters
What is the Finite element in this clause? Bilbies are found in a range of habitats from arid rocky soils with little ground cover to semi-arid shrublands and woodlands. Source: https://australianmuseum.net.au/learn/animals/mammals/greater-bilby/ Select one: are found Bilbies found little ground cover are
Remember the mood tag which can help us find the Subject and Finite. For this clause, we'd say 'aren't they?' - so the Finite is 'are'. The correct answer is: are
alliteration
Repetition of initial consonant sounds
Rhyme
Repetition of sounds at the end of words
Rhyme
Rhyming activities (Pre-K) § https://www.youtube.com/watch?v=_0XIornWmcc § https://youtu.be/MTLKr-8UDYE § https://youtu.be/ZQpMUs4EMv8
Which one of the following sentences is grammatically correct, according to the conventions in Standard Australian English? Select one: Rossbridge and Rushton (2014, p.11) recommends use of "a shared metalanguage to compose a text" during joint construction. Rossbridge and Rushton (2014, p.11) recommend use of "a shared metalanguage to compose a text" during joint construction.
Rossbridge and Rushton (2014, p.11) recommend use of "a shared metalanguage to compose a text" during joint construction.
TEXTUAL/COMPOSITIONAL MEANING
Salience: Which parts of the image stand out the most? Salience can be influenced by rhythm, brightness, size, value position, individual experience, etc. Ø Framing: degrees of connectedness or disconnectedness between separate elements within the same image or the same multimodal text (i.e. text where more than one semiotic system is used, e.g. both verbal and visual elements are combined as in picture books) Ø Reading Path: How do a viewer's eyes explore the image? What path does the viewer follow?
segmenting
Separating the individual phonemes, or sounds, of a word into discrete units.
guided reading
Small group reading instruction designed to provide differentiated teaching that supports students in developing reading proficiency
PGC
Sound-Letter mappings/ Phoneme to Grapheme Correspondences
Text decoders and encoders
Text decoders and encoders vknow the relationship between the spoken and written language vinterpret and inscribe or represent graphic symbols and their contexts of use vuse letter-sound matches, recognise high frequency words and use sentence boundary punctuation vhave knowledge of concepts of print, conventions of writing and visual resources.
Super Six metacognition strategies
The "Super Six" comprehension strategies Making Connections. Predicting. Questioning. Monitoring. Visualising. Summarising.
Which one of the following sentences is grammatically correct? Select one: The "careful selection of texts for modelled reading" support students in building knowledge of the field (Rossbridge & Rushton, 2014, p.3). The "careful selection of texts for modelled reading" supports students in building knowledge of the field (Rossbridge & Rushton, 2014, p.3).
The "careful selection of texts for modelled reading" supports students in building knowledge of the field (Rossbridge & Rushton, 2014, p.3).
Literacy in the EYLF
The Early Years Learning Framework (EYLF) (DEEWR, 2009, p. 38) uses a broad definition of literacy that includes children learning to express themselves and communicate through a range of forms and symbols: §Literacy is the capacity, confidence and disposition to use language in all its forms. §Literacy incorporates a range of modes of communication including music, movement, dance, storytelling, visual arts, media and drama, as well as talking, listening, viewing, reading and writing. The EYLF (p. 46) defines 'texts' as '... things that we read, view and listen to and that we create in order to share meaning'. Traditionally 'texts' has referred to books, magazines and advertising material and to film and TV. But internet-based texts have made our literacy world 'multi-modal': Contemporary texts include electronic and print-based media.
four resources model
The Four Resources Model places an emphasis on the development of the four major learner roles. These are Code-Breaker, Text Participant, Text User and Text Analyst (Freebody and Luke, 1990). In order to assume a learner role, the learner needs to focus on the corresponding literacy practices.
context text
The circumstances, atmosphere, attitudes, and events surrounding a text.
consonant blends
Two or three consonants that appear together ina word, with each retaining sound when blended (fl, gr, sp, mp)
Literal Comprehension
Understanding of the basic facts that the student has read.
literal comprehension
Understanding of the basic facts that the student has read.
What is the Finite element in this clause? Cars should be banned in the city. Select one: be should be banned the city banned should
Use the 'mood tag' prompt to find the Finite element in an independent clause: Shouldn't they? The Finite element is therefore 'should'. It is a modal verb i.e. it expresses probabilty or possibility. The correct answer is: should
Teaching fluency
WHY FLUENCY? FLUENCY SUPPORTS COMPREHENSION §Modelled reading: read smoothly with phrasing and appropriate expression - and talk to students about how you are making those choices e.g. model how to re-read if you make a mistake and are wanting to self-correct, model how you use punctuation to help you read fluently. [Hint: practise reading a picture book in front of a mirror to prepare for professional experience.] §Shared reading: re-reading the same text e.g. a big book; choral reading. Teach! §Guided reading: teach fluency. Allow for low-risk practice. Have children read a familiar text again (and again) - note - the texts need to be worth reading! §Independent reading - read to a friend, a younger student, readers' theatre. Re-reading to develop expression and confidence. (Teacher may assess fluency by measuring 'cwpm' - correct words per minute)
Teaching fluency
WHY FLUENCY? FLUENCY SUPPORTS COMPREHENSION §Modelled reading: read smoothly with phrasing and appropriate expression - and talk to students about how you are making those choices e.g. model how to re-read if you make a mistake and are wanting to self-correct, model how you use punctuation to help you read fluently. [Hint: practise reading a picture book in front of a mirror to prepare for professional experience.] §Shared reading: re-reading the same text e.g. a big book; readers' theatre. Teach! §Guided reading: teach fluency. Allow for low-risk practice. Have children read a familiar text again (and again) - note - the texts need to be worth reading! §Independent reading - read to a friend, a younger student, readers' theatre. Re-reading to develop expression and confidence. (Teacher may assess fluency by measuring 'cwpm' - correct words per minute)
Text participant / Meaning making
What does this text mean to me?' Participating in the meaning of text involves understanding and composing meaningful written, visual and spoken texts from within the meaning systems of particular cultures, institutions, families, communities, and nation-states. Text participants: vknow the meaning patterns operating in written and multimodal texts vmake literal and inferential meanings of texts.
What is Text participant / Meaning making
What does this text mean to me?' Participating in the meaning of text involves understanding and composing meaningful written, visual and spoken texts from within the meaning systems of particular cultures, institutions, families, communities, and nation-states. Text participants: vknow the meaning patterns operating in written and multimodal texts vmake literal and inferential meanings of texts.
FIELD
What is the topic of the text or the kind of activity going on? Consider level of technicality/abstraction E.g. everyday or technical knowledge?
Infinite verb
When a verb is preceded by 'to' and it is used as an adjective, noun, or adverb. EX. To climb Mt. Everest is one of my goals.
noun group
a group of words formed around a noun
shared reading
a modeling strategy in which the teacher reads a story and the children join in.
A phoneme is
a single speech sound.
invented spelling
a strategy young children with good phonological awareness skills use when they write
A clause is
a unit of meaning that expresses a message a set of words organised around a process, that is, the words have something to with the process
syllables
a unit of pronunciation having one vowel sound, with or without surrounding consonants, forming the whole or a part of a word
finite verb
a verb that carries tense, person and number marking in agreement with the subject of the clause.
Reading is the process of
constructing meaning in interaction with written(+) text [L]earning to read is about much more than decoding: it is about engaging with a text (be it oral, written, visual or electronic) to understand and analyse more than its literal meaning. The goal of reading is to understand what has been read, and thus the goal of reading development must be to develop a system that allows children to construct meaning from print.
What is the meaning (function) of the text shown in bold in this clause? In recent times some of the remnant red cedar forests of New South Wales have been protected. Select one: Finite done-to do-er description circumstance
done-to
Register of a language
field, tenor, mode Form of that language that is appropriate to a given situation
skilled reading
fluent execution and coordination of word recognition and text comprehension
What is the grammatical Subject in this clause? In sub-Saharan Africa, Oceania and Western Asia, girls still face barriers to entering both primary and secondary school. Select one: barriers to entering both primary and secondary school girls In sub-Saharan Africa, Oceania and Western Asia face
girls
Literal
here - on the lines What is clearly stated, 'right there' in the text, i.e. the meaning is made explicit.
Inferential
hidden - between the lines Interpreting meaning through connecting information implicit in the text.
grammar
in a language, a system of rules that enables us to communicate with and understand others
morpheme
in a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix)
phoneme
in language, the smallest distinctive sound unit
participant
one who takes part in
do-er done-to
participants
Checklist of features to look at when analysing texts
qText type - are all the typical stages there? (Use the metalanguage for the stages) qHow does the writing reflect the social purpose and audience (Tenor) for the text? qUse of tense - e.g. often past tense for narrative, present tense for factual text qProcess types, participants - appropriate for text type and text stage? qCircumstances - what sort of information do these add?; have they been used as themes to help structure the text (e.g. circumstances of time for establishing a chronological sequence) qThemes - how do these create a cohesive flow and help structure the text? qEvaluative language - appropriate for text type and text stage? Positive or negative? qSentence and clause types - varied or just a string of simple sentences? qUse of conjunctions to help structure text - e.g. so, then, before, because - and connectives - firstly, in summary, etc.. qSpeech functions - any variety? Appropriate for text type? qWriting conventions - punctuation (full stops, commas, quote marks, etc).; capitals qSpelling (for children's work samples) - interpret child's attempts using your knowledge of phonemic awareness qImages: Who or what is represented? Any depiction of circumstantial information? Interpersonal - gaze toward viewer (contact)? Compositional- what is made salient or prominent and how (e.g. centering, framing, size, strong colour...)?
Shared reading:
re-reading the same text e.g. a big book; choral reading. Teach!
independent reading
reading students are able to do on their own with little or no support
This was (1) a very funny book. It's about two boys called Andy and Terry who live in a 13-storey treehouse. They invent (2) things and write stories. Andy does the writing and Terry does the drawings. They do some crazy things, like Terry painted (3) a cat yellow to make it into a canary, Andy said it was silly and told (4) Terry not to drop the cat out of the treehouse, but he did and wings popped out of the cat's back! They also made a machine that destroyed brussel sprouts. The book is full of crazy, funny pictures, which will make you laugh. There is a map at the beginning of the book... I would love some of the rooms they have. One of the chapters has just one word all the way through it... If you want to know (5) what it is, you'll have to pick up the book and read it. Extremely enjoyable, very funny and easy to read! • Buy this book at the Guardian Bookshop. ________________________________________ Select one: sensing, relating, action, action, sensing past tense, present, past, past, future describing, creating, creating, talking, wondering relating, action, action, saying, sensing (thinking)
relating, action, action, saying, sensing (thinking)
What is the speech function that is represented by these clauses? Child to teacher: I changed some of the Themes in my draft recount because I realised they were too repetitive. Select one: question offer command statement
statement
phonological awareness
the ability to reflect on and manipulate the sound structure of spoken language
comprehension
the action or capability of understanding something
Simple View of Reading
the idea that reading is comprised of two components: language comprehension and word recognition
Letter-Sound Correspondence
the relationship between the spoken sounds in words and the printed letters that correspond to those sounds
phonics
the sounds that letters make and the letters that are used to represent sounds
Imaginative texts
their primary purpose is to entertain through their imaginative use of literary elements. They are recognised for their form, style and artistic or aesthetic value. These texts include novels, traditional tales, poetry, stories, plays, fiction for young adults and children including picture books and multimodal texts such as film
Informative texts
their primary purpose is to provide information. They include texts that are culturally important in society and are valued for their informative content, as a store of knowledge and for their value as part of everyday life. These texts include explanations and descriptions of natural phenomena, recounts of events, instructions and directions, rules and laws and news bulletins.
Sensing verbs
thinking/feeling verbs
trigraph
three letters that come together to make one sound
digraph
two letters that make one sound
inferential comprehension
understanding of information that isn't explicitly given, but rather implied in a written passage. (make predictions)
Teaching comprehensionLevels of reading comprehension
vLiteral: here - on the lines §What is clearly stated, 'right there' in the text, i.e. the meaning is made explicit. vInferential: hidden - between the lines §Interpreting meaning through connecting information implicit in the text. vEvaluative / Appreciative / Critical: in my head - beyond the lines §Can include: thinking about the qualities of a text, how it makes the reader feel, judging whether a text is successful in achieving its purposes. Judgements based on reasoning / analysis.
Phonemic Spelling
when students spell the way they hear the word pronounced come "kum" or made as "mad"
Linguistic terms we need to know
§Consonants - consonants are sounds made by closing or restricting the breath channel. They are represented by any letter of English alphabet except a,e,i,o,u and sometimes w,y (depending on how w an y are used). §Consonant blends (clusters) - two or more consonant sounds blended together (e.g., stop /s//t/; tree /t/,/r/; strip /s/, /t/, /r/). §Some clusters are harder to blend and segment §Some languages do not have consonant clusters §Vowels - vowel sounds are made without closing or restricting the breath channel. Saying vowel sounds will cause the vocal cords to vibrate. §Schwa sound - an unstressed sound commonly in unstressed syllables, and it closely resembles the short sound for 'u'. (e.g., pencil; silver vs. pencil) § §Diphthongs - a single vowel sound made up of a glide from one vowel sound to another in immediate sequence and pronounced in one syllable. e.g., oil /oi/, owl /ou/ §Grapheme - a letter or a combination of letters that represents a phoneme. E.g., face; phone §Diagraph or digraph - two letters that stand for a single phoneme. E.g., ph, th, ch §Open syllable - any syllable that ends with a vowel sound. E.g., to.tal, ta.ble §Closed syllable - any syllable that ends with a consonant sound. E.g., gen.tle, hos.pi.tal § Morpheme - a morpheme is the smallest unit with meaning. E.g., read, -, -ing, -er, re-
Not only letters and sounds: More aspects of code-breaking
§Grammar, especially syntax (the expected ordering of words in a language) can be part of understanding the code of language. E.g. "I put the book down on the _________" §We use other signs / codes to negotiate texts e.g. §sub-headings in a long piece of writing - we recognise the more prominent lettering as a signpost §Icons and symbols on digital text signify meanings e.g. scroll bar, hyperlinks, breadcrumb trails
Emergent literacy
§In a literate culture, literacy develops before formal instruction into conventional reading and writing, and there is no universal or easily identifiable starting point. §Reading and writing are inextricably interrelated and develop together, rather than sequentially. Oral language skills are essential for the development of both. §Literacy development is supported by both formal and informal opportunities to engage with print, reading and writing and rich oral language interactions. §These opportunities vary across families and communities.
Some key ideas from Module 2
§Knowing what 'code-breaking' entails (NOT only letter‒sound correspondences) §'Big six' components of learning to read (can you list them?) oral language, vocabulary, comprehension, phonological (esp. phonemic) awareness, phonics, fluency §Phonological and phonemic awareness including: rhyme, syllables, onset-rime, phonemes §Phonemic awareness skills e.g. blending ... (knowing what these are; how to teach and assess them) §Morphology - what is a morpheme? - how this relates to e.g. spelling §Importance of oral language in literacy learning §Language variation (do all languages have the same code-breaking aspects?)
Literacy in English K-10
§Literacy is the ability to use a repertoire of knowledge and skills to communicate and comprehend effectively in a wide variety of contexts, modes and media. §Literacy knowledge and skills also enable students to better understand and negotiate the world in which they live and to contribute to a democratic society through becoming ethical and informed citizens. Being 'literate' is more than the acquisition of technical skills: it includes the ability to identify, understand, interpret, create and communicate purposefully using written, visual and digital forms of expression and communication for a number of purposes in different contexts. §The established functions of speaking and listening, reading and writing, and viewing and representing remain central to being literate together with literacy demands related to a range of visual and multimodal texts, as well as those that have evolved from the growth of digital technologies. Students today need the knowledge and skills required for judicious use of these technologies and to question, challenge and evaluate the role of these technologies and the wider implications of their use for contemporary society.
Modality
§Modal auxiliary verbs indicate degrees of possibility / certainty of the process e.g. HIGH must, ought to, shall, has to MEDIUM will, should, can, need to LOW may, might, could, would Other words can also express modality e.g. HIGH definitely, absolutely, surely MEDIUM probably, apparently, presumably LOW perhaps, maybe, arguably (Derewianka, 2011, p.132) Important for: tempering statements - to suggest how obliged or certain something is, to soften a command. Can be important in persuasive texts - but beware simplistic advice e.g. 'use high modality' - is this always the most persuasive tool?
Linguistic terms we need to know
§Phonics - a method that is used to teach the relationship between letters and sounds §Phonetics - the study about the physical aspects of human speech sounds §Phonology - the study about the sound patterns in languages §Syllable: A unit of pronunciation consisting of a vowel alone or a vowel with one or more consonants. There can be only one vowel sound in each syllable. §Rime - the part of a syllable that includes the vowel sound and any consonant(s) that come(s) after it. §Onset - the consonant sound(s) of a syllable that come(s) before the vowel sound. §Phoneme - the smallest sound unit of a language that distinguishes one word from another (minimal pairs: toy, joy; bat, back)
Genre-based pedagogy
§Provides an analysis of the kinds of texts that students are expected to write in school §Provides a consistent method involving explicit teaching about genres, for supporting all students to write successfully §Involves revisiting a range of genres in literacy, across oral and written language and in different 'fields' / subject areas Rationale: to give all children the tools to succeed in literacy - across the curriculum - regardless of social position
Learning about writing
§Recognising the purposes of texts (key 'text user' understandings) §Knowing how to structure different text types §Understanding and applying knowledge about language including grammatical knowledge §Using metalanguage ('language about language')
Social interaction - the key to language development
§The social interactionist theory of language development - a sound theory + helpful theory for early childhood carers and educators §Language development is drawn forward by interactions with others, esp. significant adults §Communicative intent - from infancy, children desire to make meaning, be understood §Importance of child-directed speech from significant people
Learning to write
§Using the writing process: planning, composing / drafting, reviewing (incl. conferencing), editing, publishing §Skills e.g. - writing well-structured sentences - spelling - punctuation §Neat, legible handwriting §Using digital technologies
Independent reading
§read to a friend, a younger student, readers' theatre. Re-reading to develop expression and confidence. (Teacher may assess fluency by measuring 'cwpm' - correct words per minute)
MODELLED
•Reading a range of model/mentor texts to children •Teacher modelling or demonstrating writing skills and strategies e.g. 'think alouds' while writing •Explicit teaching, including teaching about genre, text purpose, and deconstructing mentor texts
How many syllables are there in this word? Please enter a numeral, not a word. * hippopotamus
5
RAND Model of Reading Comprehension
"We define reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. We use the words extracting and constructing to emphasize both the importance and the insufficiency of the text as a determinant of reading comprehension. Comprehension entails three elements: • The reader who is doing the comprehending • The text that is to be comprehended • The activity in which comprehension is a part. ...In considering activity, we include the purposes, processes, and consequences associated with the act of reading." (Snow, 2002, p.11)
How many morphemes are there in this word? Please enter a numeral, not a word. * untidy
2
How many syllables are there in this word? Please enter a numeral, not a word. * pantheon
3 Yes, I know this is not a word you would be teaching small children who are learning about syllables! But it does provide an example of how you need to know how to say a word in order to count the syllables. Syllables are phonological features of words i.e. sound features, so if you didn't know how to pronounce this word, you might have got this question wrong.
How many individual sounds (not letters) are there in this word? Please enter a numeral, not a word. * fix
4 If you got this wrong, or are not sure why you got it right, think carefully about the separate sounds (phonemes) you can hear in this word: /f/ /i/ /k/ /s/ The letter 'x' here represents two phonemes, so the answer is four. When we teach phonics, we would usually teach children that 'x' in 'fix' makes the sound 'ks', so you may wonder why you need to know this. But if you see a child's attempted spelling of word like 'fix' written as 'fiks' or 'fics', now you will understand why! Note - importantly! - 'x' does not always represent the two sounds /k/ /s/. Sometimes it represents /z/ e.g. in 'xylophone'.
How many individual sounds (not letters) are there in this word? Please enter a numeral, not a word. * mountain
6 If you got this wrong, or you got it right but you weren't sure, the following information might support your understanding. There are two syllables (I think that should be clear), which is information which can help with counting phonemes, because every syllable involves a new vowel sound. For example, 'eons' has two syllables due to the two vowels which are pronounced separately (if one after the other): /ee/ /o/. 'Mountain' is tricky because the second syllable has an unaccented vowel, a schwa ('ə' in IPA), which is not easy to hear. So how many phonemes does mountain have? /m/ /ou/ /n/ /t/ /ə/ /n/ ... 6! The correct answer is: 6
How many individual sounds (not letters) are there in this word? Please enter a numeral, not a word. * stretching
7 Sometimes people do not realise that /ng/ is one phoneme in English. We are not used to separating it from 'ing' or 'ong' other syllables to which it belongs, and when we teach phonics we do usually teach 'ing' as a morpheme rather than /ng/ by itself. Nevertheless, /ng/ is a distinct phoneme in English. It is represented as ŋ in IPA. [You do not need to know IPA in this unit of study.] Table 11.1 in your literacy textbook lists the phonemes in English. Note that the lettters 'ng' do not always represent ŋ. In 'angle', the 'g' is voiced, so always check the sounds and don't rely on spelling when thinking about phonemes. Phonemes are a feature of sound, not spelling.
Phoneme Development
75% of the children in Australia should be able to pronounce the following consonants accurately (Kilminster and Laird, 1978).
What is the meaning (function) of the text shown in bold in this clause? 'We must unite against this awful peril.' Select one: process (action verb) participant (done-to) process (saying verb) command circumstance
A single process can consist of one verb or a verbal group of two (as in this case) or more verbs, working as one meaningful chunk. See p.26 ff of: Derewianka, B. (2011). A new grammar companion for teachers. Primary English Teaching Association. The correct answer is: process (action verb)
grapheme
A written representation of a sound using one or more letters.
Text user
Knowing what the purposes of texts are, how they are used, which kinds of texts are useful for which audiences.
Code breaking Decoding (for reading) and encoding (for writing)
Breaking the code of language for decoding and encoding is about recognising and using the fundamental features and architecture of written texts including: alphabet, sounds in words (phonemic awareness), letter-sound correspondences (phonics), spelling, conventions and patterns of sentence structure and text in written and visual texts. Text decoders and encoders - know the relationship between the spoken and written language - interpret and inscribe or represent graphic symbols and their contexts of use - use letter-sound matches, recognise high frequency words and use sentence boundary punctuation - have knowledge of concepts of print, conventions of writing and visual resources.
Deletion & Substitution (with letters)
Deletion: Take out the /p/ sound in 'part' = art Take out the /l/ sound in 'slip' = sip Substitution: Say 'mat'. Now take out the /m/ and put /s/ in its place = sat
Explicit, systematic instruction on phonological awareness
Explicit § To be explicit, the instructor explains how a pattern or correspondence works and leaves little to chance. § For example, when teach r-consonant blends, say: "Now we are going to practice putting separate sounds together and make words" (remind the students what they've learned about sounds and blending simple CV or CVC words). Some sounds may be a little tricky to out together, such as the /r/ sound. For example, /d/, /r/, /u/, /m/ to make the word 'drum', you need to connect the first two with extra speed.... (and provide several
Which of these are examples of children using the alphabetic principle?
Haider goes to Arabic school where he is learning which Arabic letters represent the different phonemes in Arabic, to help him read in his family's first language. On a family outing Harry points to the 'H' on shop sign with and says: "Look at that sign! My name starts like that: [saying the sounds-] /h/ /h/ - Harry!" The correct answers are: On a family outing Harry points to the 'H' on shop sign with and says: "Look at that sign! My name starts like that: [saying the sounds-] /h/ /h/ - Harry!", Haider goes to Arabic school where he is learning which Arabic letters represent the different phonemes in Arabic, to help him read in his family's first language.
In a social interactionist view of language development, children are regarded as having languagesound/meaning combinationsfunctionsproto-wordsproto-languagelife and family experiencescommunicative intentmeaningful contextsprelinguistic from infancy. Children's language development is drawn forward as significant adults interact with children in languagesound/meaning combinationsfunctionsproto-wordsproto-languagelife and family experiencescommunicative intentmeaningful contextsprelinguistic . From birth to around 9 months, babies are described as in the languagesound/meaning combinationsfunctionsproto-wordsproto-languagelife and family experiencescommunicative intentmeaningful contextsprelinguistic period of language development, in which their crying, cooing, grasping and gazing behaviours allow them to communicate basic needs and wants with their bodies. From about 9 months, infants begin to invent languagesound/meaning combinationsfunctionsproto-wordsproto-languagelife and family experiencescommunicative intentmeaningful contextsprelinguistic , which are languagesound/meaning combinationsfunctionsproto-wordsproto-languagelife and family experiencescommunicative intentmeaningful contextsprelinguistic that they use deliberately to express a range of narrow languagesound/meaning combinationsfunctionsproto-wordsproto-languagelife and family experiencescommunicative intentmeaningful contextsprelinguistic such as 'give me that' or 'what is that called?'. In this languagesound/meaning combinationsfunctionsproto-wordsproto-languagelife and family experiencescommunicative intentmeaningful contextsprelinguistic , which is the earliest form of languagesound/meaning combinationsfunctionsproto-wordsproto-languagelife and family experiencescommunicative intentmeaningful contextsprelinguistic , each sound/meaning combination is used by the infant to achieve one simple function. The protowords are only understandable to people who know the infant very well such as primary caregivers, because they share many languagesound/meaning combinationsfunctionsproto-wordsproto-languagelife and family experiencescommunicative intentmeaningful contextsprelinguistic with the infant and can interpret what the child means.
In a social interactionist view of language development, children are regarded as having [communicative intent] from infancy. Children's language development is drawn forward as significant adults interact with children in [meaningful contexts]. From birth to around 9 months, babies are described as in the [prelinguistic] period of language development, in which their crying, cooing, grasping and gazing behaviours allow them to communicate basic needs and wants with their bodies. From about 9 months, infants begin to invent [proto‑words], which are [sound/meaning combinations] that they use deliberately to express a range of narrow [functions] such as 'give me that' or 'what is that called?'. In this [proto‑language], which is the earliest form of [language], each sound/meaning combination is used by the infant to achieve one simple function. The protowords are only understandable to people who know the infant very well such as primary caregivers, because they share many [life and family experiences] with the infant and can interpret what the child means.
Explicit, systematic instruction on phonological awareness how to teach
Make sure that the students can recognise 40-44 phonemes. If the students are having difficulties identifying some of the phonemes, reference to articulation within the system of distinguishing phonetic features (voiced/unvoiced; continuous or stop; placement of the tongue, lips, and teeth) may help. When introducing phonics, practice blending all the sounds in words, left to right. Children may not develop habit of sounding a word out from start to finish unless they are taught how and are given consistent practice applying this skill. Systematic programs begin with a limited set of sound-symbol correspondences—a few consonant letters (b, f, h, j, k, m, p, t) and one or two vowel letters (a, i) so that words can be built right away.
They say you can do phonemic awareness instruction 'in the dark', but should you?
NO 'Advanced' phonemic skills are not more strongly related to reading or more discriminative of difficulties than other phoneme-level skills. ØThey are more likely a product of learning to read and spell than a cause ØThe relationship between phonemic awareness and reading is reciprocal § E.g., segmenting task becomes easier when you know the spelling (e.g., tree) § It's takes longer to count sounds in words like 'yacht' vs. 'cot'; 'box' vs. 'mask
Non-Explicit
No explicit instruction or explanation provided to the student. § For example, when children are trying to blend sounds together and encounter issues of r-consonant blends, say: try to connect the sounds together, if it doesn't sound like a word, try to guess what the word might be (and provide several words with similar structure).
Non-systematic
Non-systematic programs lack detailed, organized, teacher-led lessons on the specifics of the language system. § For example, students might have a lesson on "short o" (as in hot), but then be asked to read a levelled book that uses the words from, of, one, rope, and off —none of which have the sound of /o ̆/. § teach concepts "as they come up" § do not follow established teaching routines in each lesson;
How do we teach phonological awareness?
Read aloud to your child frequently. Choose books that rhyme or repeat the same sound. Draw your child's attention to rhymes: "Fox, socks, box!
Explicit, Systematic instruction on phonological awareness
Systematic § Introduce tasks and concepts in a structured manner. For example, base the sequence of teaching on how common, how easy the sounds are (to produce and to hear) e.g., /m..a...n../ § Introduce tasks and concepts based on levels of difficulty (e.g., syllablesà phoneme blending; CVC à CCVC, à CCVCC) § Teach the sound and word structure in relation to a complete framework.
Match the definitions from the 'four resources' model of literacy to their names. Note that some of these are long; you will most likely need to be using a computer and not a mobile phone to see these properly on your screen. Text analyst Text participant - also known as 'meaning-maker' Code-breaker Text user
Text analyst → This involves reflecting upon how texts are infused with values, and critically appraising texts for how they may seek to influence and even manipulate their readers/viewers. Text participant - also known as 'meaning-maker' → This involves understanding texts (including making personal connections when comprehending in reading) and also composing texts which make sense., Code-breaker → This builds upon phonemic awareness and includes knowing letter-sound correspondences for reading and writing., Text user → This involves knowing the purposes of texts, so you can locate appropriate texts for your own needs and you can create texts which address their intended purpose and audience.
What is the grammatical Subject in this clause? The Rajah quilt was made by multiple convict women.
The Rajah quilt
phonemic awareness
The ability to hear, identify,and manipulate the individual sounds, phonemes, in oral language.
Text participant / Meaning making
Understanding (comprehending) and creating texts which are comprehensible.
Identify the different kinds of knowledge relevant to learning spelling. Match the terms with their definitions. Understanding the conventions of spelling in English, such as that 'ss' is not used to show the /s/ phoneme at the start of words, and 'kn' is not used to show the /n/ phoneme at the end of words. Answer 1Choose...orthographic knowledgemorphological knowledgevisual knowledgephonological knowledge with phonicsetymological knowledgephonemic awareness Appreciating how the origins of words impact their spelling in English. Answer 2Choose...orthographic knowledgemorphological knowledgevisual knowledgephonological knowledge with phonicsetymological knowledgephonemic awareness Understanding the meanings of parts of words, including prefixes, suffixes and inflections (e.g. 'ing', 'ed'). Answer 3Choose...orthographic knowledgemorphological knowledgevisual knowledgephonological knowledge with phonicsetymological knowledgephonemic awareness Knowledge of which graphemes are typically used to represent different sounds. Answer 4Choose...orthographic knowledgemorphological knowledgevisual knowledgephonological knowledge with phonicsetymological knowledgephonemic awareness
Understanding the conventions of spelling in English, such as that 'ss' is not used to show the /s/ phoneme at the start of words, and 'kn' is not used to show the /n/ phoneme at the end of words. → orthographic knowledge, Appreciating how the origins of words impact their spelling in English. → etymological knowledge, Understanding the meanings of parts of words, including prefixes, suffixes and inflections (e.g. 'ing', 'ed'). → morphological knowledge, Knowledge of which graphemes are typically used to represent different sounds. → phonological knowledge with phonics
Think
What is this text about; what is the field? Can you identify Process, Participants and Circumstances in each?
"Comprehension involves responding to, interpreting, analysing and evaluating texts.
When learners comprehend, they interpret, integrate, critique, infer, analyse, connect and evaluate ideas in texts. They negotiate multiple meanings not only in their heads but in the minds of others. When comprehending, learners strive to process text beyond word-level to get to the big picture. When comprehension is successful, learners are left with a sense of satisfaction from having understood the meaning of a text." So, meaning making, or being a 'text participant', always involves comprehension, even if some aspects of comprehension go beyond that.
What are the roles of the grammatical participants numbered in this excerpt from the picture book Drac and the Gremlin? __________________________________ The White Wizard (1) hovers near Drac. 'There is still more danger!' she (2) whispers softly. 'More danger...' Drac (3) hears the trees of the jungle shake behind her... the Terrible Tongued Dragon is upon them! Drac speeds through the jungle, but she can feel the fire from the Dragon's mouth. She (4) turns to fight. But the Dragon (5) is too big, too fierce. Select one: do-er, sayer, senser, do-er, entity (type: 'what is described') messenger, messenger, hero, hero, villain do-er, warning, do-er, do-er, description do-er, do-er, do-er, do-er, done-to
do-er, sayer, senser, do-er, entity (type: 'what is described')
The Early Years Learning Framework (EYLF) has a more narrow definition of literacy than the NSW syllabus, English K-10.
false The opposite is the case. The EYLF includes within 'literacy' several non-linguistic modes (that is, 'not language', traditionally defined), such as music and dance. In the NSW school curriculum, music and dance are not included under 'literacy'. While they are still regarded as important forms of expression, in the school years music and dance are included in the 'creative arts' key learning area. So, in the EYLF, 'literacy' is more broadly defined than it is in English K-10.
What is phonological awareness?
knowledge of sounds and syllables and of the sound structure of words
The three strands of the Australian Curriculum: English are:
language, literature, literacy
Match these examples of particular texts to their most likely text type (or 'genre'). letter to the local newspaper arguing for a fence to be built around play equipment at a park which is near a busy road Answer 1Choose...procedural recountinformation reportexplanationprocedureexpositionnarrativeliterary descriptionhistorical recount 'How sedimentary rocks were formed' Answer 2Choose...procedural recountinformation reportexplanationprocedureexpositionnarrativeliterary descriptionhistorical recount The story of Cinderella Answer 3Choose...procedural recountinformation reportexplanationprocedureexpositionnarrativeliterary descriptionhistorical recount 'The giant panda' - factual text Answer 4Choose...procedural recountinformation reportexplanationprocedureexpositionnarrativeliterary descriptionhistorical recount recipe: 'Apricot jam' Answer 5Choose...procedural recountinformation reportexplanationprocedureexpositionnarrativeliterary descriptionhistorical recount record of what happened when the class did an experiment investigating which things floated in water and which things sunk Answer 6Choose...procedural recountinformation reportexplanationprocedureexpositionnarrativeliterary descriptionhistorical recount YouTube video on how to fold a paper crane (origami) Answer 7Choose...procedural recountinformation reportexplanationprocedureexpositionnarrativeliterary descriptionhistorical recount 'The life cycle of the monarch butterfly' Answer 8Choose...procedural recountinformation reportexplanationprocedureexpositionnarrativeliterary descriptionhistorical recount record of the events leading up to the establishment of NAIDOC (National Aboriginal and Islander Day Observance Committee) Week Answer 9Choose...procedural recountinformation reportexplanationprocedureexpositionnarrativeliterary descriptionhistorical recount
letter to the local newspaper arguing for a fence to be built around play equipment at a park which is near a busy road → exposition, 'How sedimentary rocks were formed' → explanation, The story of Cinderella → narrative, 'The giant panda' - factual text → information report, recipe: 'Apricot jam' → procedure, record of what happened when the class did an experiment investigating which things floated in water and which things sunk → procedural recount, YouTube video on how to fold a paper crane (origami) → procedure, 'The life cycle of the monarch butterfly' → explanation, record of the events leading up to the establishment of NAIDOC (National Aboriginal and Islander Day Observance Committee) Week → historical recount
Select the best definitions for each of these key terms. phonological awareness phonemic awareness phonics
phonological awareness → learning to attend to the auditory aspects of spoken language, such as being able to distinguish or segment words, syllables or phonemes, and distinguish and make rhymes, phonemic awareness → learning to attend to the individual sounds in words including detecting, segmenting and blending phonemes, phonics → learning which letters are often used in writing to represent certain speech sounds, and vice versa
Complete this definition of a 'literate person' using the words provided: "A literate person has a purposescriticalrepertoiretextsliteraltenorsmodescomprehendingliteratewritten of understandings and capabilities that enable effective representation of ideas and communication. A purposescriticalrepertoiretextsliteraltenorsmodescomprehendingliteratewritten person can participate in purposescriticalrepertoiretextsliteraltenorsmodescomprehendingliteratewritten and composing, with purposescriticalrepertoiretextsliteraltenorsmodescomprehendingliteratewritten awareness and confidence, a range of purposescriticalrepertoiretextsliteraltenorsmodescomprehendingliteratewritten in spoken, purposescriticalrepertoiretextsliteraltenorsmodescomprehendingliteratewritten , visual and multimodal forms that serve a variety of purposescriticalrepertoiretextsliteraltenorsmodescomprehendingliteratewritten ."
repertoire literate comprehending critical texts written purposes
For each missing word, pick the best option. The teacher says, "Change the last sound in 'bag' to /d/." This invites children to demonstrate blendinginclusionsegmentationdeletionsubstitutionadditionseparation . The teacher says the word 'street' at a normal pace, and then says, 'Stretch the word. Tell me all the sounds you can hear in that word.' This involves children practising the phonemic awareness skill of blendinginclusionsegmentationdeletionsubstitutionadditionseparation . Sam says, 'I noticed that I can make 'tram' if I take away the /s/ sound from my name, and put /tr/ there instead!' Sam has shown he is capable of the skill of blendinginclusionsegmentationdeletionsubstitutionadditionseparation . The teacher says the sounds: /p/ /o/ /t/, and asks, 'What word?'. In this example, the child is being invited to use the phonemic awareness skill of blendinginclusionsegmentationdeletionsubstitutionadditionseparation . When the teacher says, 'Can you put /b/ at the beginning of 'ickle' to make a new silly word?' Fatema replies, 'Bickle!' This is an example of the skill of blendinginclusionsegmentationdeletionsubstitutionadditionseparation .
substitution segmentation substitution blending addition
'Multiliteracies' is a term which refers to: [Select all the responses that are correct. For this question specifically, incorrect answers will be marked negatively, so you cannot get full marks by simply picking all the options; you need to be thoughtful in your selection/s.]
the fact that diverse communities and different cultural groups may have different literacy practices which reflect their values., the way that literacy is not just about reading and writing of print, but also (and increasingly since the digital revolution) literacy includes other meaning-making modes, such as visual literacy for interpreting images. , the idea that there is not just a 'one size fits all' literacy that suits every purpose and context; that there are different kinds of literacy practices (ways of making meaning) in different fields, such as the way language may be used in history being different from how language is used in science.
Words
§ Breaking down sentences into words § Focus on the sounds (regardless of meaning) - metalinguistic Which word has more sounds? Which word 'bigger'? Car vs. Caterpillar
Modelled reading:
§read smoothly with phrasing and appropriate expression - and talk to students about how you are making those choices e.g. model how to re-read if you make a mistake and are wanting to self-correct, model how you use punctuation to help you read fluently. [Hint: practise reading a picture book in front of a mirror to prepare for professional experience.]
Guided reading:
§teach fluency. Allow for low-risk practice. Have children read a familiar text again (and again) - note - the texts need to be worth reading!
