Ignite presentation outline

1. Ignite presentation outline Intro slide Hello my name is Casey Lashley and in this Ignite presentation I will share ideas about written language, reading, psycholinguistic reading, writing development, and more.

2. Jean-Jacques Roussea (1762) (Morrow Chapter 1) • Jean-Jacques Roussea strongly recommended that a child’s early education be natural. He believed that children have individual ways of learning and that formal instruction can interfere with development. By doing this, children are able to grow and learn with the freedom to be themselves.

3. Seeing What We Know (Chapter 1 Martens) • “We don’t know what we see; we see what we know” –Jean Piaget 1971 • Seeing what we know is a belief system about children and how they learn. Instead of children’s reading and writing being determined by how much conventional, accurate, and correct their products are, they should be looked at to see how much they know about literacy in every way.

4. A literate environment (Martens chapter 2) • Written language is all around us and using it daily helps the little ones understand what it is. Them seeing people read newspapers, magazines, billboards, and even a grocery list is helping promote that written language everywhere.

5. Forms and Aspects of Written Language (Martens chapter 2) • There are different forms and aspects of written language, such as, distinguishing between drawing and writing, environmental print, and children’s literature. The physical characteristics of environmental print is different everywhere but it is important for it helps distinguish with different words and letters.

6. How to Read Environmental Print (Martens chapter 3) • Using knowledge and understanding gained through experiences with print in relation to oneself, to invent and create meaning for specific contexts. These inventions are created by negotiating the symbolic meanings, the print contexts, experience, and social contexts to make logical predications of appropriate meanings.

7. Socialization Nurtures Literacy (Martens chapter 2) • Social experiences for children with the outside world or even just with the family helps mold and create the literacy foundation the children will have in the future with written language, reading, and communication.

8. How Can I Read and Write? (Martens Chapter 3) • All written language makes sense. What makes our literacy products appear different on the surface isn’t a difference in the process but in how proficiently we control the process. Proficiency and control of the process are directly related to how much experience or “practice” we have had with literacy.

9. How to Read Children’s Literature (Martens chapter 3) • The text in children’s literature are meaningless until the reader responds to the marks on the page as verbal symbols. When a child has knowledge of story structure and patterns of written language, they are then able to invent how to read, creating a version of the story that makes sense to them.

10. Psycholinguistic Definition (Morrow chapter 5) • Psycholinguistic definition of reading recommends capitalizing on children’s prior strengths, knowledge, and past experiences. Ken Goodman describes reading as a psycholinguistic “guessing game” in which the child is active in the reading process and attempts to reconstruct his or her own knowledge, what the author has to say.

11. Psycholinguistic Cueing Systems • The three cueing systems are syntactic cues which use the grammatical structure or syntax of language, semantic cues which use the meaning of words and sentences, and lastly graphonic cues which use visual cues of letters and print and associate them with letters, letter clusters, and corresponding sounds.

12. Using the Three Cueing Systems (Morrow chapter 5) • Using these cues, kids can predict, guess, expect, make associations, and correct themselves to derive meaning from the printed page. The meaning comes from what they know about language and from their own experiences.

13. Word Study Skills • Word study skills and knowledge about print involve learning strategies that will help kids figure out words and become independent readers. Word study skills include the use of context and syntax to figure out words. The development of a sight vocabulary involves the use of the configuration or the shape of a word and structural analysis.

14. Phonemic and Phonological Awareness (Morrow chapter 5) • Phonemic awareness is the ability to recognize that words are made up of individual speech sounds. • Phonological awareness involves identifying and manipulating larger parts of spoken language such as whole words, syllables, initial consonants, and word chunks at the end of words.

15. Phonics (Morrow Chapter 5) • The best-known word-study strategy is phonics, which includes knowledge of the relationship between letters and sounds. • This involves learning letter sounds and combinations of letter sounds, referred to as phonemes, associated with their corresponding symbols, referred to as graphemes.

16. Early Literacy Development (Morrow chapter 7) • Children’s early literacy development begins with learning to communicate, first nonverbally, then by talking, next with symbolic play, and finally by drawing. Kids move from playing with written language to using it to communicate. They invent and reinvent form.

17. Early Writing Development (Morrow chapter 7) • Early writing development is characterized by the children’s moving from playfully making marks on paper, to communicating messages on paper, to creating texts. Once kids begin to understand that the marks made can be meaningful and fun to produce, they are determined to learn how to write.

18. The Development of Writing Ability, Dyson (Morrow chapter 7) • If there are stages of writing in early childhood, they are not well defined. A. H. Dyson describes two broad phases. Birth to 3 years, kids begin to explore the form of writing by scribbling. Then ages 3 to 6, where their controlled scribbling gradually develops into recognizable objects that they name and acquires the characteristics of print.

19. The Development of Writing Ability, Sulzby (Morrow chapter 7) • E. Sulzby identified 6 broad categories. • Writing via Drawing • Writing via Scribbling • Writing via Making letter like forms • Writing via Reproducing well-learned units or letter strings • Writing via Invented Spelling • Writing via Conventional Spelling

20. Final Slide • After hearing all this information I hope I was able to provide a better understanding of written language, reading, psycholinguistic reading, and writing development. • Thank you for listening and have a wonderful day!