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Week 4: Oral language and literacy acquisition

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

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Week 4: Oral language and literacy acquisition

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

  2. 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

  3. 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.”

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

  5. Small Group Discussion 5:00 – 5:45

  6. Review of Guided Reflections 5:45 – 6:15 6 2/8/2010

  7. Break 6:00 - 6:15

  8. 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 271-277. 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?

  9. 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

  10. 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?”

  11. Channel Setting Instructions for ResponseCard RF1. 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 003. 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.

  12. 10 Which of the following utterancesillustrates a child's overgeneralizationof a language rule? • Daddy, milk • All gone car • Yesterday we goed shopping • I no want apple

  13. 10 A student's oral reading includes severalmiscues. For each miscue, the studentself-corrects after reading the rest of thesentence. This pattern suggests that thestudent most likely: • Needs to work on adjusting reading rate based on text difficulty • Has a concentration problem that may indicate a learning disability • Understands how to analyze word structure • Monitors the semantic and syntactic plausibility of text while reading

  14. 10 Which of the following best explains whymost emergent readers require explicitinstruction in order to develop phonemicawareness? • The phonemes used in English areonly a small subset of all possiblehuman speech sounds. • Speakers of different dialectspronounce phonemes in a varietyof ways. • There are many more phonemes inEnglish than there are letters of thealphabet. • Phonemes are not usually heard inisolation but are blended together innormal speech.

  15. 10 A preschool student tells a story andwatches the teacher write it down. Thenthe student listens to the teacher readaloud the dictated story. This activity ismost likely to promote the student'sliteracy development by: • Helping the student learn torecognize the shapes of manycommon printed words. • Reinforcing the student'sunderstanding of story elements. • Increasing the student's awareness ofthe relationship between written andoral language. • Expanding the student's sight-wordvocabulary.

  16. 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.

  17. 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.

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

  19. 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.

  20. 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.

  21. 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.

  22. 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

  23. 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?

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