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EML 433 Lecture 2
Systems of Meaning
| Question | Answer |
|---|---|
| Language is fundamental to how we structure our ......... and communicate our understandings . | thinking |
| Social ............ is the theory that we 'construct' meaning from our experiences. | constructivism? |
| The way .............. is used in the classroom will be critical in facilitating learning and in determining the type of learning.’ | language |
| Cambourne's conditions of learning (8) | Immersion, demonstration, expectation, responsibility, use, approximation, response. |
| Learning is hard to learn when....? | Artificial, no social value, no purpose, it's nonsense, dull and uninteresting, learner is powerless, it's irrelevant |
| What sort of environment do we need to create for learning to read and write? | An environment where students will want to read and write, select their reading material, to ‘own’ their writing. Emmitt et al (2007) |
| What is a silent and orderly classroom? | Not an environment that encourages students to want to read and write. Emmitt et al (2007) |
| Phonemic Awareness | The awareness that spoken language consists of a sequence of sounds. (phonemes) |
| Phonemes | The smallest units of speech. |
| Graphemes | Small units of speech correspond to letters of the alphabet. |
| What is the main component of phonological awareness? | Phonemic awareness. |
| Awareness of phonemes hugely assists in what? (Ellery) | Students; predictive power. |
| How much difference does Phonemic awareness make? | As high as 50% difference in reading proficiency by year 1. |
| What does Phonemic awareness instruction require? | Much teacher modelling and then student application, before independent application. |
| What does phonemic awareness instruction look like? (3) (Yopp) | 1) Child appropriate (songs, change, nursery rhymes) 2) Deliberate and purposeful 3) Only one part of a much broader literacy program. |
| How do rhyming words help phonemic awareness? | Provides opportunity to begin developing awareness of sounds. |
| In which order should you plan to teach rhyming? | From larger to smaller units of sound. a) rhyme in text (fox in socks) b) syllables (to-day) c) onset & rime (d-ay) d) phonemes (d-/a) |
| How much time should be given to phonemic awareness instruction? | Depends on children’s needs and quality of the instruction. |
| By whom and when were miscue inventories invented? | Goodman in 1972. |
| Marie Clay's approach is used in what program? | Reading Recovery. |
| Reading is .....? (Harris) | Understanding written text. |
| Comprehension is....? | Constructing a meaningful message inside their heads. |
| Features of observational records (6) | Not theory specific, research based, standardised over diff. subjects, objective over recorders, reliable over time, easy to admin & mark. |
| What are running records? | A simple standardised method of recording reading behaviours. |
| What are running records used for? | To guide teaching by providing immediate data and evidence. Assess difficulty, track progress, make comparisons across learners. |
| What does √ indicate? | The word was read accurately. |
| What does and underlined word indicate? | The word above the line was substituted for the book's text. |
| What does M indicate? | Meaning or semantic cue was used. |
| What does S indicate? | Syntax or grammatical cue used. |
| What does V indicate? | Grapho-phonic or visual cue used. |
| If teachers are trained in Running Records carefully what will happen to their records? | It will ensure that behaviour records will look the same even though teacher interpretations might differ. Clay (2002) |
| What are interpretations of running records heavily weighted on? | The theoretical view the teacher already holds. Clay (2002) |
Created by:
Katellord
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