LCRT 5810: WORKSHOP IN LANGUAGE

DEVELOPMENT &

ACQUISITION

Welcome back to Class Session #7

November 1st 2014

I’m glad you’re here!

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AGENDA

Syntax & Orthography

Reading, Writing, and Oral Language

Connections

Oral Language Analysis: Advancing

what you have accomplished so far

Analysis of Reading and Writing

Discussion of Findings

Ways with Words

Looking Ahead 2

CHECKING IN - ORAL LANGUAGE ANALYSIS:

ADVANCING WHAT YOU HAVE

Look for patterns in the

learner’s language.

Analyze & color-code the

transcript for language

functions & language

systems using resources

provided.

Use the tables to record

examples of “strengths,”

“approximations,” and

“strategies.”

Use the resources provided

to identify the learner’s stage

& characteristics of oral

language development.

Write your oral language

analysis to include: a

summary of the analysis

information anchored in

course readings to articulate

your understanding of the

research;

Use APA writing style

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TALKING ABOUT SYNTAX

Simply put……

syntax involves grouping words

together to make sentences.

We generally label words

& categorize them by

the roles they

play in sentences.4

HOW WOULD YOU CATEGORIZE

THESE WORDS?

Dog

Liked

Jump

Broke

An

Sing

Quickly

Fell

The

Chased

Blue

Girl

Slept

A

Car

Tall

Cheese

Sing

Broadly

Cried

Noun: dog, girl, car,

cheese

Adjective: blue, yellow,

tall,

Adverb: quickly, broadly

Article: The, An, A

Verb: liked, jump, broke,

walked, ran, cried

Parts of Speech 5

YES, THEY ARE VERBS:

BUT THEY ARE 2 DIFFERENT

TYPES OF VERBS

All are verbs: liked, jump, broke, chased, walked, ran, cried, sing…. BUT, HOW ARE THEY DIFFERENT?

Transitive Verbs: Jo liked (candy); She chased (a man); I sing (a song).

Intransitive Verbs: She cried. I slept. The glass fell.

Intransitive Verbs take no objects;

no object receives the action of the verb.

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FORMULAS FOR GROUPING WORDS TO

MAKE SENTENCES IN ENGLISH

SENTENCE = Article + (adjective) + common noun +

transitive verb + article + (adjective) + common noun

(The man walked the dog.)

SENTENCE = Proper noun + transitive verb + article

+ (adjective) + common noun (Sue broke a glass.)

SENTENCE = Article + (adjective) + common noun +

intransitive verb (The lost child cried.)

Are these all I need to learn English? 7

LET'S EAT GRANDMA!

GRANDMA, LET'S EAT!*

How are these sentences similar?

Different?

Why does the meaning change in

each sentence even though the

words are the same? Why?

* Syntax saves lives!

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SYNTAX &

GRAMMAR

Syntax:

• The rules of a

language that

govern the word

order and

sentence

structure.

Grammar:

• A set of prescribed

rules that determine

the proper use of

syntax &

morphology.

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GRAMMAR RULES? GRAMMAR USAGE?

Students have a well-developed

understanding of their native language syntax

in place when they get to school (even young

students);

Grammatical structures are named on the

basis of how they behave within the

language and often within a given

context.

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IS IT MAKING A COMEBACK?

• Teaching grammar helps us understand

structure and complexity, and gives us a

means to reflect on our language.

• We are able to build "on what students (of

any age) already know, so that they own the

grammar rather than the other way around.

It is not very much concerned with

definitions and relies on explanations of

syntactic behavior as justification for what

something is called" (Barry, 2008, p. 65).

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WHAT DO YOU THINK?

Do you think it’s necessary and valuable to teach grammar to your students?

Why? Or Why not?

If yes, HOW?

Consider this question from the viewpoint of both primary students and secondary

students.

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THE WRITTEN WORD &

ENGLISH ORTHOGRAPHY

Consider how the written word

and spoken language are different

TALK ABOUT IT!

What changes when we put language in written form?

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WHAT CHANGES WHEN WE PUT

LANGUAGE IN WRITTEN FORM?

Written language is not spontaneous or

universal as spoken language is.

Under what conditions do people feel a need

to commit their language to writing?

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WHAT DO YOU THINK?

Is learning a writing system as simple as

putting letters to spoken language?

Learning a writing system involves learning to

sort out which elements of spoken language

the written language records and which it

does not.

Written English leaves out a lot of information

such as stress, volume, sarcasm, and

hesitation. Written language varies in style &

formality. 15

WRITTEN ENGLISH &

THE HISTORY OF ORTHOGRAPHY

The spelling system (orthography) dates

back to the 1200’s.

English scribes committed the language to

written form.

French influence (i.e. the letter g represents the /j/

sound in gentle and rigid).

But no two authors did it the same (English

spelled: Englysch, Englysshe, and Englissh)

Until the 1500’s… (Barry, 2008)

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WHAT HAPPENED IN 1500?

The English saw the need for standardization relevant to the general growth of literacy and technology to create the printing press.

In 1582 Richard Mulcaster proposed his treatise Elementaire

The foundation for our modern spelling system;

Yet, there were still a lot of spelling variations.

Then Noah Webster (1758-1843)

Established a separate national identity for the US America different from Canada and England (Barry, 2008).

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ENGLISH SPELLING SYSTEM: INFLUENCED

& DYNAMIC

Parents as well as

teachers often

advise novice

readers & writers

to “Sound it out.”

It makes sense,

right?

WRONG!

Not in

English!

http://www.tubechop.com/watch

/3841056

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AS EDUCATORS….

It is our job to teach spelling, but in order to do an effective job of it, we must think about what it is that orthography represents.

a. We know that there is a connection between spoken and written language.

b. We know that English orthography uses an alphabet in which symbols are intended to represent consonant and vowel sounds.

c. We know that, for various reasons, the match between the spoken word and written language is imperfect. 19

POSITIVE FEATURES OF

WRITTEN ENGLISH WHEN IT COMES TO

WRITING & SPELLING

• The English language has only

26 shapes for letters.

• The English alphabet is more

efficient than word-writing or

syllabary or hieroglyphics;

o It has separate symbols for most

consonants and vowels

o It allows for less misinterpretation

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CLASSROOM STRATEGIES TO

SUPPORT STUDENTS’ SPELLING:

- What are some spelling strategies that have

worked for your students? For you as a

speller?

-What are some things that have not work as

well?

SUGGESTIONS:

-Studying word families

-Providing word walls/at their seat materials

-Quick words, personal dictionary, etc.

-Flash cards

- hard-to-spell word lists

-Making references available such as 21

ORAL LANGUAGE ANALYSIS & SUMMARY

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ORAL LANGUAGE ANALYSIS

WHAT HAVE YOU LEARNED?

What does the learner know about

language?

What are the learner’s strengths and

needs with respect to the language

system? With respect to language

functions (or maxims)?

In what ways do the data support the

analysis of the learner’s language? 23

ORAL LANGUAGE ANALYSIS & SUMMARY

IN-CLASS WORKSHOP

TODAY

Partner with one colleague in LCRT 5810 &

exchange the Oral Language Analysis;

Before reading, page through the entire assignment

to see the sections, tables, transcript, legend, &

narrative;

Find out if your partner wants you to write helpful

questions & comments in the margins.

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ORAL LANGUAGE ANALYSIS & SUMMARY

THE ASSIGNMENT

Transcript of selected segments of oral language sample, color-coded to reveal patterns of the learner’s language with attention to language functions & language systems.

Complete the data tables with reference to the transcript as you identify patterns of the language learner’s language characteristics, strengths, and needs.

Include a well-written analysis that describes and analyzes the language development and patterns of language use by the learner including language functions and language systems: (a) phonetics/phonology; (b) syntax/grammar; (c) semantics; (d) morphology; (e) pragmatics.

Grounded in professional literature including LCRT 5810 course readings with a minimum of 5 in-text citations (included on the reference list).

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CASE STUDY

PROGRESS 8 sections

1) Abstract

2) Learner Background Done!

3) Analysis of Oral Language Almost Done!

4) Analysis of Reading Starting!

5) Analysis of Writing Starting!

6) Discussion of Findings and Conclusion Starting!

7) Works Cited Starting!

8) Appendices

Learner Interview and Profile Done!

Coded Transcript Analysis Done!

Reading and Writing Samples Done! 26

READING & WRITING

DEVELOPMENT

What is the relationship between literacy

development

and

language development?

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CONNECTIONS BETWEEN LANGUAGE &

LITERACY

“The development of oral language competence

lays the groundwork for the development

of reading and writing,

which are also systems of language.”

“Language development is critical to children’s

success as learners of reading and writing…”

Harp & Brewer, p.13- 14 28

WHAT HAPPENS WHEN ONE READS?

What steps are involved in the reading process?

What does language have to do with reading?

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WHAT IS READING?

Reading is a complex mental activity in which a reader uses symbols to create meaning .

Reading is a process resulting in meaning created by the blending of the author’s ideas presented in the text – and – the background knowledge of the reader (e.g. the reader’s perspective).

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WHAT IS READING?

What do you think?

If a reader can say all the words on the page, but takes away no meaning from these words, is this reading? YES or NO

Can we be reading without gaining meaning

from the text? YES or NO

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TAKE A MOMENT TO READ THIS

The firty arper was binging a very tonelous prok and splung down to pright and crilt. The croysfreemed plouringly when they lought the arper and wheiked her to bing the prok.

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CAN YOU ANSWER THE QUESTIONS?

The firty arper was binging a very tonelousprok and splung down

to pright and crilt. The croys freemedplouringly when they lought the arper and wheiked her

to bing the prok.

1. What was the arper doing?

2. What does the arper look like?

3. What did the croys do after they freemed?

4. Why did she spling down?

5. What did the croys do?

6. When did the croys freem?

7. Do you think the arper will have to spling down again? Why?

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WERE YOU READING?

Were you able to make meaning as you decoded the words

in the text?

Could you answer the questions?

Could you easily recall & summarize the paragraph?

What is involved in the reading process?

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THE READING PROCESS

(GOODMAN, WATSON & BURKE, 1996) (HARP & BREWER, P. 17)

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READING INTEGRATES AT LEAST

4- 5 KEY LANGUAGE SYSTEMS

pragmatics,

grapho-phonics (i.e., phonology,

phonetics, sound-symbol relationship),

syntax and morphology…. and,

semantics.

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WHAT DO YOU THINK?

When we read a text….Do we try to make meaning of it? (SEMANTICS)

Do we notice if the print, words, etc. look right? (VISUAL: GRAPHO, PHONICS, PHONOLOGY, PHONETICS)

Do we notice if the written language sounds right as we read it? (STRUCTURE: SYNTAX & MORPHOLOGY)

Do we try to situate the text in a context that is meaningful? (PRAGMATICS)

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READ & LISTENIf the balloon popped, the sound wouldn’t be able to carry since everything would be too far away from the correct floor. A closed window would also prevent the sound from carrying, since most buildings tend to be well insulated. Since the whole operation depends on a steady flow of electricity, a break in the middle of the wire would also cause problems. Of course, the fellow could shout, but the human voice is not loud enough to carry that far. An additional problem is that a string could break on the instrument. Then there could be no accompaniment to the message. It is clear that the best situation would involve less distance. Then there would be fewer potential problems. With face to face contact, the least number of things could go wrong (p. 719).

Adapted from Bransford & Johnson, 1972. 39

WHAT DO YOU THINK?

Did you…...try to make meaning of it?

notice if the print, words, etc. look right?

notice if the written language sounds right as we read it?

try to situate the text in a context that is meaningful?

How successful were you? 40

WOULD IT BE HELPFUL TO HAVE

THE TITLE OF THE PASSAGE?

“Balloon Serenade”

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“BALLOON SERENADE”

DID THE TITLE HELP?

WOULD A VISUAL HELP?

WHAT LANGUAGE SYSTEMS DID YOU RELY ON WHEN

READING THIS TEXT?

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LET’S TRY AGAIN!

ROCKY!

READ THE PASSAGE SILENTLY

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ROCKY

Who was Rocky?

What was his situation?

What was he trying to get away from?

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DID YOU……

try to make meaning of the text? (Semantics)

notice if the print, words, etc. look right? (VISUAL: GRAPHO, PHONICS, PHONOLOGY, PHONETICS)

notice if the written language sounds right as we read it? ? (STRUCTURE: SYNTAX &

MORPHOLOGY)

try to situate the text in a context that is meaningful? (Pragmatics)

How successful were you? 45

WHAT INFLUENCED YOUR

COMPREHENSION?

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WHAT DO READERS USE TO MAKE SENSE OF A TEXT?

Meaning (Semantics & Lexicon): In what ways does the reader try to make sense of the text? And the words?

Structure (Syntax & Morphology): In what ways does the reader rely on & use sentence structures, parts of speech, word parts…to make sense of the text?

Visual (Grapho-phonetics & Phonology): In what ways does the reader rely on how the text “looks right” including words, letters, punctuation, spacing, directionality, etc.

Context (Pragmatics): In what ways does the reader use context and background knowledge to make sense of the text?

What language systems does the

Case Study learner rely on when reading? 47

AT WHAT STAGE OF READING

DEVELOPMENT IS THE CASE STUDY

LEARNER?

Stage 0: Pre-reading (birth to age 6)

Stage 1: Initial reading or decoding stage (grades 1-2, ages 6-7)

Stage 2: Confirmation, Fluency, Ungluing from Print (Grades 2-3, ages 7-8)

Stage 3: Reading for Learning New Information (grades vary, ages vary)

Stage 4: Reading for Multiple view points (high school, ages 14-18)

Stage 5: Reading to construct and reconstruct – a world view (college, age 18 and above) (Chall, 1996 as cited in Harp & Brewer)

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READING & SPELLING

HOW IMPORTANT IS SPELLING REGARDING READING?

WHAT DO YOU THINK?

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READ CAREFULLY!

…...fi yuo cna raed tihs, yuo hvae a sgtrane mnid!

Cna yuo raed tihs? Olny 55 plepoe tuo fo 100 anc. i

cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I

was rdanieg. Ecbasue fo the phaonmneal pweor of the

hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde

Uinervtisy, it dseno't mtaetr in waht oerdr the ltteres in a

wrod are, the olny iproamtnt tihng is taht the frsit and

lsat ltteer be in the rghit pclae. The rset can be a taotl

mses and you can sitll raed it whotuit a pboerlm. Tihs is

bcuseae the huamn mnid deos not raed ervey lteter by

istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I

awlyas tghuhot slpeling was ipmorantt!

If you can read this, your brain is 50% faster than those who

can't...

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WHEN YOU READ THIS TEXT….

did you rely on spelling? What strategies did you use? What language systems did you use?

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IMPORTANT “TAKE-AWAYS”

Readers use what they know about ORAL LANGUAGE & LANGUAGE SYSTEMS as well as their BACKGROUND KNOWLEDGE to help them create meaning from printed language or with text.

Language development is critical to a young person’s success as learners of reading and writing.

Children and youth are continually in the process of becoming literate.

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WHAT ABOUT

WRITING DEVELOPMENT?

WHAT CONNECTION DOES WRITING

HAVE TO LANGUAGE?

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“The development of oral language competence lays the groundwork for the development of

reading and writing,

which are also systems of language.”

Harp & Brewer, pp. 13-14

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WHAT ARE THE DEVELOPMENTAL

STAGES?

Writing Development Spelling Development

Scribble Writing

Pseudo Letters

Letters

Pseudo Words

Copied Words

Self-generated Words

Self-generated Sentences

(Note: Marie Clay’s stages vary slightly)

Scribbling stage

Linear repetitive stage

Random letter stage

Phonemic stage

Transitional stage

Conventional stage

Proficient stage

Note: Stages may vary sequence slightly for writing &

spelling.

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HARP & BREWER CHAPTER:

SCRIBBLE WRITING & PSEUDO LETTERS

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SCRIBBLE WRITING; PSEUDO LETTERS & PSEUDO

WORDS & SOME PHONEMIC SPELLING

WITH RANDOM LETTERS

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COPIED WORDS WITH SOME SELF-GENERATED WORDS &

SENTENCES & PHONEMIC SPELLING

WITH SOME TRANSITIONAL SPELLING

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SELF-GENERATED WORDS & SENTENCES WITH

CONVENTIONAL STAGE SPELLING & SOME

PROFICIENT SPELLING

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What must learners understand about

writing?

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LEARNERS MUST UNDERSTAND CONCEPTS OF

PRINT AS THEY WRITE (& READ!)

Print carries meaning; it conveys a message.

Spoken words can be written & preserved.

Written words can be spoken (read aloud).

In English, words are read from left to right, top to bottom.

In English & other alphabetic languages, the speech stream can be divided into sounds & these sounds are represented by letters or groups of letters.

Speech has a linear sequence in time that corresponds to the linear sequence of written language

Sound/symbol correspondences are consistent, but in English there are many exceptions.

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ANALYZING

READING AND WRITING

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LET’S GET STARTED!

LITERACY ANALYSIS

Gather the reading & writing samples you

collected.

Use the resources provided to guide your

analyses.

Campbell-Hill Continua, Wida Standards, etc.

Literacy analysis tables

Literacy analyses guiding questions

Apply the guiding questions.

Record notes in the tables as you review

the reading & writing samples. 64

CONSIDER THE LEARNER’S STRENGTHS & NEEDS

Patterns Strengths Needs Strategies(used by Lr. Or strats

the Tr could use)

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RECORDING & ANALYZING

READING MISCUES

Meaning(Semantics system)

Structure(Syntactic or morphological

systems)

Visual(Graphophonic, phonological,

or morphological systems)

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SAMPLE READING MISCUE TABLE

Meaning Structure Visual

• “Darwin” was changed into “Dawson” – self-correct half-way through the reading.

• Reader made some words plural while making other words singular

• Learner skipped entire lines of text. Never went back to read these.

• Skipped over punctuation, especially commas

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USE THE RESOURCES

Literacy Analysis

Tables

Campbell-Hill

Continua

Wida Standards

Guiding Literacy

Questions

Course readings:

Harp & Brewer Chapter

(Becoming Literate)

Yellin Chapter

(Language Origins) and

others

Bonnie Campbell-Hill, an

educational consultant

specializing in the area of

literacy instruction and

assessment, worked

extensively with individual

schools around the world,

and published nine books.

Find out more on Canvas!

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WORKING LUNCH Use this working lunch to begin the literacy

analysis.

Be sure to take some time away from your desk to

refresh yourself!

After lunch we will look for and record explicit

connections between oral language & literacy.

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MAKING CONNECTIONS: DISCUSSION OF FINDINGS & CONCLUSIONS

Access the reading & writing data as well

as the tables you completed.

Begin to identify and document

connections you observe between the

learner’s oral language, reading and

writing.

Record this information on the “Findings

Across Language Areas” table.

Use this information to guide your

development of the “Discussion of

Findings” section. 70

ORAL

LANGUAGE

READING WRITING IMPLIC. FOR

INSTRUCTION

Language Systems

PragmaticsSemanticsLexiconPhonologySyntaxMorphology

Language Functions

InstrumentalRegulatoryInteractionalPersonalHeuristicImaginativeInformativeDivertive 71

WAYS WITH WORDS: DISCUSSION GROUPS

Group by “your” WWW community; Tton or Rville

Discuss your findings about the Townspeople:

physical environment for babies & toddlers

verbal environment for babies & toddlers

expectations for babies & children regarding their use

of language

Other observations about adult-child interactions and

language or language development?

How do Townspeople use language? Literacy?

View School? View their role in society?

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WAYS WITH WORDS

Discuss these elements as manifested in “your”

community and for the Townspeople. Record your group

notes on the chart paper.

Which elements risk prompting discord when members of

“your” community interact with the Townspeople?

The concept of time and schedule;

The use of questions and requests

Parental involvement & expectations

around school;

Parents’ discipline and expectations

regarding politeness.

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LOOKING AHEAD

ONLINE SESSION #8:Log on to CANVAS for specific details & supports

Review readings to locate citations for Case Study & to

anchor your analysis in professional literature

CLASS SESSION #9 (Nov.15):

Submit final Oral Language Analysis Assignment to CANVAS

Bring draft of reading analysis, draft of writing analysis & draft of discussion of findings

Assigned reading: WWW Ch. 8-9 Teachers as Learners & Researchers

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HAVE A GREAT REST OF THE

WEEKEND!

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