EDU 375 & 370: Week 2
Wednesday & Thursday, Feb 18 & 19
Spring 2015
Overview: Wednesday’s Topics
▪ Emergent & Early Literacy
▪ For-class:
▪ Print-rich environment;
phonics, phonemic awareness,
comprehension, vocabulary,
fluency.
▪ McKenna: Ch. 4
▪ Sociolinguistics
▪ Orthography
– What is “orthography”? What do I
need to know about orthography
to teach reading effectively?
▪ F&P: Ch. 2-3
▪ Word Matters: Ch. 1-5 (moodle)
Designing an Interactive Read-Aloud
Lesson
▪ Refer to F&P Ch. 15-17
▪ Develop and outline for an interactive read-aloud lesson using the
guidelines in your text.
▪ Select a picture book from the display.
▪ Complete the planning sheet.
Linguistics for Educators
Part I
▪ Sociolinguistics
▪ 2/13/15 & 2/17/15
Linguistics Subfields
▪ Syntax
▪ Phonology
▪ Morphology
▪ Orthography
▪ Semantics
▪ Pragmatics
▪ Sociolinguistics
THINK-PAIR-SHARE
Try to briefly define each of these based on prior knowledge or
past experience in previous classes.
Match-Up the Terms & Definitions
Term
Definitions
Syntax
Meaning
Phonology
Word formation
Morphology
Language use in society
Orthography
Contextual meaning
Semantics
Spelling
Pragmatics
Sound system
Sociolinguistics
Word order
Can you find examples of each of the 7
subfields of linguistics in the passage below?
I ran into an old friend the other day. He really likes
playing video games. But when I asked him if he wanted to
come over on the weekend, he was like, “Are you serious? It’s
Valentine’s Day? I’m taking Bae for a romantic dinner!”
I was really surprised coz I thought he’d dumped her
after all her FB vaguing! Instead I went “wOOt! So are you
taking her to Circle K for some cheappuccinos?”
He looked at me and goes “Dude, you got Platonic jealousy or
are you just a noob?”
“Nah, man,” I said, “she’s just pretty ambitchous.”
My now ex-friend said,“That’s Fubar, man,” right before he
punched me in the face and walked away.
We’re NOT linguistics!
So, why do we need to know any of this?
Axiom #1
▪ A person’s opinion about a dialect or
language actually reflects his or her
attitude about the group of speakers of
that dialect or language.
▪ Can you think of an example?
Activity: Linguistic Change
▪ Read your group’s assigned text.
▪ Can you recognize any words?
Read the text aloud
Circle familiar words and highlight unfamiliar
What strategies did you use to “read” the text?
What did you need to know about “language” to read & comprehend
the text?
– How does this relate to teaching reading in K-6?
–
–
–
–
Axiom
#2
(a) All living languages have changed in
the past.
(b) Languages are constantly changing.
(c) Therefore, linguistic change is
inevitable.
Axiom #3
▪ All languages and dialects are rule-governed
and are not better or worse than other
language varieties, linguistically speaking.
Activity: Prescriptive vs. Descriptive Grammar
Correct the following sentences.
▪
Who am I speaking to?
▪ A good author needs to develop a clear
sense of who she is writing for.
▪ Martha’s two children are completely
different to each other.
▪ I will either cook a turkey or a
chicken.
▪ Me and Andy went out to the park.
▪ I jumped off of the dividing board.
Small Group Discussion
▪ Share your responses to Exercise #3 (p.
24).
▪ Discuss:
▪ If all language changes all the time,
what should I do with students in my
classroom who use “bad grammar”?
▪ Am I wrong to give my students a lower
grade for not using “proper” or
“academic” English? What about swear
words?
SAE
▪ “…SAE is essentially a game of trying not to sound like
speakers from stigmatized speech communities.” (p.
33)
▪ “The language style one chooses to use does not
definitively indicate one’s level of cognitive aptitude,
potential, or achievement. With language use, you
really cannot judge a book by its cover.” (p. 33)
Registers
▪ Read Pragmatic Example A, B, C. (pp.39-43)
▪ Discuss:
– Think about the various registers that you use on a daily basis. When, why,
and with whom do you style shift? Have you ever used an appropriate
register or have you observed others speak inappropriately given the
speech context? What happened? How did you know that the wrong
register was being used? Were the speakers aware that they were being
inappropriate? Were the listeners?
Spanglish, AAVE, Appalachian English
Next time:
▪ Chapter 2: Phonology
Overview: Thursday’s Class
▪ Phonology, Word Work, & Word
Solving Strategies:
▪ For-class:
▪ Assessing phonics, phonemic
awareness, comprehension, vocab,
fluency
▪ Kostelnik, Ch. 5
▪ Guided reading in kindergarten
▪ What is “phonology”? What do I need
to know about phonology to teach
reading effectively?
▪ Assignment Overview:
Kindergarten Assessment Report
▪ McKenna: Ch. 5
▪ F&P:, Ch 4 & 5
▪ Word Matters, Ch. 9, 11,12 (moodle)