WK 10, 11, 12 development and awareness

Question 1

What are conjoining clauses? when do they develop

Answer 1

Skills develop in preschool period E.g. I went home after I finished lectures, He was so annoyed because I was late

Question 2

What are embedded clauses? when do they develop

Answer 2

subordinate clause which has been placed in the middle of the sentence.
-Stage IV i.e. 3-3;6yrs
-the girl ‘who was reading a book’ was wearing a shirt

Question 3

define metalinguistics. State it’s subtypes

Answer 3

ability to reflect on, and think about language/how it is used.
-Phonological awareness: Noticing the sounds within words
-Semantic awareness: Reflection on word meanings
-Syntactic awareness: Reflection on grammatical accuracy
-Pragmatic awareness: Reflection on language use in context

Question 5

Define phonological awareness. When does it develop?

Answer 5

Noticing the sounds within words e.g. “potato starts with a /p/”
-Emerges/grows during early school age period.

Question 6

Define semantic awareness. When does it develop?

Answer 6

Reflection on word meanings e.g. “What does that word mean?”
-Improves with greater vocab development through exposure to reading (around 10yrs)

Question 7

Define syntactic awareness. When does it develop?

Answer 7

Reflection on grammatical accuracy e.g. “the words are in the wrong order” “I don’t have an adjective here”
-Appears in mid primary years for complex sentences

Question 8

Define pragmatic awareness. When does it develop?

Answer 8

Reflection on language use in context e.g. “I shouldn’t talk to my principal like that”
-Develops during later childhood and adolescence

Question 9

Describe horizontal development

Answer 9

child adds features to their definition that are common to adult definition
E.g. Potato; Type of vegetable, Can be used to make chips, mash, crisps, Turnip, pumpkin – similar uses and texture/taste

Question 10

Describe vertical development

Answer 10

involve bringing together all definitions that can fit a single word
e.g. genes/jeans, ducts/ducks, site/sight; council/counsel, brake/break, hot temper/hot temperature
Allows for metaphorical meanings and figurative language

Question 11

Define figurative language

Answer 11

-Creates imaginative or emotive expression.
-Need to be learnt one-by-one. Dependent on exposure. Related to reading.

Question 12

Describe sequencing/focused chain and when it occurs

Answer 12

-around 5 yrs
-Reactive sequence
-Temporally related statements around a central topic.

Question 13

Describe narrating and when it occurs

Answer 13

-around 5-7yrs
-Complete Episode
-Temporally related statements around a central topic with a theme or moral. Developed plots.

Question 14

what narrative skills develop during school years

Answer 14

-Story length increase -complexity develops via conjunctions, locatives, dialogue, comparatives, adjectives and causal statements.

Question 15

Name the 7 grammar levels/stages (when writing narratives)

Answer 15

1. Descriptive Sequences (preschool skill)
2. Action Sequences (preschool skill)
3. Reaction Sequences (preschool skill)
4. Abbreviated Sequences (early primary)
5. Complete Episodes (late primary)
6. Complex Episodes (early adolescents)
7. Interactive Episodes

Question 16

Name and describe stage 1 of grammar levels (when writing narrative

Answer 16

descriptive sequences
(preschool skill)
-includes character and setting

Question 17

Name and describe stage 2 of grammar levels (when writing narrative

Answer 17

action sequences
(preschool skill)
-includes characters, setting and list of actions

Question 18

Name and describe stage 3 of grammar levels (when writing narrative

Answer 18

Reaction Sequences (preschool skill)
-Including characters, setting, initiating event and list of actions that are because of the initiating event

Question 19

Name and describe stage 4 of grammar levels (when writing narrative

Answer 19

Abbreviated Sequences (early primary)
-Includes characters, setting, an initiating event, character emotions relating to the initiating event, and a conclusion to the story/direct consequence of events

Question 20

Name and describe stage 5 of grammar levels (when writing narrative

Answer 20

Complete Episodes
(late primary)
-Includes characters, setting, initiating event, emotions, character plan or intention, events that are the result of the interaction between the initiating event and the characters plan and a direct consequence of the events and a resolution

Question 21

Name and describe stage 6 of grammar levels (when writing narrative

Answer 21

(early adolescents)
-Includes all the elements from stage 5, but one or more events cause an initiating event for a new narrative

Question 22

Name and describe stage 7 of grammar levels (when writing narrative

Answer 22

Interactive Episodes
-All previously described elements and two characters have several goals and actions that influence each other

Question 23

define expository discourse. What skills are required?

Answer 23

Based on factual info
Focuses on:
Comparison, Causation, Problem, Collection/ description, Enumeration

Skills needed:
- will differ by task. Need to be learnt individually.
-Begins in Year 4, becomes increasingly more complex and analytical with age

Question 24

Define persuasive discourse and the required skills

Answer 24

convincing others to accept a point of view, argument.
-Progresses from Year 3.

Linguistic techniques:
Appeals, Analogy, Anecdotes, Changes in language, Evidence, Hyperbole/exaggeration, Inclusive language, Figurative language

Question 25

What is print awareness

Answer 25

-Interest in printed material (print interest)
-Understanding that printed material is organised
-Understanding that printed words and letters have their names (print forms)
-Understanding printed words have meaning, and words are seen in a variety of contexts
-Understanding printed words have parts
-Writing - as a form of communication

Question 26

What is alphabet awareness

Answer 26

Emerging knowledge of the alphabet.
-Rapid growth 3-5 years.
Order of alphabet acquisition:
.Own name advantage
.Letter name pronunciation
.Letter order hypothesis
.Consonant order hypothesis

Question 27

What is phonological awareness

Answer 27

awareness of phonemes, and awareness and manip. of sounds, syllables, words, rhyme and onset and rimes.
-How the sounds of language relate to one another to form words meaning
-Sensitivity to sound structure within words

Question 28

how can parents promote literacy acquisition

Answer 28

-Print-rich environment e.g. Stories, Poetry, Directions
-Book sharing e.g. Consider the choice of book – content and length
-Phonological awareness activities e.g. Songs, Poems, Alliterative games
-Symbolic play experiences

Question 29

What are the 5 stages of literacy development with examples for each

Answer 29

1. Emergent literacy: sing ABC’s
2. Alphabetic fluency: see relationships bwn letters and sounds
3. Words and patterns: read silently w/out vocalising
4. Intermediate reading: read to acquire ideas and gain knowledge
5. Advanced reading: comprehend longer texts

Question 30

Provide current methods for teaching reading

Answer 30

-exposure to different text structures and vocab.: newspapers, magazines, biographies, textbooks =
-Reading Fluency: slowly improves with increased word accuracy, naming, working memory and comprehension

Question 31

Define registers and style switching

Answer 31

styles of speech. Are socially
conditioned
-choices in syntactic complexity,
word choice, phonological form, clarity, speed of speech
-style switches according to social distance, context and listener feedback. They are listener orientated