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LANGUAGE ACQUISITION

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Almost every human child succeeds in learning language. The most complex skill that a human being will ever master. Nearly all people succeed in learning this complex skill demonstrates how well language has adapted to human nature. Language is the complete expression of what it means to be human.

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Basic Components of Human Language

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1.Phonology 2.Semantics 3.Grammar: 4.Pragmatics: 5.Morphology: 6.Syntax:

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phonology

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The study of the sound system of a given language and the analysis and classification of its phonemes.

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Semantics

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The system of meanings that are expressed by words and phrases. In order to serve as a means of communication between people, words must have a shared or conventional meaning. Picking out the correct meaning for each new word is a major learning task for children.

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Grammer

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The system of rules by which words and phrases are arranged to make meaningful statements. Children need to learn how to use the ordering of words to mark grammatical functions such as subject or direct object.

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Pragmatics

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The field of study that emphasizes how language is used in specific situations to accomplish goals

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Morphology

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The study of word formation and structure.

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Syntax

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The grammatical arrangement of words in sentences;the rules for combining words into grammatically sensible sentences in a given language,

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Methods for Studying Language Acquisition

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1. Recording and transcribing what children say. 2. Researchers can HABITUATE 3. Children can be shown pictures of toys along with their name

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Methods for Studying Language Acquision

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4. Children can be asked to answer questions, 5. repeat sentences 6. judgments about grammar.

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Reasons for Studying Language Acquisition

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Having obtained a set of data from children or their parents, researchers next need to group these data into measures of particular types of language skills, such as vocabulary, sentences, concepts, or conversational abilities.

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What is Language?

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Language is the human capacity for acquiring and using complex systems of communication.

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Linguistics

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The scientific study of language is called linguistics.

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How Many Language are there?

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Number of languages and dialects. estimates vary between around 6,000 and 7,000 languages

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What does Human Language Rely on?

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social convention and learning.

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How did Language originate?

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Language is thought to have originated when early hominins first started cooperating, gradually changing their primate communication systems as they acquired the ability to form a theory of other minds and shared intentionality.The use of language is deeply entrenched in human culture.

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Where is Language processed in the brain?

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Language is processed in many different locations in the human brain, but especially in Broca's and Wernicke's areas.

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How do humans acquire language?

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Humans acquire language through social interaction in early childhood. Children generally speak fluently when they are around three years old.

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What are the social and cultural uses of Language?

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Signifying group identity, social stratification, as well as for social grooming and entertainment.

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Semiosis

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To relate signs with particular meanings. Languages rely on the process of semiosis.

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How are languages Systematic?

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All languages have systems.

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Phonological system

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Governs how symbols are used to form sequences known as words or morphemes.

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Universality of Linguistic Structures or Languages

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All languages are systemic All languages are conventional All languages are redundant. All languages change.

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How are languages Conventional?

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It means that everyone speaks the language the same way. All of a certain item has one name.

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How are languages Redundant?

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It means that all languages say the same things twice (e.g. subject-verb agreement.)

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How do languages Change?

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Languages never stay the same. New words are added, their is a loss of words, or both.

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Syntactic System

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A system of rules and structures which governs how words and morphemes are combined to form phrases and utterances.

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Potential For Differences among Languages

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Languages evolve and diversify over time, and the history of their evolution can be reconstructed by comparing modern languages to determine which traits their ancestral languages must have had for the later stages to have occurred.

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What is a Language Family?

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A group of languages that descend from a common ancestor is known as a language family.

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olondo European Language Family

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English, Spanish, Portuguese, Russian and Hindi.

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Sino-Tibetan language Family

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Mandarin Chinese, Cantonese and many others

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Semitic language Family

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Arabic, Amharic and Hebrew

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oBantu language Family

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which include Swahili, Zulu, Shona and hundreds of other languages spoken throughout Africa.

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What are the properties of Human Language

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Human language has the properties of productivity, recursivity, and displacement.

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First Language Acquisition

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BABBLING (0.6-1.0, ma-ma-ma), 1 word HOLOPHRASES(1.0-2.0, baba, ka), 2 word UTTERANCES(2.0-2.6), TELEGRAPHIC 3-9 words, Mama sit down ground, ALMOST ADULT LIKE 3 to 5 years- I better go check & see what Papa's doing

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Phoneme

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The smallest unit of sound that affects the meaning of speech.

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Morpheme

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The smallest linguistic unit that has a meaning or grammatical function. Stem, prefix, suffix. Phonemes are combined to make Morphemes/ play, play+s, play+er+s, un+play+able, re+play+ed, play+ful+ly *adding morphemes changes the meaning

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In terms of Phonemic awareness, What is a Phoneme?

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A phoneme respresents each distinct "mouth move" a child makes in a word. For example, the word "pop" has three distinct phonemes or mouth moves: /p/ /o/ /p/. The word "chop" also has three mouth moves, but the first is made up of two letters: /ch/.

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Phonemic Awareness

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The ability to hear, identify,and manipulate the individual sounds, phonemes, in oral language.

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Why is Phonemic Awareness Important?

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Essential to learning to read in an alphabetic writing system, because letters represent Sounds or phonemes. Without phonemic awareness, phonics makes little sense. Fundamental to mapping speech to print.

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Give an example of why Phomemic Awareness is important.

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If a child cannot hear that man and moon begin with the same sound or cannot blend the sounds into the word run, he or she may have great difficulty connecting sounds with their written symbols or blending sounds to make a word.

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What is the best predictor of early reading Success?

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Phonemic Awareness

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Phonics

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Teaching reading by training beginners to associate letters with their sound values. Teaching what sounds correspond to what letters and how to blend the sounds together to learn to pronunciate an unknown word

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Continuous Sound

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A sound that can be prolonged ( stretched out) without distortion ) ( ex: R, S, A,M)

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Onset-Rime

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In a syllable, the onset is the initial consonant or consonants, and the rime is the vowel and any consonants that follow it (e.g., the word sat, the onset is "s" and the rime is "at". In the word flip, the onset is "fl" and the rime is "ip").

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Segmentation

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The seperation of words into Phonemes.

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Examples of Phonemes

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The word "sun" has 3 phonemes: /s/ /u/ /n/ . The word "shut" also has three phonemes: /sh/ /u/ /t/ .

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Features Common in Languages

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Tokens, Structure and rules

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Tokens of Language

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The alphabet of a formal language is the set of symbols, Letters, or tokens from which the strings of the language may be formed

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Structure of Language

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Phonemes Morphemes. Surface Structure Deep Structure

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Surface Structure

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Corresponds to the version of a sentence that can be spoken and heard. .

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Deep Structure

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An abstract underlying structure from which the actual form of a sentence is derived.

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Compare Deep Structure and Surface Structure

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For example, the sentence I like her cooking has different meanings because it has different deep structures though only one surface structure. In contrast, the boy will read the book and the book will be read by the boy has different surface structures but one and the same deep structure

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Rules of Language

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•Phonological Semantic • Syntactic • Pragmatic • Prosodic • Idiosyncratic • References

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Phonological Rules

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Describe the systematic relationship between sounds. They are responsible for determining what a symbol, or letter of the alphabet, sounds like. For example, the "gh" in the word "cough" creates an "f" sound in that particular word, whereas the same two letters remain silent in the word "although

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Semantic Rules

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The relationship between symbols and the things they refer to. Semantic rules are the agreed-upon definitions of words. These rules are specific to each language and to each group of symbols in the language.

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Syntax Rules

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The study of the rules for the formation of grammatical sentences in a language. Those rules that describe how things are organized or ordered. Without rules to govern how sentences are structured there would be no common, basic form for everyone to rely on

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Pragmatic Rules

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Those rules used in social communication. They depend on the context of the situation. Pragmatics are important because they consider key cultural and social rules that govern relationships.

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Prosodic Rules

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Tell what rhythm, volume, pitch, tempo, and stress is to be used during a conversation. Reflects emotional state and can add more meaning or feeling to a message.

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Idiosyncratic Rules

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Tell what type of words and language are to be used when speaking with people. Different word choice is adjusted due to the relationships between the communicators, the context of the conversation, the content of the conversation, and the cultural differences between the communicators.

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Jargon

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Jargon is a specialized language between certain people or professionals. Doctors or lawyers use jargon relating to their professions when communicating with other professionals, but adjust their word choices when speaking with patients or clients so they do not confuse or create misunderstandings.

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Ambiguity

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The multiple meanings, either intentional or unintentional, of a word, phrase, sentence, or passage. Natural languages are full of ambiguity, which people deal with by using contextual clues and other information.

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Redundancy

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: In order to make up for ambiguity and reduce misunderstandings, natural languages employ lots of redundancy. As a result, they are often verbose. Formal languages are less redundant and more concise.

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Literalness

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Formal languages mean exactly what they say. People who grow up speaking a natural language—everyone I know—often have a hard time adjusting to formal languages. In some ways, the difference between formal and natural language is like the difference between poetry and prose, but more so.

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Poetry

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Words are used for their sounds as well as for their meaning, and the whole poem together creates an effect or emotional response. Ambiguity is not only common but often deliberate.

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Prose

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The literal meaning of everyday words is more important, and the structure contributes more meaning. Prose is more amenable to analysis than poetry but still often ambiguous.

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Programs

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The meaning of a computer program is unambiguous and literal, and can be understood entirely by analysis of the tokens and structure.

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Phonemic Awareness Skills Developmenal Continuum

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Phoneme Isolation Phoneme Identity Rhyming Identity Phoneme Substitution Oral Segmenting Oral Blending Sound Deletion Oncet Ryme Manipulation

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Phoneme Isolation

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Requires recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" (/p/).

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Phoneme Identity

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Requires recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" (/b/).

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Rhyming Identity

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Rhyming is terrific for developing phonemic awareness. Say a word like "cat" and see how many rhyming words he can say.

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Phoneme Substitution

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When one can turn a word such as cat into another such as hat by substituting one phoneme. Phoneme substitution can take place for initial sounds (cat-hat), middle sounds (cat-cut) or ending sounds (cat-can).

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Oral Segmenting

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What is the first sound in mop? The teacher says a word, for example, "ball," and students say the individual sounds, /b/, /ɑ/, and /l/.

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Oral Blending

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What word am I trying to say? The teacher says each sound, for example, "/b/, /ɑ/, /l/" and students respond with the word, "ball."

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Sound Deletion

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The teacher says word, for example, "bill," has students repeat it, and then instructs students to repeat the word without a sound.

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Oncet-rime manipulation

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which requires isolation, identification, segmentation, blending, or deletion of onsets -the single consonant or blend that precedes the vowel and following consonants, for example, j-ump, st-op, str-ong.

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Why is Phonemic Awareness Difficult?

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There are 26 letters in the English language. Though the number of phonemes vary across sources, there are approximately 40 phonemes. Sounds are represented in 250 different spellings.

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Pre Alphabetic

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Early childhood to Pre-K - Emergent Reader. Aware text progressses from left to right.

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Early Alphabetic

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Grades K-1. Letters are associated with sounds. Reads simple CVC words. Represents those words with a single sound.

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Middle and Late Alphabetic

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Grade 1. When reading students begin to recognize chunks or phonograms.

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Orthographic

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Grades 2 - 3. Students read larger units of print and use analogy to decode larger words. Decoding becomes fluent. Accuracy and speed when reading is stressed.

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Five Key Elements in Reading

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Phonological Awareness Phonics Fluency Vocabulary Text Comprehension

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Causes of Reading Comprehension Failure

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Inadequate instruction Insufficient exposure and practice Deficient word recogn ition skills Deficient memory capacity and functioning Significant language deficiencies

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Causes of Reading Comprehension Failure

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Inadequate comprehension monitoring and self-evaluation Unfamiliarity with text features and task demands Undeveloped intentional strategies Inadequate cognitive development and reading experiences

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Six Characteristics of Good Readers

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Conventions Comprehension Context Interpretation Synthesis Evaluation

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Conventions

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Understanding conventions means being able to make sense of words, grammar, and punctuation. When readers learn to identify and recognize conventions, they can understand meaning.

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Comprehension

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With comprehension, readers obtain meaning from text. Comprehension occurs when readers make predictions, select main ideas, and understand important details

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Context

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Contex involves reading between the lines to identify setting, tone, and the voice of the author. Context also includes placing ideas and concepts in a "bigger picture" to help students see practical applications.

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Interpretation

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When readers interpret, they "fill in gaps" in the text, using clues and evidence from the text to analyze problems and draw conclusions.

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Synthesis

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Synthesis involves reading beyond the lines, as students must apply and synthesize knowledge from outside the text.

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Evaluation

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Evaluation occurs when readers are able to express opinions, ask questions, challenge the text, challenge the author, and note bias and distortion.

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Fluency

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Fluency is the effortless, automatic ability to read words accurately, quickly, and with expression. When students read fluently, they are able to use more of their cognitive capacity to lmderstand, elaborate, and enjoy what is read.

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How do readers become Fluent?

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A student becomes automatic at word reading by • Successfully reading a word 4 to 14 times • Storing in memory tbe connections between letters and sounds and retrieving them • Reading and rereading large amounts of text • Having frequent practice reading at their independent reading level (the level at which they are 95% accurate)

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Vocabulary

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Vocabulary represents oral,words used in speak ing or recognized in listening. Written words which are words recognized in print or used in writing that students know in order to communicate effectively.

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Why is vocabulary important to reading

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Vocabulary is important to reading comprehension. Vocabulary is developed through oral language conversations, listening to adults read, reading extensively, and through explicit vocabulary instruction.

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Comprehension

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Comprehension is the process by which students actively and thoughtfully interact with text, constructing meaning. This complex cognitive process involves the intentional interaction between reader and text to convey meaning.

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Readers and Comprehension

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Readers who comprehend well are aIso good decoders. Readers who are taught cognitive strategies make significant gains on measures of reading comprehension.

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Children lacking Phonemic Awareness cannot do the following

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They cannot group words with similar and dissimilar sounds (mat, mug, sun) blend and split syllables (f oot) blend sounds into words (m_a_n) • segment a word as a sequence of sounds (e.g., fish is made up of three phonemes, /f/ , /i/, /sh/) • detect and manipulate sounds within words (change "r" in "run" to "s" to make "sun").

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The Alphabetic Principal

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Letters and combinations of letters are the symbols used to represent the speech sounds of a language based on systematic and predictable relationships between written letters, symbols, and spoken words.

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Parts of Speech

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nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, interjections

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Nouns

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A noun is a word that identifies a person, place, or thing, and within sentences nouns function as the subject, direct object, indirect object, subject complement, or object of a preposition.

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Examples of Nouns

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For example: • Tom ,subject, threw the football,direct object, across the yard ,object of preposition. • Tom,subject, threw Sue, indirect object, the football ,direct object. • Tom was a quarterback ,subject compliment, in college ,object of preposition.

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Verb

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Verbs tell what a subject is, was, will be, or what it does, did, or will do. Some are "action"intransitive verbs while others are "linking"transitive verbs, for example: • Tom is a football fanatic. Transitive • Tom runs two miles each morning. Intransitive

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Simple Verb

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There are simple verbs and verb phases (verb phrases have helping verbs, for example: • Tom loves football. (Simple verb) • Tom has loved football since he was a child. Verb phrase

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Pronouns

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usually take the place of nouns within sentences, but there are seven different kinds of pronouns:

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Personal Pronoun

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Distinguish between the individual speaking (first person), the individual spoken to (second person), and the individual spoken about (third person).

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Demonstrative Pronoun

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Act as subjects and identify or point to specific individuals or things, for example, "This is Tom's car. That is Tom's house. These are Tom's shoes. Those are Tom's football trophies."

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Indefinite Pronoun

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Do not indicate specific individuals or things, and include such words as "anybody, something, none, each, more, most," etc.

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Intensive Pronoun

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Emphasize a particular noun or pronoun and include "yourself, himself, themselves," etc; for example, "Tom hurt himself playing football."

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Reflexive Pronoun

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Formed like intensive pronouns, these show that the subject acts, acted, or is acting upon itself, for example: Tom hurt himself playing football.

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Reflexive Pronoun

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Ask questions, for example: Who? What? Whose? Which?

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Relative Pronoun

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Introduce dependent clauses, for example: The house that was on the corner has been demolished. The old man who lives next door is very "nice."

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Adjectives

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Adjectives modify or describe a noun or pronoun and can come either before the noun they modify or after the verb in a sentence.

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Examples of Adjectives

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The tall man had to stoop to enter the room. • Tom is happy during football season • Sleek and fast, the jet streaked across the cloudless sky. Note: Adjectives also include the articles a, an & the.

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Adverbs

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Adverbs modify verbs, adjectives, and other adverbs, and contrary to popular belief, not all adverbs end in "ly."

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Examples of Adverbs

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Tom ran rapidly across the field. The adverb rapidly modifies the verb ran and tells how he ran.

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Examples of Adverbs

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It was so hot that Tom fainted from heat exhaustion. The adverb so modifies the adjective hot and tells to what degree it was hot.

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Examples of Adverbs

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Sue waited most impatiently for Tom to regain consciousness. The adverb most modifies the adverb impatiently and tells to what degree she waited impatiently.

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Prepositions

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Prepositions always have objects, which are the words or groups of words they are linking or relating in a sentence. Prepositions include such words as "about, across, despite, of, to, with, by, onto, inside, past, from, along with, instead of, " etc.

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Examples of Prepositions

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For example: • Tom threw the football across the yard. • Tom tossed the football to Sue. • Tom decided to watch the Saints instead of the Broncos on Saturday.

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Conjunctions

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Conjunctions link words, phrases, or clauses within sentences; and there are three different types of conjunctions:Coordinating, Subordinating and Correlative.

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Coordinating

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Link elements of equal grammatical weight (Two or more nouns, pronouns, prepositional phrases, verbs, etc) and consists of "and, but, yet, for, nor, or," and "so."

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Subordinating

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Link dependent clauses to independent clauses and include such words and word combinations as "although, while, because, when, even though, in order that, until," etc.

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Correlative

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Connect elements of equal grammatical weight, but unlike coordinating conjunctions, these are used in pairs and include "either/or, both/and, not only/but also," and' "neither/nor."

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Interjections

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Interjections are exclamations and may be followed by either an exclamation point or a comma, for example: •"Ouch!" Tom shouted when he cut himself shaving. •"Oh," Sue said, "but your clumsiness doesn't surprise me in the least." •"Darn it!" Tom said. "I'm bleeding."

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Phrase

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any group of words that expresses a meanint that is missing either a Subject or a Verb.

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Noun Phrase

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noun phrases include the noun and all its modifiers, as in "the big red bouncy ball"

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Verb Phrase

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contains the main verb and helping verbs. Examples: was running, has been.

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Prepositional Phrase

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is made up of a preposition, the object of the preposition, and all the words in between: example: Who lives IN THAT HOUSE? He walked TOWARD THE WATER.

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Infinitive Phrase

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A phrase that includes the infinitive, its objects, and the objects modifiers. Ex: He started TO RUN QUICKLY DOWN THE STREET.

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Gerund

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A verb ending in -ing and functions as a noun; example: ESTIMATING is an important mathematics skill.

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Gerund Phrase

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Includes the gerund, its object, and its object's modifiers; WRITING A BEST SELLER is the goal of every novelist.

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Appositive

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An appositive is a noun phrase along with any phraes or clauses associated with it, the composite of which "renames" a noun or pronoun. In the sentence Joan Doe, our mayor, dedicated the new school, the appositive is our mayor.

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Participle

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verb that functions as an adjective usually by adding i-n-g; example: A RUNNING horse galloped down the road.

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Participle Phrase

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A phrase that includes the participle, its modifier, and its objects; example: The child, FLASHING A MISCHIEVOUS SMILE, turned and walked away.

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Sentence Predicate

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Part of a sentence that tells who or what the subject is doing (contains a verb).

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Sentence Subjective

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The Subject and all it modifiers. Example: The little, fluffy kitten

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Clause

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An expression including a subject and predicate but not constituting a complete sentence.

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Independent Clause

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Expresses a complete thought and can stand by itself as a sentence.

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Dependent Clause

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Contains a subject and a verb, but it is characterized as beginning with a dependent marker word (ie: although, despite, while, because, etc.) and therefore cannot stand by itself as a complete sentence.

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Subordinate Clause

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A clause in a complex sentence that cannot stand alone as a complete sentence and that functions within the sentence as a noun or adjective or adverb

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Adjective Clause

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A subordinate clause that modifies a noun or pronoun. Usually introduced with relative pronoun like that, which, who, whom, whose.

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Adverb Clause

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A subordinate clause that modifies a verb, an adjective, or an adverb and asks the questions: where, when, why, or to what extent. Begins with a subordinating conjection: although, because, if, when, since, though, unless, while, before, as soon as, etc.

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Noun Clause

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a dependent clause that functions as a noun; noun clauses begin with relative pronouns that, which, who, whom, whose or interrogative pronouns: what, when, why, where.

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Simple Sentence

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A sentence containing a subject and predicate; an independent clause. Example: John catches the ball.

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Compound Sentence

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Two complete thoughts that are separated by a semicolon or a comma with a conjunction (subject - verb; subject - verb)

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Complex Sentence

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A sentence with one independent clause and at least one dependent clause Example: While traveling to the store, I saw my friend.

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Complex-Compound Sentence

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A sentence that contains at least two independent clauses and one dependent clause Example: Although I like to go camping,DC, I haven't had the time to go lately, IC, and I haven't found anyone to go with ,IC.

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Reading Assessments

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Alphabet knowledge, Concepts about Print, Phonemic Awareness, Phonics Test, High Frequency word recognition, Oral Reading Inventory, Spelling Inventory.

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Alphabet Knowledge Assessment

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Identify letters, form letters

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Concepts of Print

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Basic understanding about the way print works including the direction of print, top to bottom, front to back, spacing, punctuation, letters, and words.

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Phonemic Awareness Assessment

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Estimates the level of phonemic awareness in students

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Phonics Assessment

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Tests phonics skills that are needed in reading

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High Frequency Word Recognition

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Measures word recognition out of context. in general, proficient readers can read words in and out of context and poor readers over-rely on context for decoding. also assists teacher in determining a level to start testing in oral reading inventories.

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Oral Reading Inventory

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Graded passages that give an indication of the fluency with which a studnets is able to read. Also evaluated is accuracy, reading rate, reading level and comprehension level.

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Spelling Inventory

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Through examination of words spelled correctly and incorrectly, a student's skills can be classified into developmental spelling stages. In this way, skills are examined that directly tie to the reading. Assists in planning appropriate spelling and reading instruction.

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Infant Language Development

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Early vocalizations are spontaneous sounds of cooing and crying. Then Babbling sounds such as phonemes begin sounds more like patterened speech with consonant vowel strings. MA MA DA DA. 0-12months.

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Toddler Language Development

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12-18 Months First words are spoken. Usually familiar ofjects or people. Simple monosyballabic words such as momma, or bye bye. 18-24 months. First sentences of two words are spoken Word errors include Under extending words.

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Underextending Words

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they use a general word to mean one very specific thing. For example, "baba" may mean MY bottle and my bottle only, and "soozies" may mean MY shoes and no one else's.

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Early Childhood Language Development

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3-4 years old. Learns about 8-9 words each day. Average vocabulary 1000 words. Can talk about things not present. Uses plural and possessive forms of nouns. Starts to use private speech. 5-7 years old. Many Questions. Uses declarative sentences. Understands syntax. Speech more like adults.

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Overextending Words

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the word hat can mean just about anything that can be put on your head, a "goggie" applies to just about any animal, and "dada" pretty much means any man whatsoever.

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Morphological Rules

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A set of rules that indicate how morphemes can be combined to form words such as plurals.

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Child Directed Speech

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Adults modifying speech patterns to make it easier for children to learn language. Characterized by higher pitch, changes in voice volume, use of simpler sentences, emphasis on the here and now, and use of emotion to communicate messages.

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Fast Mapping

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The proscess whereby young children are able to use context to arrive at a quick guess of a words meaning. Nouns are easier to fast map then verbs.

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Habituation

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Infants and children repeat sounds that are reinforced. Imitation over and over.

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Holophrase

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A single-word utterance used by an infant that represents an entire sentence's worth of meaning.

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Overregularizations

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In early childhood, children begin to use past tenses and plurals in speech. About this time, they also begin to add regular forms on irregular nouns, saying "foots" instead of "feet"

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Private Speech

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children's self-directed speech that they use to guide their behavior and talk themselves through new tasks -- this gradually turns to inner speech

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Telegraphic Speech

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early speech stage in which a child speaks like a telegram--'go car'--using mostly nouns and verbs and omitting 'auxiliary' words

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The Comma

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In a series; with paranthetical expressions; before conjunctions and transitional words; after introductory phrases; between consecutive adjectives; with informal quotations.

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The Semicolon

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A punctuation mark used to combine sentences or to make lists requiring description. It is like a BALANCE

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The Colon

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A formal introducer. It is usually translated to mean as follows. Use it sparingly and never after is, are, was, or were when presenting a series.

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Analyzing Poetry

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Dramatic Situ, -What is the dramatic situation? -What is the structure of the poem? -What is the theme of the poem? -Is the meaning clear? -What is the tone of the poem? -What are the important images and figures of speech?

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Dramatic Situation

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a situation that drives the plot of a drama that involves the dynamic relation between a character and a goal or objective and the obstacles that intervene between the character and the objective

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Poem structure

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How the words are arranged for a poem Are there stanzas, are lines the same length. Look at the punctuation. Think about the logic of the poem. You are looking to understand meaning.

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Theme in Poems

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a unifying idea that is a recurrent element in a literary or artistic work

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Images and Figures of Speech

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Consider: * Literal sensory objects > Field of poppies or Stench of corruption * Similes & Metaphors > What are the comparisons * Patterns in images > Perhaps a series of comparisons all comparing men to wild animals

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Tone of the Poem

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the emotion being expressed in the poem

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Literary Devices

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Tools used by the author to enliven and provide voice to the writing (e.g., dialogue, alliteration).

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Prosidy

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The rhythm of speech with pauses and phraseology as well as certain auditory intonation patterns

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Analyzing Prose

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Genre Narrator Subject Structure Style

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Genre

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type or category of literary work For example: poetry, essay, short story, novel, drama.

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Narrator

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the person telling the story. A narrator can be in 1st , 2nd, or 3rd Person

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Allegory

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Story, play, or picture in which characters are used as symbols; fable. When the writer intends a second meaning to be read beneath the surface of the story; the underlying meaning may be moral, religious, political, social, or satiric. The allegory of the olive tree.

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Allusion

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a reference to something literary, mythological, or historical outside the work that the author assumes the reader will recognize.

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Apostrophe

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When a speaker or writer breaks off and directs speech to an absent person, inanimate object, or abstract quality or idea.

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Allegory

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A story in which people, things, and events have another meaning (e.g. Animal Farm).

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Allusion

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A reference in a work of literature to something outside the work, esp. to a well-known historical or literary event, person or work.

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Attitude

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A speaker's, author's, or character's disposition toward or opinion of a subject.

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Autobiography

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An author's account of his or her own life.

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Biography

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An accurate history of a single person.

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Connotation

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The implications of a word or phrase, as opposed to its exact meaning (denotation).

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Convention

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A device of style or subject matter so often used that it becomes a recognized means of expression.

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Denotation

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The dictionary meaning of a word.

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Diction

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Word choice. Essay questions on a passage of prose or poem could ask you to talk about diction or about "techniques". Any word that is important to the meaning and effect of a passage.

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Euphemism

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A figure of speech using indirection to avoid offensive bluntness, such as deceased for dead.

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Figurative Language

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Writing that uses figures of speech (as opposed to literal language or that which is actual) such as metaphors, similes, and irony. Uses words to mean something other than their literal meaning.

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Genre

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A literary form, such as an essay, novel, etc.

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Hyperbole

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Deliberate exaggeration overstatement.

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Imagery

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The images of a literary work, the sensory details of a work, the figurative language of a work.

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Irony

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A figure of speech in which intent and actual meaning differ, characteristically praise for blame or blame for praise, a pattern of words that turns away from direct statement of its own obvious meaning.

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Jargon

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The special language of a profession or group.

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Literal

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Not figurative; accurate to the letter.

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Lyrical

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Songlike; characterized by emotion.

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Metaphor

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A figurative use of language in which a comparison is expressed without the use of like or as.

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Narrative techniques

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The methods involved in telling a story (e.g. point of view, manipulation of time, dialogue, interior monologue).

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Omniscient point of view

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The vantage point of a story in which the narrator can know, see, and report whatever he or she chooses.

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Onomatopoeia

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a figure of speech in which natural sounds are imitated in the sounds of words. Simple examples include such words as buzz, hiss, hum.

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Oxymoron

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A combination of opposites, the union of contradictory terms.

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Parable

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A story designed to suggest a principle, illustrate a moral, or answer a question.

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Paradox

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A statement that seems to be self-contradicting but, in fact, is true.

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Parody

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A composition that imitates the style of another composition, normally for comic effect.

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Personification

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A figurative use of language that endows nonhumans (ideas, inanimate objects, animals, abstractions) with human characteristics.

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Plot

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The interrelated actions of a play or a novel that move to a climax and final resolution.

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Point of View

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Any of several possible vantage points from which the story is told. Omniscient, limited to a single character, limited to several characters, first person/third person.

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Rhetorical Question

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A question asked for effect, not in expectation of a reply.

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Rhetorical Techniques

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The devices used in effective or persuasive language. Contrast, repetitions, paradox, understatement, sarcasm, and rhetorical question.

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Satire

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Writing that seeks to arouse a reader's disapproval of an object by ridicule. Usually comedy that exposes errors with an eye to correcting vice and folly.

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Setting

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The background to a story; the physical location of a play, story or novel.

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Simlie

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A directly expressed comparison; a figure of speech comparing two objects usually with like, as or than.

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Soliloquy

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A speech in which a character who is alone speaks his or her thoughts aloud.

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Strategy (rhetorical strategy)

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The management of language for a specific effect. The strategy or rhetorical strategy of a poem is the planned placing of elements to achieve an effect.

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Structure

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The arrangement of materials within a work; the relationship of the parts of work to the whole. A line of poetry and be any length and can have a metrical pattern.

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Style

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The mode of expression in language; the characteristic manner of expression of an author.

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Syllogism

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A form of reasoning in which two statements are made and a conclusion is drawn from them.

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Symbol

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Something that is simultaneously itself and a sign of something else.

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Theme

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The main thought expressed by a work.

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Thesis

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The theme, meaning, or position that a writer undertakes to prove or support.

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Tone

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The manner in which an author expresses his or her attitude; the intonation of the voice that expresses meaning.

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Tragedy

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A play with serious content and an unhappy ending.

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How to Improve Reading Comprehension

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Pre read titles, sidebars and follow up questions. Look at illustrations. Predict what is going to happen Connect to background knowledge. Relate to the experience of the characters.

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Language Development Skills

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Interaction Experiencing Language daily. Understanding speaking and listening are necessary.

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Developing Language Skills

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Model enriched vocabulary. Use Questions and Examples. Provide ample response time. Ask for clarification to develop communication skills. Promote conversation among children.

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Round Characters

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complex personalities.

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Flat Characters

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Only a few character types

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Dynamic Characters

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change or grow during the course of the narrative.

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Static Characters

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Remain the same throughout the story.

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Strategies for ESL

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Partner with English speaking Student Label Objects Front load Information Simplify Text Preload Vocabulary Avoid Slang CLarify Points Support with Visuals

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Metacognition

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Thinking about thinking. Evaluating the effectiveness of strategies. Reflection.

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How to teach Phonological Awareness

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Clapping the sounds of words Practicing blending phonemes. Singing Songs that invove phoneme replacement.. Reading Alliterative texts Grouping beginning sounds

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Four Theories of Language Development

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Listening, Learning, cognitive and socio cognitive.

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Learning Approach

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The theory that language acquisition follows the basic laws of reinforcement and conditioning by immitating adults.

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Linguistic Approach

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Noam Chomsky formulated this theory that language ability is innate .

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Cognitive Approach

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Piaget- this theory states that children must develop cognitive skills before they can acquire language and this is done in stages.

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Sociocognitive Approach

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language development is a complex interacton of linguistic social and cognitive influences.

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Fact

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statements that can be verified by research

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Opinion

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personal view

CSET Multiple Subjects Subtest 1 Reading Language and Literature – Flashcards

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