This document summarizes the agenda and content covered in a workshop on language development and acquisition. The workshop discusses syntax and orthography, the connections between reading, writing and oral language, analyzing a learner's oral language, and looking at reading and writing development. It covers analyzing and coding a language sample, categorizing parts of speech, how syntax impacts meaning, teaching grammar, the differences between spoken and written language, and strategies to support spelling.

1. LCRT 5810:
WORKSHOP IN LANGUAGE
DEVELOPMENT &
ACQUISITION
Welcome back to Class Session #7
November 1st 2014
I’m glad you’re here!
1

2. 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

3. 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
3

4. 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

5. 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

6. 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;
6

7. 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

8. 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!
8

9. 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.
9

10. 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.
10

11. 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).
11

12. 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.
12

13. 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?
13

14. 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?
14

15. 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

16. 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)
16

17. 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).
17

18. 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
18

19. 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

20. 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
20

21. 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

22. ORAL LANGUAGE ANALYSIS & SUMMARY
22

23. 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

24. 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.
24

25. 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).
25

26. 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

27. READING & WRITING
DEVELOPMENT
What is the relationship between literacy
development
and
language development?
27

28. 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

29. WHAT HAPPENS WHEN ONE READS?
What steps are involved in the reading process?
What does language have to do with reading?
29

30. 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).
30

31. 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
31

32. TAKE A MOMENT TO READ THIS
The firty arper was binging a very
tonelous prok and splung down to
pright and crilt. The croys
freemed plouringly when they
lought the arper and wheiked her
to bing the prok.
32

33. CAN YOU ANSWER THE QUESTIONS?
The firty arper was
binging a very tonelous
prok and splung down
to pright and crilt. The
croys freemed
plouringly 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?
33

34. 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?
34

35. THE READING PROCESS
(GOODMAN, WATSON & BURKE, 1996) (HARP & BREWER, P. 17)
35

36. READING INTEGRATES AT LEAST
4- 5 KEY LANGUAGE SYSTEMS
pragmatics,
grapho-phonics (i.e., phonology,
phonetics, sound-symbol relationship),
syntax and morphology…. and,
semantics.
36

37. 37

38. 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)
38

39. READ & LISTEN
If 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

40. 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

41. “Balloon Serenade”
WOULD IT BE HELPFUL TO HAVE
THE TITLE OF THE PASSAGE?
41

42. “BALLOON SERENADE”
DID THE TITLE HELP?
WOULD A VISUAL HELP?
WHAT LANGUAGE SYSTEMS
DID YOU RELY ON WHEN
READING THIS TEXT?
42

43. LET’S TRY AGAIN!
ROCKY!
READ THE PASSAGE SILENTLY
43

44. ROCKY
Who was Rocky?
What was his situation?
What was he trying to get away from?
44

45. 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

46. WHAT INFLUENCED
YOUR
COMPREHENSION?
46

47. 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

48. 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)
48

49. READING & SPELLING
HOW IMPORTANT IS SPELLING
REGARDING READING?
WHAT DO YOU THINK?
49

50. 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...
50

51. WHEN YOU READ THIS TEXT….
did you rely on spelling? What strategies
did you use? What language systems did
you use?
51

52. 52

53. 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.
53

54. WHAT ABOUT
WRITING DEVELOPMENT?
WHAT CONNECTION DOES WRITING
HAVE TO LANGUAGE?
54

55. “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
55

56. 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.
56

57. HARP & BREWER CHAPTER:
SCRIBBLE WRITING & PSEUDO LETTERS
57

58. SCRIBBLE WRITING; PSEUDO LETTERS & PSEUDO
WORDS & SOME PHONEMIC SPELLING
WITH RANDOM LETTERS
58

59. COPIED WORDS WITH SOME SELF-GENERATED WORDS &
SENTENCES & PHONEMIC SPELLING
WITH SOME TRANSITIONAL SPELLING
59

60. SELF-GENERATED WORDS & SENTENCES WITH
CONVENTIONAL STAGE SPELLING & SOME
PROFICIENT SPELLING
60

61. What must learners
understand about
writing?
61

62. 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.
62

63. ANALYZING
READING AND WRITING
63

64. 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

65. CONSIDER THE LEARNER’S STRENGTHS & NEEDS
Patterns Strengths Needs Strategies
(used by Lr. Or strats
the Tr could use)
65

66. RECORDING & ANALYZING
READING MISCUES
Meaning
(Semantics system)
Structure
(Syntactic or morphological
systems)
Visual
(Graphophonic, phonological,
or morphological systems)
66

67. 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
67

68. 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
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!
68

69. 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.
69

70. 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

71. ORAL
LANGUAGE
READING WRITING IMPLIC. FOR
INSTRUCTION
Language
Systems
Pragmatics
Semantics
Lexicon
Phonology
Syntax
Morphology
Language
Functions
Instrumental
Regulatory
Interactional
Personal
Heuristic
Imaginative
Informative
Divertive 71

72. 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?
72

73. 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.
73

74. 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
74

75. HAVE A GREAT REST OF THE
WEEKEND!
75