9 Matching Annotations
  1. Oct 2019
    1. Morphological knowledge allows children to expand their vocabulary from a smaller set of root words to form more words. For example, morphological knowledge in English allows children to form more words from a single word, as is the case with the word child: childless, childlike, and childish; it also allows children to make grammatical inflections such as adding -ed to verbs to create past tense worked, and adding ·ing to form present progressive work!!!.i_. Moreover, it allows children to produce plurals ( dogs) and possessives ( Peter's) and to create prefixes (P!:!._-read) and suffixes (friendless)

      The idea that the children learn the root word first before adding any prefixes or endings seems like common sense. I believe this practice should be carried in later schooling when the children are facing more difficult words. Teachers should expect to break down the words into smaller parts that are easily understood by students

    2. Moreover, children's thinking at this stage is egocentric by nature, and they are likely to evaluate others and events based on their own viewpoint. For instance, 3-year-old Dana told her older brother Chris that the moon was following her while they were walking outside one evening. Likewise, children at this stage have a hard time understanding the function of rules. You have probably noticed that young children often change the rules of a game to suit their needs.

      While this is pertinent in younger ages, it is important to remember some children never fully outgrow this phase. The phase may develop to be a lesser form. This causes a problem of identity in later years as students try to 'find themselves'

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    1. treatmentmoreoftentargetedspeechsounddisordersratherthanlanguageandreadingdeficits.Perhapstheoutcomeofthestudywouldhavebeendifferenthadmorechildrenreceivedinterventionforlanguageandreadingdeficits

      I think installing this system into the fundamentals of our education system would change the outcome of many students lives. Throughout my entire schooling there was always an option to get extra help on verbal speech development, but there was never an opportunity for students to get more help that were struggling with reading and writing. It was expected to be incorporated in the classwork and we were to learn at an equal pace across the class room.

    2. Asistypicalofscientificwriting,thepresenceofmanypolysyllabicwords(e.g.,continents,geologic,discovery,tectoucs)inthispassagemaychallengeastudent’sdecodingskills,andbeyondactuallyreadingthewords,thestudentmustunderstandwhattheymean

      This statement furthers my belief for teachers to take the time to clearly explain the vocabulary and understand that just because students are able to sound out and pronounce the subject matter, does not equate to them understanding what those words mean. I can see this in a case of my current life where I am able to pronounce some of the words in my spanish class but I am unable to explain what those words mean.

    3. Asstudentsmoveupthegradelevelsandentermiddleschool,thelanguagedemandsoftheclassroomcontinuetoescalate.Forexample,middleschoolstudentsinGrade6whoarestudyingtheconceptofelevationanditsimpactontheclimateofaregiot1maybeassignedbytheirscienceteachertoreadthefollowingpassage,whichisdensewithinformation

      I completely agree that as students progress through school the word complexity and sentence structure should match pace. However I think it is naive to think the students have progress their vocabulary on their own or suddenly understand more complex words just because they are older. I think as future teachers we should expect some lag in the vocabulary and spend time to go over it or find ways to re-word for students who are having a difficult time understanding.

    Annotators

    1. I agree that the word complexity and sentence structure should progress throughout school, but i think it is also important to not assume students know what these words mean just because they're older. Expect to have to explain or re-word some of the more complex words for some students.

    2. This is super important to keep in mind when moving into the future. I will be teaching science and math, and most of the concepts introduced are the first time some of the students will ever be hearing those words. I remember when I was a student, I would get frustrated when the teacher would just assume we all understood the meaning of a complex word and would move on without explaining.

    3. I believe this is certainly a key factor, but I almost think students should or are learning how to identify invalid information and disregard it, or identifying whether or not a statement is valid.

  2. Aug 2019
    1. "Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society".[7]

      I believe literacy is the ability to understand, speak, communicate, etc. but also the continuous learning and practicing. It is important to be literate in almost all real-life situations and it would be impossible to fulfill your potential if you were illiterate. It gives us opportunities to connect and further educate ourselves to be successful.