This week’s lecture from Lyn centred on enabling children to
become Text-Users and Text-Analysts, as well as unpacking for them the basic
elements of a different texts, such as procedural texts, and classifying texts.
The lecture gave numerous points of interest to take away, especially the
prompt to provide students access to a wide range of texts, and particularly
ones that are relevant to their lives. This important point is easily
overlooked, and can advance the student’s ability to make meaning from texts
they will encounter, and advance them towards becoming text-analysts.
In the workshop we discussed the traditional linear methods
of teaching literacy, which began with teaching sounds, then moving onto words,
then sentences and onward up to meaning. Where as newer research that began in
the 70s, now show the non-linear reading methods of competent readers, such as
scanning for meaning and filling in the gaps as required. Competent readers
were also noted as having the ability to self-correct and ask questions around
how the text sounds, how it looks and does it make sense.
We recapped the cueing systems, which included Visual cues
that focused on the look of the text and images, Graphophonic cues that focus
on the sound of the words, Semantic cues that deal with the meaning of the text
and Syntactic cues which deal with the order of the words to produce meaning.
The newspaper article activity and the breakfast cereal
activity also were useful examples of creating a questioning disposition in
children, as we unpacked the aims of the journalist and the advertisers, as
they in their own way try to convince and persuade the reader of something.
Well done Ben, you've covered nearly everything we have done this week in the lecture and workshop. I briefly remember recapping on poetry and syllables throughout the tutorial as well.
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