Module 3 - EDU 104 - Language Arts for Young Children - Textbook - LibGuides at Hostos Community College Library

Module 3: Guidelines of the Alphabetic Code, Word Functions, & Structure

Learning Outcomes

Students will be able to build the background knowledge and vocabulary critical to listening and reading comprehension.
Students will be able to build the background knowledge and vocabulary critical to listening and reading comprehension.
Students will be able to define phonemic awareness and be able to identify how it looks.
Students will be able to identify patterns of logical organization in texts and identify basic features of rhetorical patterns (narrative, comparison, definition, etc.)
Students will be able to identify common sentence structures.
Students will be able to identify the function of nouns and different noun types.
Students will be able to identify the function and structure of pronouns.
Students will be able to identify categories and functions of verbs.
Students will be able to identify functions and differentiate between adverbs and adjectives.
Students will be able to identify functions for conjunctions, prepositions, and articles along with potential usage issues with each.
Students will be able to distinguish between active and passive voice.

Readings

K-2 Listening & Learning Strand: General Overview, NYSED
The Core Knowledge Language Arts Listening and Learning Strand is designed to help students build the background knowledge and vocabulary critical to listening and reading comprehension. The decoding skills needed for future independent reading are taught separately in the Core Knowledge Language Arts Skills Strand. The two strands complement each other, building the requisite decoding and comprehension skills that comprise fl uent, mature reading.
K-2 Skills Strand: General Overview, NYSED
Hirsch’s insight about the necessity of background knowledge has been con! rmed in many experiments. Virtually everyone who writes about reading now recognizes that reading comprehension requires more than just decoding ability. Many reading researchers now subscribe to a view of reading that is known as “the simple view of reading.” This view, which is associated with reading researchers Philip Gough and William Tunmer, holds that there are two chief elements that are crucially important to reading comprehension: decoding skills and language comprehension ability.

Facts: On Research on the Teaching of Phonics
Through the 1980s and the early 1990s, some prominent reading researchers have argued for the teaching of phonics intensively and systematically (e.g. Chall, 1967/1983; Adams, 1990; Stahl, 1992). Unlike these researchers, however, those advocating the teaching of phonics in the popular media (as in letters to the editor) commonly imply that phonics is all that children need in order to learn to read.

Phonemic Awareness: The Single Sound Challenge
For more than 30 years, converging research has recognized phonemic awareness as the most important pre-reading skill for students to develop and the most potent predictor of reading success . . . more predictive than a child’s IQ or socioeconomic level . . . Phonemic awareness is the most complex of the broader set of skills referred to as phonological awareness. . . Students have phonemic awareness when they can segment, blend, and manipulate individual sounds in words, such as /m/ in mat, /sh/ in fish, and /u/ in cut.
Critical Reading: Logic and Structure, Module 2 Basic Reading and Writing
Human beings love order, and we will try to impose order in almost every situation. That includes reading. Clearly, most reading relies on understanding words in the order they appear in a sentence. Even beyond that, we anticipate patterns and shapes that particular types of writing will take, and we build expectations based on the first few sentences that we read. This section will help you understand what you can learn from a piece of reading based on the shape it takes, in addition to what the words themselves convey.
Grammar: Sentence Structure, Module 5 Basic Reading and Writing.
It’s important to have variety in your sentence length and structure. This quote from Gary Provost illustrates why: This sentence has five words. Here are five more words. Five-word sentences are fine. But several together become monotonous. Listen to what is happening. The writing is getting boring. . . .
Grammar: Nouns, Module 5 Basic Reading and Writing.
Nouns are a diverse group of words, and they are very common in English. Nouns are a category of words defining things—people, places, items, concepts.
Grammar: Pronouns, Module 5 Basic Reading and Writing.
In this outcome, you’ll learn how pronouns work, how to use pronouns in different situations, and how to select the correct pronouns. A pronoun stands in the place of a noun. Because a pronoun is replacing a noun, its meaning is dependent on the noun that it is replacing.
Grammar: Verbs, Module 5 Basic Reading and Writing
Verbs are often called the “action” words of language. As we discuss verbs, we will learn that this isn’t always the case, but it is a helpful phrase to remember just what verbs are.
Grammar: Adjectives and Adverbs, Module 5 Basic Reading and Writing
Adjectives and adverbs describe things. For example, compare the phrase “the bear” to “the red bear” or the phrase “run” to “run slowly.” In both of these cases, the adjective (red) or adverb (slowly) changes how we understand the phrase. When you first read the word bear, you probably didn’t imagine a red bear. When you saw the word run you probably didn’t think of it as something done slowly. Adjectives and adverbs modify other words; they change our understanding of things.
Grammar: Other Parts of Speech, Module 5 Basic Reading and Writing
We’ve covered the majority of parts of speech: nouns, pronouns, verbs, adjectives, and adverbs. So, what’s left?
What remains are the little connecting word categories: conjunctions, prepositions, and articles. These small words may not seem as important as verbs, nouns, and adjectives, but they are the backbone of English: these are the words that give our language structure.
Grammar: Voice, Module 5 Basic Reading and Writing
Voice is a nebulous term in writing. It can refer to the general “feel” of the writing, or it can be used in a more technical sense. In this course, we will focus on the latter sense as we discuss active and passive voice. Teachers can get fired up about voice in writing. You may have had a frustrated (and frustrating?) professor write on your paper “Use passive voice!” or “Avoid passive voice!” during your studies.

Attributions

K-2 Skills Strand: General Overview. Authored by: Core Knowledge Language Arts. Provided by: New York State Education Department. Located at: https://nysed-prod.engageny.org/resource/general-overview-ckla/file/1436 License: CC BY-NC-SA 3.0 Unported License.

K-2 Listening & Learning Strand: General Overview. Authored by: Core Knowledge Language Arts. Provided by: New York State Education Department. Located at: https://nysed-prod.engageny.org/resource/general-overview-ckla/file/1441 License: CC BY-NC-SA 3.0 Unported License.

Facts: On Research on the Teaching of Phonics. Authored by: Constance Weaver. Provided by: Michigan English Language Arts Framework project. Located at: https://www.heinemann.com/shared/onlineresources/08894/08894f2.html License: Copyright 1996, 1997. May be copied.

Phonemic Awareness: The Single Sound Challenge. Authored by: Martha Hougen. Provided by: University of Texas. Located at: https://www.texasgateway.org/sites/default/files/resources/documents/2Brief_PhonemicAwareness.pdf (not working). License: CC BY-NC-ND 4.0.

Critical Reading: Logic and Structure, Module 2 Basic Reading and Writing. Authored by: Lumen Learning. Located at: https://courses.lumenlearning.com/basicreadingandwriting/chapter/outcome-logic-and-structure/ License: CC BY-Attribution 4.0 unless otherwise noted

Grammar: Sentence Structure, Module 5 Basic Reading and Writing. Authored by: Lumen Learning. Located at: https://courses.lumenlearning.com/basicreadingandwriting/chapter/outcome-sentence-structure-4-7/ License: CC BY-Attribution 4.0 unless otherwise noted

Grammar: Nouns, Module 5 Basic Reading and Writing. Authored by: Lumen Learning. Located at: https://courses.lumenlearning.com/basicreadingandwriting/chapter/outcome-nouns-4-1/ License: CC BY-Attribution 4.0 unless otherwise noted

Grammar: Pronouns, Module 5 Basic Reading and Writing. Authored by: Lumen Learning. Located at: https://courses.lumenlearning.com/basicreadingandwriting/chapter/outcome-pronouns/ License: CC BY-Attribution 4.0 unless otherwise noted.

Grammar: Verbs, Module 5 Basic Reading and Writing. Authored by: Lumen Learning. Located at: https://courses.lumenlearning.com/basicreadingandwriting/chapter/outcome-verbs-4-3/ License: CC BY-Attribution 4.0 unless otherwise noted

Grammar: Adjectives and Adverbs, Module 5 Basic Reading and Writing. Authored by: Lumen Learning. Located at: https://courses.lumenlearning.com/basicreadingandwriting/chapter/outcome-adjective-and-adverbs-4-4/ License: CC BY-Attribution 4.0 unless otherwise noted

Grammar: Other Parts of Speech, Module 5 Basic Reading and Writing. Authored by: Lumen Learning. Located at: https://courses.lumenlearning.com/basicreadingandwriting/chapter/outcome-other-parts-of-speech-4-5/ License: CC BY-Attribution 4.0 unless otherwise noted

Grammar: Voice, Module 5 Basic Reading and Writing. Authored by: Lumen Learning. Located at: https://courses.lumenlearning.com/basicreadingandwriting/chapter/outcome-voice-4-8/ License: CC BY-Attribution 4.0 unless otherwise noted.

EDU 104 - Language Arts for Young Children - Textbook

Attribution & Licensing

EDU 104 Language Arts for Young Children

Module 3: Guidelines of the Alphabetic Code, Word Functions, & Structure

Readings

Attributions