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LLIF111_AT1_Exploring language and literacy - Coggle Diagram

- - - - All aspects of a child's education depends on listening and speaking (Department of Basic Education [DBE], 2011).
      - Short time in beginning of day: have informal, teacher-led oral activities (DBE, 2011).
      - Formal listening and speaking lessons (DBE, 2011).
        
        Do the formal activities when teaching Drama to children (DBE, 2011).
    - - Dedicated daily reading lessons (DBE, 2011).
      - Group reading. Teacher works with a group of children and one text (DBE, 2011).
        
        a. Apply book to the children's daily lives/ discuss book (DBE, 2011).
        
        b. Skim through the book (DBE, 2011).
        
        c. Children read on their own (DBE, 2011).
        
        d. Discuss again (DBE, 2011).
        
        e. Children read the book again on another day (DBE, 2011).
      - Children read on their own or with a partner (DBE, 2011).
      - Teacher must read aloud to children. This fosters love for reading (DBE, 2011).
      - How to teach children to read (DBE, 2011).
        
        Phonics (DBE, 2011).
        
        First teach them the concept of how sounds make up language (DBE, 2011).
        
        Sight words (DBE, 2011).
        
        Reading with understanding (DBE, 2011).
        
        Broaden their vocabulary (DBE, 2011).
        
        Teach them to read with ease (DBE, 2011).
      - Shared reading. Use large book or sheet for all the children to see (DBE, 2011).
    - - Before Grade 1, do prewriting (DBE, 2011).
        
        Teach skills necessary for writing: hand-eye coordination, holding pencil, direction of writing (DBE, 2011).
        
        Practice copying from board (DBE, 2011).
        
        Teach children posture (DBE, 2011).
      - Start with small letters, go on to big letters (DBE, 2011).
      - Cursive in Grade 2 or 3 (DBE, 2011).
    - - Start by drawing pictures, copying, giving titles to artwork, and completing sentences (DBE, 2011).
      - Concepts: words, spaces, punctuation, paragraphs (DBE, 2011).
      - Understand: sentences are made up of words, words are made up of letters (DBE, 2011).
  - - - Creative
        
        Infinite combinations of letters and words (Bester, et al., 2013).
        
        Similar ideas can be expressed in multiple ways (Bester et al., 2013).
      - Rule-governed
        
        Language is sound and symbol combinations (Bester, et al., 2013).
        
        Sounds and symbols must be organized in a coherent way (Bester et al., 2013).
    - - Communicate inner world with others, orally or otherwise (Bester et al., 2013).
    - - Language is often linked to culture or nationality. I think language can also be part of a person’s identity and is very important to people.
    - - Symbols make up language (Bester, et al., 2013).
      - Language is used to facilitate communication between people (Bester et al., 2013).
      - People who know the code are separated from people who do not know the code (Bester, et al., 2013).
        
        People of different languages cannot communicate if they do not have a language in common.
  - - - The study of the meaning of sounds in a language (Brewer, 2007).
    - - The rules that dictate how sentences are constructed (Brewer, 2007).
    - - The meanings attached to words (Brewer, 2007).
    - - Dictates how one should use different types of language in different settings and circumstances (Brewer, 2007).
    - - The sounds in a language (Brewer, 2007).
- - - - Cultural literacy is being able to appreciate and connect with a given culture (ABC Life Literacy Canada, n.d.).
    - - To know what technology is and how to use it (Young et al., 2002).
      - To understand the language of technology (Young et al., 2002).
      - To understand the good and bad sides of technology (Young et al., 2002).
    - - Being able to communicate visually (Association of College and Research Libraries, 2011).
      - Being able to understand visual modes of communication (Association of College and Research Libraries, 2011).
    - - “Media literacy is the ability to identify different types of media and understand the messages they're sending” (Common Sense Media, n.d.).