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Ela100 4 Workshop
Ela100 4 Workshop
A: Writing Systems
SPEECH PRECEEDS WRITING
Reading: Ch 6 in the set text, esp bottom pf p 168-170
Morphemes versus Syllables.
Definition through examples and non-examples:
Happy: 1 morpheme, 2 syllables
Happiness: 2 morphemes, 3 syllables
Happily: 2 morphemes, 3 syllables
A syllable is a unit of pronunciation with one vowel sound (and a beat). Some words have
just one syllable, while others are made up of multiple syllables. Unlike a morpheme, a
syllable does not have to make meaning.
A morpheme is the smallest unit of writing/sound that means something on its own (in
relation to the word its in). A morpheme may be a word on its own (called a base e.g.
able) or may not stand alone as a word (when its a prefix e.g. dis in disable or suffix ing
in disabling), but it adds a unique meaning to the word and so changes the meaning of the
word, even though it isnt a word by itself.
A compound word is a word made up of two or more base morphemes: e.g. babysitter joins
baby and sitter
The only thing smaller than a morpheme is an individual letter or an individual sound that
lacks meaning.
Responsible: 1 morpheme (because response has nothing to
do with being responsible); 3 syllables
(or beats)
(un-der-stan-ding)
unmoving
challenging
unreasonable
2: Name the bold part of each word as either a prefix, base, suffix or not a morpheme at all
Disabling
create
unthinking
unthinkable unthinkable
creation
creative
Why should a teacher know about the relationships between letters and sounds?
http://www.readingdoctor.com.au/phonemes-graphemes-letters-word-burger/
What are learning to read and write issues with the different number of and letters and
sounds?
Making sounds: have a go at making the different sounds on p195. How would you
help children do this?
'reading' what is happening in the pictures' and so on. Similar understandings are needed when writing.
Text meaning-maker - using literacy to make meaning. For children, when reading this might be
relecting on a similar experience to the characters in a book to develop an understanding of the text.
When writing, it is the construction of meaningful texts using knowledge described above as a codebreaker as well as knowledge of the topic and context. This might also require children to consider their
similar experiences to describe the experiences of the characters in their writing.
Text user - is about using texts appropriately. This requires the user to have an understanding of the
range of genre types and why and when they might use them. Consider the use of a recipe or a
shopping list or a non-fiction book. What are the purposes and functions of each? These purposes and
functions inform how these are written and when we might want to read them. Children will interact
with a wide range of genre types as readers and writers. They need to be able to question the texts
they are reading, viewing and producing.
Text analyst - the user of the text analyses the text to determine it's usefulness for their own
purposes.
These skills need to be explicitly taught. Just giving children the opportunity is not enough for them to
develop as critically literate.
Consider yourself as a user of literacy user. Can you identify times when you use each of the
components of the four resources model?
When have you seen teachers and students using code-breaker, meaning-maker, user or analyst
practices in class?
Assignment 1: Quiz 4
Revise the materials on this sheet before undertaking Quiz 4. It can be done open-book.
Assignment 2: Finalising
1: Revisit the video clip youre using for your assignment. What can you add to your report based on the material
learnt in this session?
Can you write a paragraph on writing systems or speech sounds? Or on the links that are made between speech and
writing, phonemes and letters in the interaction youre examining? Or the use of the four resources model of literacy
learning?
Do you have any reflections on your own currently language knowledge use in relation to understanding speech sounds
and the difference between phonemes and letters and your future goals to add to that section of your report?
2: Review your report: Where is it strongest? Where might you need to add more material? Note: not all sections
have to be the same length: they will be more to write about in some sections than in others, depending on the
content of the video. Have you missed any sections out that you can now fill in?
3: Proofread your report: ensure presentation is clear, spelling, grammar and other errors are eliminated before
saving and sending to al.strangeways@cdu.edu.au by the end of Week 10.