Final Exam Logistics & Early Literacy Review
Final-Exam Logistics (Canvas-Based)
• Exam window: 5{:}30 PM – 10{:}30 PM on Wednesday
• Once you click “Start” the clock begins; total allotment = 2.5 hours ( professor has seen a few people use the full time; most finish ≈ 1 hour).
• Format: ≈ 75 questions
– Multiple-choice, True/False, Fill-in-the-blank, Short-answer
– Short-answer is graded leniently (content > grammar).
• Platform: Canvas “Quiz.”
– Take on a computer/laptop (avoid phones & tablets).
– One sitting only; no pausing/returning.
• Tech / accommodation issues
– Instructor on Zoom during class period (≈ 7{:}30–8{:}00 PM advisable start) to troubleshoot & adjust settings.
– Changes or late submissions only if you confer during class-time Zoom; after 10{:}00 PM no extensions.
• Grading mission: instructor grades the same night; results posted quickly.
Developmental Milestones in Speech, Print & Hearing
• Telegraphic speech
– Toddler stage two- or three-word utterances lacking function words (e.g., “More milk,” “Mommy go”).
• Preschool speech patterns
– Sound substitutions (yellow → “lello”, star → “tar”).
– Omission of syllables (banana → “nana”).
– Self-talk/parallel monologues during play.
– Reduced clarity; gradual refinement by K–1.
• Hearing vs Listening
– Hearing = physiological auditory reception.
– Listening = hearing + cognitive attention + processing; research cited: children listen to ≈ 50\% of what they hear and comprehend ≈ 25\% of that.
• Print development sequence
1. Scribbling (non-linear).
2. Linear scribbles / mock letters.
3. Letter-like forms; distinguish drawing vs. writing.
4. Recognising letter strings that represent names/words.
• Four stages of English acquisition (Second-Language Learners)
1. Home-language use
2. Silent/observational period
3. Telegraphic/ formulaic speech (broken phrases)
4. Fluid/productive language
Core Language-Development Concepts
• Expressive vs Receptive Vocabulary
– Receptive (understanding) develops before expressive (speaking/writing).
• Correcting child speech
– Use modeling: respond with the correct pronunciation/structure without overt “That’s wrong.”
• Storytelling duties
– Enhances peer interaction, role-play, retell skills, comprehension & vocabulary.
• Bilingual vs Second-Language Learner
– Bilingual: functional proficiency in two languages (not necessarily equal).
– Second-language learner (SLL): acquiring an additional language later; home language predominates.
• Four (plus one) linguistic conventions
1. Phonology – sound system/phonemes.
2. Morphology – smallest units of meaning (morphemes).
3. Syntax – word order & grammar.
4. Semantics – meaning of words & sentences.
5. Pragmatics – social use (turn-taking, context).
– Related definitions:
• Phoneme: smallest unit of sound.
• Morpheme: smallest unit that carries meaning (free or bound).
Literacy Strategies & Emergent Skills
• Phonological vs Phonemic Awareness
– Phonological (big umbrella): rhyming, syllables, alliteration.
– Phonemic (subset): isolating/manipulating individual phonemes. Phonological comes first.
• Play-based literacy
– Provides authentic practice with vocabulary, narrative roles, social language, problem-solving.
• Print-Rich Environment Checklist
– Varied books, labeled centers & clear bins, charts/posters, environmental print, writing materials, dramatic-play props.
• Shared-Reading Experience (vs simple read-aloud)
– Repeated reading over several days with shifting objectives (characters/setting ➜ context clues ➜ vocabulary/phonics).
– Children “share” text: choral reading, echo reading, predicting, pointing to words.
• Key emergent literacy skills
– Phonological awareness, alphabet knowledge, concepts of print, invented spelling, environmental-print recognition, book handling/print awareness.
Cultural Influence & Family Involvement
• Cultural effects on language
– Dialects, pragmatic norms (e.g., eye contact), vocabulary exposure, storytelling traditions.
• Supporting language at home
– Maintain & strengthen home language; daily reading; conversational routines; outings that highlight print (store signs, menus).
• Culturally responsive practices
– Home-language & culture surveys; multilingual newsletters; classroom artifacts (photos, flags, books); inviting families to share holidays; thematic units reflecting student cultures; library titles in multiple languages.
• Social interaction impact
– Peer play, sports, summer camps, collaborative centers accelerate receptive and expressive growth in both first & second languages.
Curriculum Planning, Scaffolding & Assessment
• Integration across curriculum
– Thematic units link vocabulary to math, science, social studies, etc.; read-alouds & storytelling reinforce cross-disciplinary concepts.
• Four interrelated Language-Arts domains
1. Reading
2. Writing
3. Speaking
4. Listening (all require thinking, overlap continuously).
• Key components of an early-language-arts program
– Balanced exposure to the four domains, phonics & phonological work, vocabulary instruction, comprehension strategies, writing workshops, play-based centers, ongoing assessment, family connection.
• Scaffolding
– Break task into manageable steps; provide modeling, prompts, visuals, sentence stems; gradually fade support as independence grows ("I do ➜ We do ➜ You do").
• Assessment role
– Identify current skill level, guide instruction, document growth, inform differentiation & intervention.
– Can include observations, checklists, portfolios, running records, formal screeners.
Quick Reference: Numbers & Stats Mentioned
• Exam length = 75 items; time cap = 2.5 hrs.
• Listening/comprehension statistic: hear 100\% ➜ listen 50\% ➜ comprehend 25\% (approx.).
Practical Tips Highlighted
• Use a laptop, start early enough to contact instructor if issues occur.
• Short-answer questions are forgiving; multiple-choice auto-graded strictly.
• Read, converse, and play daily—whether as teacher or parent—to fuel language growth.