Language and communication is at the heart of society. Learning how to use language to communicate wants and have needs met can be a complex task for many children. Our course will explore how language develops and the intricate challenges many children face who experience a variety of physical, emotional and cognitive difficulties.
Thursday, January 24, 2008
missed class
Hey everyone! I missed class on Wednesday....would someone mind telling me what they thought the most important aspects of the discussion were? I'd really appreciate the help! Thanks!
Hi Claire. I think the highpoints of the class are phonemes and morphemes and the diffferences between the two. Mrs. White touched on syntax and semantics, but explained that we will discuss the two further next class. We did some group activities that helped us understand these concepts better, however, if you read the chapter and look over blackboard notes you should be fine. I hope this helps!
Hey claire - just to add to the note melissa put on the high points of class: - definitly make sure you understand the diffreence between a morpheme (smallest unit of meaning in a language) and a phoneme (smallest unit of sound that gives meaning). They are both talked about in the book but when I was reading the book I got confused so if the book does not make sense here are some examples we did in class: for morphemes: ocean ... has 1 morpheme because ocean cannot be broken down into anything smaller
oceans ... has 2 morphemes because of "ocean" and "s" because the "s" changes the meaning of "ocean"
baseball... has 2 morphemes because "base" and "ball"
make sense?
for phoneme: cut - /c/ but - /b/ hut - /h/ ...the phoneme's are the first letters of the words that change the meaning. they are actual sounds not letters and are shown by the slash marks. look online for websites helping to explain these.
- she also told us to think about does language impact learning or is it vice versa? This was a question she told us to think about in terms of Emotional and Behavior Disorder children. Are those kids struggling with language because they struggle with learning or does it go the other way?
i hope that helps. im sorry if i confused you more but just read and look over this stuff and hopefully it will help catch you up!
Great job, Abbey!!! Let me add to your "word family" example!! You have listed the FIRST phoneme in each of those words. However each of those words have THREE phonemes. I'll analyze one of the words. I'm confident you can do the others following my example.
/h//u//t/
The first phoneme is a consonant sound made when you give the sound for h. The second phoneme is created when pronouncing the short vowel sound for u. The third and final sound and thus the final phoneme in the word is the sound of the letter t.
EVERY sound that has meaning is a phoneme, not just the initial sound in a word.
We can create word families by replacing the initial consonant with other consonants to help children learn to decode and read a variety of words quickly such as Abbey has provided.
Thank you so much Melissa and Abbey!!! Your information really helped, and I will definitely be reading over the Blackboard links before class tomorrow. I appreciate everyones help!
5 comments:
Hi Claire. I think the highpoints of the class are phonemes and morphemes and the diffferences between the two. Mrs. White touched on syntax and semantics, but explained that we will discuss the two further next class. We did some group activities that helped us understand these concepts better, however, if you read the chapter and look over blackboard notes you should be fine. I hope this helps!
thanks for the explanation i also missed class
Hey claire - just to add to the note melissa put on the high points of class:
- definitly make sure you understand the diffreence between a morpheme (smallest unit of meaning in a language) and a phoneme (smallest unit of sound that gives meaning). They are both talked about in the book but when I was reading the book I got confused so if the book does not make sense here are some examples we did in class:
for morphemes:
ocean ... has 1 morpheme because ocean cannot be broken down into anything smaller
oceans ... has 2 morphemes because of "ocean" and "s" because the "s" changes the meaning of "ocean"
baseball... has 2 morphemes because "base" and "ball"
make sense?
for phoneme:
cut - /c/
but - /b/
hut - /h/
...the phoneme's are the first letters of the words that change the meaning. they are actual sounds not letters and are shown by the slash marks. look online for websites helping to explain these.
- she also told us to think about does language impact learning or is it vice versa? This was a question she told us to think about in terms of Emotional and Behavior Disorder children. Are those kids struggling with language because they struggle with learning or does it go the other way?
i hope that helps. im sorry if i confused you more but just read and look over this stuff and hopefully it will help catch you up!
Great job, Abbey!!! Let me add to your "word family" example!! You have listed the FIRST phoneme in each of those words. However each of those words have THREE phonemes. I'll analyze one of the words. I'm confident you can do the others following my example.
/h//u//t/
The first phoneme is a consonant sound made when you give the sound for h. The second phoneme is created when pronouncing the short vowel sound for u. The third and final sound and thus the final phoneme in the word is the sound of the letter t.
EVERY sound that has meaning is a phoneme, not just the initial sound in a word.
We can create word families by replacing the initial consonant with other consonants to help children learn to decode and read a variety of words quickly such as Abbey has provided.
Thank you so much Melissa and Abbey!!! Your information really helped, and I will definitely be reading over the Blackboard links before class tomorrow. I appreciate everyones help!
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