So this weeks topic was about reading. It was about using the headings in the chapter highlights to organise our notes for the chapters we had to read.
I thought it would be a good idea, if each of us talked about one, of the heading highlights that some of the notes that were organised into that.
For example: In chapter 6 one of the headings was Different types of texts. I then wrote how texts can be broadly classified as literary or factual, according to the purpose they are designed to meet. Literary text seek to entertain the reader, while factual texts convey information.
We were also asked to develop a glossary, and I thought it would be a good idea to choose one word that we didnt know before but do now. One word that I have learnt is, Syntax, which is the way words, phrases and clauses are structured in a sentence.
The words are:
Semantic information
Grammatical information
Grammatical information
Syntax
Cohesion
Phonological information
Rhyme
Syllables
Rime
Graphological information
Blends
Digraphs
Sight words
Directionality
Morphemes
I think this is a really good idea, as we are able to moniter what we have learnt from the course so far!
Also with our third assignment dont forget to have a look at this website, it will help you with assignment 3!!
http://unisa.aquabrowser.com/?itemid=|unisa-bibs|1103566
Teresa
Great idea Teresa!
ReplyDeleteFrom Chapter 6: Text and the locus of meaning.
-we as readers bring our own understandings and prior knowledge to the texts.
-we are interacting with the ideas and information found in the text, understanding it in our own minds and methods.
Glossary word:
MORPHEMES: chunks of words/combination of sounds that are combined to form words.
Emma
Hi Teresa!
ReplyDeleteIn Chapter 6: The basic strategies of reading
• ‘Executive readers’ use metacognitive strategies such as skimming and scanning the text, sampling, predicting, confirming, understanding and correcting errors in meaning as they occur in order to gain meaning from the text. It also includes re-reading parts of a text, changing reading speed and questioning oneself during reading.
• The basic strategies of reading: sample, skim, scan, select -> predict meaning -> confirm -> correct and so on.
Glossary word: Rime
- The basic meaning-carrying element of a word e.g. flex in inflexible (i.e. un-bend-able). Rime is that part of syllable that contains a vowel and a final consonant e.g. –og in dog.
Thank you for the link Teresa, very helpful!
Kirsty
ReplyDeleteHi Teresa!
Let me bring back my notes here....
From chapter 2: The context and purpose of reading.
We need to know the context of a text in order to be able to make sense of what we are reading (p. 30). We relate what we read to our own prior knowledge. For example, a child may not understand what a chord is in music if they havent learnt music and may think of a chord as being something similar to a piece of rope. The child would need to read the word "chord" in its context to realise that the author is not talking about a piece of rope.
Digraphs are two letters put together to make one sound: for example "sh".
Alex