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Lavanya Venigalla

Prior to reading, provide students with a semantic map and use a think-aloud as you model the process of using the semantic map to illustrate the relations between the concept and the knowledge that is associated with the concept.  Write the selected word that is the main focus of the map in the center of the map.  Off the selected word, brainstorm ideas that help explain or clarify the main concept. These can be generated through collaborative discussions.  Off the initial brainstorm, add supporting information – details, inferences, and generalization that supports or clarifies the ideas. These can be generated through collaborative discussions.

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Syntactic process is the mental steps involved in analyzing a sentence's grammatical structure to understand its meaning. These processes include parsing, which involves identifying the relationships between words and phrases, and applying rules for word order, agreement, and structure. Key syntactic processes include conjoining (combining similar elements), embedding (inserting clauses into others), and movement (changing word order to form questions or emphasize certain parts)

An example that can be used is sentence anagrams where students work with words on cards or strips to physically arrange them into meaningful sentences, reinforcing word order and structure

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Semantic simply looks at understanding the meaning of words and sentences.

An example of an instructional strategy I would use a semantic map to help students brainstorm ideas/definitions related to a unit. For example, in teaching a unit about cooking; the map would include words such as food, fruits, family, flavor, spices, etc.

An example of another instructional strategy I would use is semantic gradients. As students arrange words in a scale/gradation would help build a vast vocabulary for the students, help with comprehension and further assist in developed writing and discussion. For example, words from "happy" to "ecstatic."

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When listening to your class I was mostly identify with Semantic, because I have used semantic maps when having my students learn new vocabulary. So, want to mention Semantic maps as a great visual tool that help organize and represent knowledge about concepts, showing relationships between ideas. I think they are especially useful in language learning, reading comprehension and brainstorming.

Also, there are different kinds of semantic maps and one the we frequently use is the Concept-Centered Semantic Map which illustrates all words related to the new vocabulary.

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Orthographic is the process that helps students

* recognize and spell technical vocabulary (algorithm, encryption, boolean);

* decode unfamiliar words (cyber, logy, pseudo_ )

* build fluency through documentation, code comments, and

* improve written communication through coding , comments, pseudocode and reflections.

My favorite Orthographic Instructional Strategy was to provide a bad tutorial (" make a flappy bird with JavaScript") : Encourages students to slow down and analyze written instructions.

Builds awareness of how orthographic errors affect clarity in coding, documentation, and digital communication.

Promotes peer discussion and collaborative troubleshooting.

Please note that Students hate me after that assignment. Luckily, it is an online tutorial! :-)

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Syntax is basically the study and understanding of grammar, how students arrange the structure of sentences, phrases. How the order of the words are arranged in a sentence.

Activites:

1. Sentence scramble, where students arrange the words to form sentences

2. Cloze sentences, where students fill in the blanks in sentences to promote understanding of syntax.

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Orthographic: Orthographic processing is about how students recognize and remember written words and spelling patterns. This also reinforces vocabulary and reading skills. Some ideas for engagement activities:

1) Affix Sort: for example, I am teaching the words expectation, temporary, disgusted this week. So I tease out the prefixes and suffixes (dis-, -ed, -tion, -ary) and students can sort the vocab words by affix and explain how the meaning changes.

2) Here is another activity I would like to try: Word Ladders

Start with one word (ex., rent).

Change one letter at a time to make a new word (e.g., tent, sent, sent → spent).

Builds awareness of spelling changes and word families.

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Phonological awareness

That’s a complicated sounding term, but it’s meaning is simple: the ability to hear, recognize, and play with the sounds in spoken language. Phonological awareness is really a group of skills that include a child’s ability to:

Identify words that rhyme

Count the number of syllables in a name

Recognize alliteration (words with the same beginning sound)

Segment (break) a sentence into words

Identify the syllables in a word

Sound scavenger hunt

Choose a letter sound, then have your child find things around your house that start with the same sound. “Can you find something in our house that starts with the letter “p” pppppp sound? Picture, pencil, pear”

Word families

Word families are sets of words that rhyme. Start to build your family by giving your child the first word, for example, cat. Then ask your child to name all the “kids” in the cat family, such as: bat, fat, sat, rat, pat, mat, hat, flat. This will help your child hear patterns in words.

Rhyme time

“I am thinking of an animal that rhymes with big. What’s the animal?” Answer: pig. What else rhymes with big? (dig, fig, wig)

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Meyer

Phonological awareness is the ability to hear, recognize, and play with the sounds in spoken language.

Techniques I use:

Segment (break) a sentence into words

Identify the syllables in a word

A favorite of mine is: Recognize alliteration (words with the same beginning sound)

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Phonological awareness gives the broad understanding of sounds in language.

Phonemic awareness narrows this focus to individual phonemes, which is essential for connecting sounds to letters (phonics).

Phonics then allows children to decode written words, turning spoken sounds into print.

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POLK

Discourse is the ability to produce and comprehend extended language such as paragraphs, essays, or multiple sentence structures. This includes narrative skills, expository writing, and dialogue construction. Examples of classroom strategies for discourse processes include storytelling exercises, writing workshops where students focus on structure, and peer discussions/collaborative projects.

DISCOURSE IN THE CLASSROOM:

In my research class, after presentations, students have to give written peer feedback where they write a short paragraph on the presenters topic, strengths, and suggestions for improvement.