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A text read aloud?

Kindergarten, First, and Second Grades. A text read aloud?. c onfirm understanding. Follow directions. Recount or describe key ideas. An English (or Spanish?) text read aloud or signed. If the text i s signed, it is also translated. There’s a new twist.

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A text read aloud?

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  1. Kindergarten, First, and Second Grades A text read aloud? confirm understanding Follow directions Recount or describe key ideas

  2. An English (or Spanish?) text read aloud or signed. If the text is signed, it is also translated. There’s a new twist. But if it’s read aloud in the same language, it may be read in different ways— by different people or for different meanings.

  3. Languages are “fuzzy.” They need to be, because we use them—these finite systems—with infinite applications. Nothing is translatable exactly. But nothing is untranslatable. So, we must be aware—we must monitor—how we are interpreting And understanding—across media, modalities, and languages Because that is the territory that our students are navigating, as well. Chesterton, Andrew. 1997. Memes of translation. Philadelphia, PA: John Benjamins

  4. And intonation along with stress can affect a lot of things PreTeena, May 4 2005 PreTeena, May 6 2005 http://itre.cis.upenn.edu/~myl/languagelog/archives/002155.html

  5. How do readers make sense of ambiguity in language? With background knowledge. Read this example: The hunter said “There’s a grouse across that field maybe 100 yards away.” His friend said, “well, shoot.” The sentence does not mean “fire your gun.” Background knowledge = shotguns aren’t accurate at 100 yards. A grouse that has flown from cover is gone. “Well, shoot” means “too bad we missed it.”

  6. How do readers deal with allusions in texts? Without broad background knowledge readers will find it difficult to make sense of the many historical and literary allusions that appear in readings. A few examples of famous allusions follow. What does it mean to be a scrooge, or a prodigal son? Why wouldn’t you want a Trojan Horseas a gift? Why would it be bad for someone to meet their Waterloo? What does it mean to wash your hands of something? Why are draconian measures disliked? If someone is fiddling while Rome burns is that a good thing? What does it mean to be sold down the river, or to call someone a Benedict Arnold? If someone or something is as old as Methuselah is that very young or very old? What does the world is a stage mean? How do we translate these?

  7. The table was so festive, I expected her to serve turkey. Example from Donna Jo Napoli and Vera Lee-Schoenfeld, Language Matters, 2nd edition. Oxford University Press. 2010.

  8. scaramanzia

  9. Third, Fourth, and Fifth Grades visually, quantitatively, orally paraphrase summarize logical fallacies?

  10. Sixth, Seventh and Eighth Grades main ideas supporting details explain analyze Interpret information evaluate distinguish argument delineate

  11. Knowledge and background can also affect the interpretation: Corandic Corandic is an emurientgrof with many fribs; it granks from corite, which garkers excarp by glarcking the corite and starping it in tranker-clarpedstorbs. The tarancesstarp a chark, which is expanged with wortes, branking a storp. This storp is garped through several other corusees, finally frasting a pragety, blickantcrankle: coranda. Coranda is a cargurt, grinklingcorandic and borigten. The corandic is nacerated from the borigen by means of loracity. This garkers finally thrap a glick, bracht, glupousgrapant, corandic, which granks in many starps. Questions (Main Idea and Supporting Details): What is corandic? What does corandicgrank from? How do garkersexcarp the tarances from the corite? What does the slorp finally frast? What is coranda? Caros, Jason. The missing link in reading comprehension & academic achievement

  12. Ninth and tenth grades Eleventh and twelfth grades rhetoric integrate credibility, accuracy Solving problems stance, premises, word choice, emphasis, and tone assess and evaluate a speaker’s point of view

  13. Aristotle: Logos Pathos Ethos Cicero: Invention Arrangement Style Memory Delivery RHETORIC The way people take “pieces of persuasion” apart

  14. http://wepofall2010taczak.blogspot.com/2010/09/winded-recollection.htmlhttp://wepofall2010taczak.blogspot.com/2010/09/winded-recollection.html

  15. Just a Few Resources Argument and logical fallacies This site (from the English Dept. Santa Rosa JC ) links to two of the sites I mentioned, the OWL and the UNC site, and to a third: http://www.srjcwritingcenter.com/essays/arguments/arguments_sources.html A rather nifty presentation about “background knowledge” (From Florida!) http://www.powershow.com/view/22b68-NzU5N/Academic_Background_Knowledge_flash_ppt_presentation Rhetoric and the three perspectives: http://courses.durhamtech.edu/perkins/aris.html And the OWL (Online Writing Lab) at Purdue translates these into “writing”—with some nice examples of logical fallacies. Ethos [about the humanity and credibility of the “rhetor”], Pathos [about the emotional state of the rhetor’s audience], Logos [about the coherence and quality of the argument being made] : http://owl.english.purdue.edu/owl/resource/588/04/

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