Year 13 Literacy Homework

Task: Read p4-5 of literacy booklet about Creative and Rule-based attitudes. Do the task. Read the last pages of the booklet (expected standards at school) and answer the following questions:
• What is Key Stage 1?
• What are the 4 key areas children are assessed on in terms of their writing in KS1?
• State two things that are expected in terms of handwriting (look up the words legible and orientation if you don’t understand them?
• What punctuation marks are children expected to be able to use accurately? Write a sentence that includes all of the punctuation marks they are expected to use. You may have to write 2?
• What aspects of grammar are children expected to have mastered?
• What process should children be using as they write?

Due date: Tuesday 31st Jan

Y13 Aiming for an A or an A*?

There is a summary of an article I've read recently on the Google drive. This is the link: https://drive.google.com/open?id=0B0n14k4_2wH8a1dpN3pVWG11Z1E

It's a useful overview of where linguists currently are  in the nature / nurture debate. Enjoy!

Writing for a non-specialist audience: Y13 revision, Y12 pre-reading

Here's another example of an article written about a linguistic issue, but aimed at a non-specialist audience.

Both the AS and the A-Level paper require you to write this type of article, so it's worth reading as many of them as possible. The more that you read, the more likely you are to be able to write in this kind of style.

Notice how it transforms the linguistic ideas into language that is accessible for a general audience, for example:

"How do they even begin to separate, or “segment,” individual words from the stream of language that they hear all around them all of the time?"

Year 13 have learnt about segmenting in CLD this term. They should be able to use it hand-in-hand with the term 'gestalt expression'.

Grunwell done well? (Sorry, it's been a long day...)

Y13, I came across this Quizlet that someone has prepared to learn the typical ages that children acquire phonemes from. Add it to your list of private study tasks.

13C Homework outstanding and deadlines

We have quite a lot going on at the moment, so here are the deadlines:


For Tuesday 27th September


- hand in the completed child language essay that we planned together in class
- annotate the text on ash trees and plan an answer to the question 'how does this text create meaning and representations'. Write your first paragraph to this response


For Thursday / Friday next week


- Original Writing. Arrive at the lesson ready to write your first draft in the computer room. You need everything with you to be able to do this, including 2 annotated style models, the completed A3 sheet that draws together your findings from your style models and a plan - yes, even those of you who don't like planning!
- Read the booklet on the acquisition of Lexis. I will give you this next time I see you. If you are eager to start this now, you can find it on the google drive (the document is called CLA Lexis and Semantics) or pop into the English office and ask for it.


I know I'm expecting a lot of you at the moment - I have confidence you'll rise to the challenge :)

Y13 Useful article for CLA

Lovely article from the BBC here - will be useful in a few weeks when we cover Grammar acquisition.

CLA Phonology Concepts Revision

Make sure your notes include references to all of these concepts so that your revision will be easy-peasy:

Key concepts (AO2)

-       Babies live in an auditory world - remember to think about the sounds in words and not the written forms of the words

-       Babies predisposed to discern sounds – favour mother’s voice from few hours after birth and recognise own language. Mehler

-       Phonemic contraction occurs by 10 months – sounds reduced to those of babies’ own language

-       Proto-words  and babbling follow CVCV pattern favoured by English (cooing is just vowels - easier)

-       ‘Mistakes’ that children make: Substitution, deletion, addition, assimilation, metathesis, consonant cluster reduction, weak syllable deletion, final consonant deletion, reduplication 

-       Fis phenomenon (comprehension precedes production) 

-       Cruttenden 1974 football results (intonation takes long time to reach adult understanding)

-       Stages - Phonological acquisition very varied between different children but general patterns: initial consonants easier than final ones, plosive sounds easier (p, b, k etc); David Olmstead – age of 4, some sounds still difficult: l (middle of words), th, ch, dg (judge); Grunwell stages; Phonological development generally complete by age 6 – 7.