New words in the Oxford English Dictionary 2016

The OED is updated four times a year, every March, June, September, and December. In December 2016 alone, around 500 new words, phrases, and senses entered the Oxford English Dictionary including including glam-ma, YouTuber and upstander.

Other new words that entered the Oxford English Dictionary include;

• Softballer
• Downed
• Bralette
• Fulleride
• Goaler

http://public.oed.com/the-oed-today/recent-updates-to-the-oed/

Words that have changed meaning

Nice
Today the lexis "nice" has a positive meaning of being a compliment and having a current definition of "giving pleasure or satisfaction; pleasant or attractive". However is used to mean silly, foolish or simple.

Sly
In the 13th century the lexis "sly" had a positive meaning of skillful, clever, knowing, and wise. Whereas now a days it has a negative meaning of being sneaky and deceitful which is not what anybody wants to be referred to as.

Heartburn
The lexis "heartburn" used to have a completely different meaning to what it has now a days which would be to describe an issue or a problem with your stomach. Although it used to have a meaning of jealousy or hatred.

http://ideas.ted.com/20-words-that-once-meant-something-very-different/ 
http://mentalfloss.com/article/54770/15-words-dont-mean-what-they-used 

1600 comparison

Romeo and Juliet:

Peace, I have done. God mark thee to his grace!

Thou wast the prettiest babe that e'er I nursed.

An I might live to see thee married once,

I have my wish.

Modern day translation:

Peace. I’m done talking. May God choose you to receive his grace.

You were the prettiest baby I ever nursed.

If I live to see you get married someday,

all my wishes will come true.

• "thee" and "thou" are both informal
• The lexis "wast" is now obsolete 
• "e'er" now used as "ever"

http://nfs.sparknotes.com/romeojuliet/page_42.html

George reading essay

Young readers should be corrected whenever they make a mistake. Evaluate.

The transcript is of George, aged 7, who is reading a book to his mother and its clear to see that the use of Skinner's operant conditioning theory of positive reinforcement is frequently applied throughout. At the beginning of the transcript, after George pauses and seems to become slightly hesitant with the lexis "sandbags" his mother says "sound it out" and he continues to do so in which he successfully says "sandbags. His mother then rewards George with positive reinforcement by saying "well done". However, once again George seems to struggle with the lexis 'sandbags' as he says "sanbags" instead. His mother then uses the breaking down approach and separates the compound word into "sand" "bags" which allows George to echo her language and therefore use the standard form. After George uses the standard form of "sandbags" his mother rewards him after he has struggled by praising him and saying "good boy". The lexis "sandbags" is a compound word and a consonant cluster which is really unusual for George to see which may explain why he had such difficultly with it.

Throughout the transcript Georges mother provides him with a range of strategy's which is a form of scaffolding and a part of Vygotsky's zone of proximal development theory. The first strategy that she provides for him is the phonic approach which she applies and prompts him to "sound it out" after she notices that he is struggling with one of the words in the book. Another strategy that Georges mother suggests and uses is the breaking down approach. After George pronounces the lexis 'sandbags' as "sanbags" his mother begins to break the compound word down and models "sand" and "bags" as separate words and then George follows on by repeating and echoing what she has just said. By using the breaking down approach and the strategy of finding words within words will help George to read independently. 

Another example of when George is corrected by his mother for a mistake made in his language is when after he says "we never" his mothers response is "nooo". This could be seen as a use of negative reinforcement as well as it also providing George with slight scaffolding. By his mothers response being "nooo" she is only highlighting the error that needs to be corrected and allows George to self correct his language himself to "no we need". Towards the end of the transcript Georges mother makes another correction to his language when he says "made" rather than "may". Although because her correction was immediate it preserves the flow of the speech and allows George to continue with the book but at the same time still making him aware of the meaning of the text.#

In conclusion, I strongly believe that young readers should be corrected whenever they make a mistake. This is because it allows them to have a understanding and identity the mistakes that they have made and will allow them to self correct their own mistakes in the future.

Doctor Cathy Barclay 1996 - 7 stages to a child's developing its writing skills

Doctor Cathy Barclay 1996

7 stages to a child's developing its writing skills

Stage 1 - Scribbling stage

Random marks on a page

Writing and scribbles are accompanied by speaking

 

Stage 2 - Mock handwriting stage

Writing + drawings

Produce wavy lines which is their understanding of lineation

Cursive writing

 

Stage 3 - Mock letters

Letters are separate things.

 

Stage 4 - Conventional letters

Usually involves writing the name as the first word.

Child usually puts letters on a page but is able to read it as words.

 

Stage 5 - Invented spelling stage

Child spells in the way they understand the word should be spelt- own way.

 

Stage 6 - Appropriate/phonetic spelling stage

Attach spelling with sounds.

 

Stage 7 - Correct spelling stage

Are able to spell most words.

B.M Kroll 1981 - 4 stages in the development of writing

B.M Kroll 1981

4 stages in the development of writing. 

Stage 1 - Preparatory stage

Masters the basic motor skills needed to write

Learns the basic principles of the spelling system

Stage 2 - Consolidation stage (age up to 6)

Child writes in the same way it speaks

Uses short declarative sentences which include mainly 'and' conjunctions

Incomplete sentences as they don't know how to finish the sentence off

Stage 3 - Differentiation stage (age up to 9)

Child become aware of the difference between speaking and writing

Recognises the different writing styles available

lots of mistakes

Use writing guides and frameworks to structure work

Write to reflect thoughts and feelings

Stage 4 - Integration stage (12+)

Child develops a personal style

Child understands that you can change your style according to audience and purpose

Research (Unfinished)

Who are the most popular children's authors for early years, infants and juniors?

For children aged 0 - 5 years authors such as Janet & Allan Ahlberg, Eric Carle who produced the well known classic "The Very Hungry Caterpillar", Raymond Briggs who published "The snowman" and Rod Campbell are just a few of the most popular. 

For children aged 6 - 8 years authors such as Roald Dahl who produced the classic range of books such as "The BFG", Enid Blyton well known for the famous book "Five on a Treasure Island" and Dick King-Smith are just a few examples of the most popular authors. 

For children aged 9 - 11 years authors such as Michael Morpurgo who produced the well know "Private Peaceful", Jacqueline Wilson and the famous book "The Story of Tracy Beaker", JK Rowling and her book "Harry Potter and the Philosopher's Stone" and Roald Dahl again and a few of the most popular authors.

What are the elements of these books that are successful?

• Using interesting, fun illustrations and artwork
• An enthusiastic story line 
• Teaching simple concepts such as numbers, letters or colors or even teaching diversity, love, manners, and acceptance.
• Using interesting language such as alliterations and poetry as well as incorporating advanced vocabulary

Which books for young children do you remember/love? Why do you remember them?
The books I loved and remember as a child are "The Very Hungry Caterpillar", "Elmer", "Dear Zoo" and "Spot The Dog" collection. These books were full of fun and excited pictures and illustrations. They all had very interesting and different story lines which is why i loved them and kept reading them over and over again. 

How are children taught to read in schools? 


What are the arguments for and against current approaches? synthetic phonics and reading schemes.


What sorts of 'miscues' do young readers make and how are caregivers encouraged to deal with them ?


Bibliography
http://www.booktrust.org.uk/news-and-blogs/news/222/
http://publishingperspectives.com/2012/06/what-makes-a-childrens-book-great-we-have-some-answers/
http://thewritepractice.com/childrens-book/