Reflection Of Pragmatics

1)Pragmatics: Using appropriate language in social situations; communicating ideas appropriately (what to say, how to say it, when to say it, etc.) depending on the social context. In most cases, we use language as well as body language (non-verbal communication) to convey different ideas/messages when interacting with other individuals in society. For example, when greeting someone, the socially acceptable or “appropriate” response would be to say “Good Morning” or “Hello.” An example of a behavior that a child may exhibit would be him/her participating in a conversation, where the child is taking turns with the other speaker. In this example, the child is aware that this form of communication is about listening and responding, and knowing …show more content…
Noonan provides her students with an opportunity to work on syntax. In other words, the reflection discussion provided students with an opportunity to practice restating a question, turning around a question/statement, and provide an answer. She used a sentence stem/prompt for the student in the beginning to form a grammatically correct sentence. For example, the student was responding to two questions: “what is one thing you did well yesterday?” and “what is one thing you could do better today?” The student was having trouble remembering the first question and how to respond, and the teacher responded by saying, “one thing you did well yesterday” to guide his …show more content…
Students were instructed to engage in a discussion about the book, while using STORY elements (Setting, Talking Characters, Problem, Attempts to Resolve, and Solution) to demonstrate conceptual knowledge about the different events in the text. This was especially true when students were discussing the problem in the story. In order to understand the problem, students have to know that the problem is what the characters wants, but can’t have and discuss how this makes the character feel. Students were instructed to use terminology like, “the character wanted ______, but couldn’t have it because_______. This made the character feel_______,” in both their written and verbal responses when discussing the characters problems. Students were then instructed to use textual evidence to support their responses; which helped to solidify their understanding of the