The Origin and Definition of 5 English Words- LT4

     

1. wax-

noun-

 According to Dictionary.com, the word "wax" is defined as also being called "beeswax".  

"-a solid, yellowish, nonglycerine substance allied to fats and oils, secreted by bees, plastic when warm and melting at about 145°F, variously employed in making candles, models, casts, ointments, etc., and used by bees in constructing their honeycomb"

This word is also a verb, as defined below. 

verb-

1. to rub, smear, stiffen, polish, etc., with wax: to wax the floor.

to fill the crevices of (ornamental marble) with colored material.

2.   bikini wax

3. to make a phonograph recording of

This word has evolved into the slang word "wax", which is defined as-  "to defeat decisively; drub: We waxed the competition."

adjective-

pertaining to, made of, or resembling wax: a wax candle; a wax doll.

Origin:
 This word came about before 900;  (noun) Middle English wex, waxe, Old English weax;  cognate with Dutch was, German Wachs, Old Norse vax;  (v.) Middle English wexen,  derivative of the noun

The word "wax" has evolved into an idiom phrase over the years...

When one says, "The whole ball of wax...", this is slang for meaning, "the entire or overall plan, concept, action, result, or the like."

The spelling of "wax" has evolved over the years through the deletion of several unnecessary vowels.  The words "weax" and "waxe" has simply become, "wax".

2. snot-

noun

1. Vulgar, mucus from the nose.

2. Informal . a disrespectful or supercilious person.

Origin:

  This word was introduced in 1350–1400; Middle English.  It came from the Middle Low German,

"snotte", and the Old English word,  "gesnot". "Gesnot" is related to the German word, "schneuzen", which means "to blow one's nose".

Old English had the verb,  "snite", which means to "wipe or pick one's nose."  The word "snot" also meant "despicable person" dating back to 1809. The definition of being a snotty "impudent, curt, conceited"  person was first recorded in 1870. The phrase,  snotnose "upstart" is from 1941. Over time, the beginning letters of ""ge" were dropped to create the single syllable word, "snot".

  

3. cookie-

 

noun

1. a small cake made from stiff, sweet dough rolled and sliced or dropped by spoonfuls on a large, flat pan (cookie sheet)  and baked.

2. Informal . dear; sweetheart (a term of address, usually connoting affection).

3. The word "cookie" can also be slang for...

"a person: a smart cookie;  or a tough cookie, or an alluring young woman"

4.  Computers . a message, or segment of data, containing information about a user, sent by a Web server to a browser and sent back to the server each time the browser requests a Web page.

I also discovered that in some states, such as North Carolina, they call a doughnut a "cookie".

  The word "cookie" can also be heard as part of an idiom.

" toss / spill one's cookies, Slang- to vomit"

Origin:

The word "cookie" (also spelled "cooky") came about in 1695–1705

It came from the  Dutch word,  " koekie", which is the equivalent to "koek", ("cake") 

1703- Amer.Eng.

The word " koekje" means "little cake". 

The slang application to persons attested since 1920. The phrase, "that's the way the cookie crumbles" means "that's the way things happen" dates back from 1957.

The "y" in cooky was eventually replaced with "ie", and the "k" at the beginning of the word was replaced with the "c" letter. 

4. seek-

verb

1. to go in search or quest of: to seek the truth.

2. to try to find or discover by searching or questioning: to seek the solution to a problem.

3. to try to obtain: to seek fame.

4. to try or attempt (usually followed by an infinitive): to seek to convince a person.

5. to go to: to seek a place to rest.

Origin:
The word "seek" dates back to before 900. The Middle English word was " seken", and the Old English word is "sēcan". This word is closely related to the German word " suchen", the Old Norse word,  "sœkja",  and the Gothic word,  "sōkjan"

Related forms of the word "seek"-

out·seek, verb (used with object), -sought, -seek·ing

re·seek, verb (used with object), -sought, -seek·ing

un·seek·ing, adjective

Synonyms - pursue, follow.

The suffix "en" was dropped and "ee" replaced the single "e".

5.  naughty-

adjective

1. disobedient; mischievous (used especially in speaking to or about children)

Ex. )   Weren't we naughty not to eat our spinach?

2. improper, tasteless, indecorous, or indecent: a naughty word

3. Obsolete, wicked; evil.

Origin:
1350–1400; Middle English

The word "naughty" came from the word "naut". 

-late 14c., "naugti" meant, "needy, having nothing," 

-from Old English, "nawiht" was defined as, " sense of "wicked, evil, morally wrong" is attested from 1520s. 

The more tame main modern sense of "disobedient" (especially of children) is attested from 1630s. 

A woman of bad character dates back to 1530-1750

Related forms

naugh·ti·ly, adverb

naugh·ti·ness, noun

Synonyms
1.  willful, wayward, misbehaving.

Over time, the letter "i" was dropped to be replaced by "y". 

References:

www.dictionary.com
www.ibequeaththee.com
 

 

  

 

 

 

 

 

 

Entry #6- The Distinguishing factors Learning/Word Recognition vs. Acquisition/Sociopsycholinguistics

         According to Freeman and Freeman, (2004) there are two views of reading instruction that correspond to the distinction between learning and acquisition.  These two views are the word recognition view and the sociopsycholinguistic view. Even though, they both differ greatly when it comes to how each form of instruction is delivered in the classroom, the overall goal of each view is the same. This end result being that the instruction will lead to a proficient, active reader.

     

Word Recognition View-

GOAL-

-Students are taught directly a variety of reading strategies and skills to help them decode words and comprehend the meaning behind the text.

METHOD- 

-Students are taught phonics rules to help them decode and sound out words.

- Students are taught a set of sight words that do not follow phonics rules

- Students learn how to break apart words into chunks to identify them

CLASSROOM ACTIVITY-

-       Students will learn the definition of vocabulary words prior to reading a selected text.

-       Teacher will have a student read orally to listen for miscues and assist student with words they may not know.

Sociopsycholinguistic View-

GOAL-

- Students use connections, background knowledge, and cues from three language systems to construct meaning from a text.  

METHOD- 

-Students are taught how to tap into their own experiences and background knowledge to make meaning of text

- Through the repetition of familiar text, students will make the connection between oral reading and the print of the familiar text

- Students will use graphophonics as just one of three language cueing systems to gain meaning from a text and will study word parts only during linguistic investigations.

CLASSROOM ACTIVITY-

-       Students will read to acquire vocabulary by encountering words in the context.

-       Students will read silently using the strategies the teacher has taught the students to make meaning from a text.

(Freeman & Freeman, 2004)

Freeman's Writing Views and My Own Experience

When I was growing up, I remember getting excited about anything that had to do with   literacy.

            Instead of earning candy or Little Debbie snacks as rewards for good behavior, my sister and I would receive a new book of our choice to add to our playroom library. If we were behaving while out running errands with my mom or dad, I remember jumping up and down when I got the treat of going to the library for “Read Aloud” time. For my birthday, I remember being super excited when I received a stuffed Curious George doll. But the most cherished and memorable gift was opening a gold box that contained my very first library card. I will never forget the joy I felt having my very own card with my name on it.

        Another memory I will never forget is the “Reading Tub” at my elementary school. I remember how much I couldn’t wait until library day in my class. I loved browsing the shelves for the perfect book, checking it out independently, and then sinking myself into a white porcelain tub that was painted yellow with bright colorful flowers. I would get lost in my new book underneath a bunch of soft, fluffy pillows. It was definitely one of my favorite places to be…

         These experiences as a child, greatly influenced how I feel about reading and writing today. Even as an adult, one of my favorite things to do on a Friday night is go to the bookstore. It is not uncommon to find me lounging on some cushions in the childrens’ section, while sipping on a tall vanilla latte. It is where I seem to be the most relaxed and happy.  Over the summer, I signed up to be a member at my local neighborhood library. I think I was just as excited to get my membership card on that morning as I was 29 years ago. 

        I remember loving writing just as much as I loved reading. One of my favorite activities in Miss Webb’s 3rd grade class was our weekly book report. We could read any book of our choice, and then we got to share it with the class. I loved sitting in the rocking chair and reading to my peers. I loved turning the pages, changing my voice, and asking questions when I was finished, just like my teacher did. In addition to reading the story aloud, we got to create something to go with it. It could be a book jacket, a decorated cereal box, a diorama, poster, etc.  This example of an activity represents the acquisition view. "The goal of instruction is to enable students to use language for a variety of purposes. To accomplish this goal, teachers provide students with a great deal of language input and use various techniques to make the new language comprehensible. These techniques might include using gestures, pictures, and real things or reading a book with a predictable pattern and clear pictures of key words". (2004, Freeman, pg.33)

         At home, my family and I would always leave notes for each other…Whether they were in our lunch boxes, on the kitchen table, in the bathroom, or stuck on the back door, we enjoyed conversing in this medium. One of my favorite places to go to for my birthday was a stationary store called Strawberry Tub. It was filled with personalized pencils, notebooks, markers, diaries, etc. I remember using this special paper to write down a list of the names of my stuffed animals, so that I could take turns sleeping with them.  I would also write down my outfits for the week, right down to my socks, earrings and shoes. I I loved making lists. 

        Again, I feel that in my early years, I was mostly immersed in an acquisition learning environment. Because language was comprehensible to me, I was able to use it for a variety of purposes. 

        However, I remember receiving a lot of instruction from the "Learning" point of view as well. One memory in particular was spending a lot of time on the proper formation of a sentence and paragraph in the second grade.  But when it came to writing, I do not recall my teacher necessarily telling us what we needed to write about. For the most part, we had a lot of ownership over what we decided to read and write. 

         In junior high, I recall a particular lesson in grammar that involved a very marked up chalkboard. We were diagramming sentences, correcting verb usage, punctuation, etc. This is an example of where my teacher's goal  was to teach the language directly so that we had the ability to write out sentences in the correct form. This type of direct instruction would be considered the learning view. 

       I remember a lot of my literacy experiences in high school involving a lot of research. Our teacher would model the format and the correct way to research a particular subject, but we usually had the opportunity to choose a topic independently that interested us.  

                      Overall, I believe the wonderful experiences I had with literacy growing up molded me into the 

 person I am today. I still enjoy picking out the perfect book, getting lost in a great story, writing about what I 

have read, sharing the  knowledge I learn through literature, and above all, teaching  all of the wonderful 

things that we can learn through reading and writing!

            

Entry #3- Translating text written in another language

I read the following italian poem…

“ Ecco mormorar l'ondeTorquato”

Tasso (1544-1595)

Ecco mormorar l'onde,
E tremolar le fronde
A l'aura mattutina, e gli arboscelli,
E sovra i verdi rami i vaghi augelli
Cantar soavemente,
E rider l'Oriente;
Ecco già l'alba appare,
E si specchia nel mare,
E rasserena il cielo,
E le campagne imperla il dolce gelo,
E gli alti monti indora:
O bella e vaga Aurora,
L'aura è tua messaggera, e tu de l'aura
Ch'ogni arso cor ristaura.

    I am going to be honest. I thought I would be able to decipher the majority of this poem, being that the Italian language is very similar to Spanish, but I was lost, lost, lost.

  To begin, I inferred that “E” meant “and”, being that I have background knowledge that “Y” in Spanish means “and”. I also was able to possibly make out a few other words….

“tremolar” – tremble?

“L’aura”- This poem is possibly a love poem written to a woman named Laura.

I also think that the writer in this poem is trying to woo her, as he uses the word “cantar”, which I believe means “sing”.  I picked up on the word “dolce”, which I believe means “sweet”, so this poem is complimentary in nature. One word I definitely know is “bella”, which means beautiful, and “vaga Aurora” might translate as this woman is from a village or town of Aurora. I inferred this because this word is capitalized. The line “L'aura è tua messaggera, e tu de l'aura” might possibly mean “this message is for you, Laura.”

    Some strategies I used to help me decode some of the words were reading the poem in its entirety first, and then breaking it down word for word.

    I also took each word apart and looked for familiar prefixes or suffixes that might be comparative to the English language. I also looked for words that were similar to Spanish.

    I feel this poem would have been easier to understand had I heard it orally. It would have been even easier if I had heard it in a song or acted out. Lastly, this poem would have been much, much easier to understand had it included pictures or visuals of some sort.

    I am interested to read the translation of this poem to see if I was accurate on any of my translation!