***Language During The Early School Years (Ch.10)*** Flashcards
I. IMPORTANCE OF INCREASIING LANGUAGE AND ACADEMIC SKILLS
Research of Burke*
What is the US’s ranks in pupil spending? How does the US compare to other countries in math and reading? What zone do American 15yr olds tend to fall in?
U.S. ranks 4th in world for per pupil spending
much lower than other countries in math and reading
American 15yr olds - middle zone in reading, near bottom in math, falling behind Estonia and Slovenia
overall elementary development
How does learning verb phrases compare against learning noun phrases? What kind of verbs should be developed by 8yrs?
Harder than noun phrases (different tenses)
Irregular verbs develop slowly (e.g., caught, slid, blew)—should be there by 8 yrs.
II. OVERALL GROWTH IN THE EARLY ELMENTARY YEARS
Define and describe the overall growth of metalinguistic ability, ToM, motor skills (gross and fine), and the importance of peers. Which areas see the biggest changes? at what age is full metalinguistic awareness developed?
The biggest language changes we see are in semantic and pragmatic skills
Metalinguistic ability—the ability to think about language—makes big leaps during this time
Most children have the fine motor skills to draw and write
Peers become increasingly important
Gross motor skills develop, especially in sports
theory of mind cotinues to develop
full metalinguistic awareness achieved by around 7-8yrs
sentence role…
What are nouns? What is a noun phrase? Give examples of how noun phrases become more complex at 5 and 6 years
Nouns: persons, places, or things
noun phrase (NP) - a sentence role filled by people and/or objects
noun phrases beoming more complex and sophisticated
For ex @5yrs: a little car (article+adj.+noun)
@ 6yrs: a big fluffy cat (article+adj.+adj.+noun)
overall elementary growth
What kind of nouns do ch. get better at? Which nouns do they begin to distinguish between in their language? What do they start to add in their language? What are mass and count nouns?
ch become better at using pronouns
add reflexives (himself, herself)
ch distingusih between mass and count nouns
mass nouns - homogeneous, non-individual substances (fire, air, water, elements)
count nouns - heterogeneous, individual objects (pencil, tomato, girl)
overall elementary growth
How do sentences change? What kind of sentences do ch. understand around 5yrs? What % of 7.5-8yr olds produce full passive sentences?
sentences become longer and more sophisticated/varied
ch. understands passive sentences around 5yrs. (Ex: the car was wahsed by the man)
80% of 7.5-8yr olds produce full passive sentences (ex: the class was taught by the teacher)
overall elementary growth
What does a complex sentence have? What does a compound sentence have?
Complex sentence: Has an independent and dependent clause
Ex: We will go to the movies if we have enough money.
Compound sentence: Two independent clauses joined by a conjunction
Ex: I went to the movies and my mom bought us some popcorn.
morphological development
What is really stressed in the CCSS?
morphology knowledge is really stressed in the Common Core State Standards
morphological development
What do derivational suffixes do? Give examples.
derivational suffixes change word classes
Root word
attach (verb) - ment (deriv suffix)
teach (verb) - er (deriv suffix)
morphological development
What does the derivational, -ly suffix do? When is it mastered? Give examples.
the -ly suffix converts adjectives into adverbs.
appropriately, sincerely, thankfully
not mastered until adolescence
two “marks” and one “use”
What are the 3 uses for the derivational suffix, -er? Give examples. When are these differnet uses mastered?
First - acquired to mark the initiator of an action (painter, preacher) mastered around 8yrs (derivational morpheme)
Second - marks an instrument for accomplishing an action (eraser, blower). mastered around 11yrs
Third - uses as comparative (smaller, stronger) mastered in mid-elementary school
semantic dev
What is the expressive vocab of a 5yr old? Even though a 1st grader might have an expressive vocab of 2600 words, how many English root words might they understand? How many words does a child understand by the 6th grade?
5-year olds have an expressive vocabulary of around 2200 words
A 1st grader has an expressive vocabulary of around 2600 words but may understand 8,000-10,000 English root words
By 6th grade, a child understands around 50,000 words
semantic dev.
What are taxonomies and themes?
Taxonomies: categories of objects that share a common essence (fruits, weather, tools)
Themes: bound by an event (e.g., cake, presents, candles signify a birthday party)
semantic dev
Which children relate to themes (think general age)? When do taxonomies become more prevalent? What are taxonomies called in therapy?
younger ch relate to themes
as ch. get older, taxonomies more prevalent
in therapy, we call taxonomies “working on categories”
semantic dev
How do children relate to themselves when learning new words? For example, how would a child learn the word “aquatic”?
needs to relate this to her previous experiences with aquariums, oceans, swimming in a pool, etc.
highly correlated with…
Why is the ability to define words so important? What skill is it related to?
is highly correlated with involvement in an academic culture
is related to metalinguistic skill
semantic dev.
How might a parent with a 4th grade education explain the word special? How might the 11th grade daughter define special?
A parent with a 4th grade education might say “’special’ means something that doesn’t happen very often.”
Their 11th grade daughter might say “it means ‘exceptional, unique, or noteworthy’”
semantic dev
What is slow mapping? Give examples at 5yrs and 12yrs.
slow mapping - children add features beyond the functional and physical aspects of something
For example, at 5 years, they think of a dog as a furry animal that barks
At 12 years, they think of a dog as a furry animal that barks and is a mammal that has descended from wolves and is carnivorous
semantic dev
How can shoes be used as an example of slow-mapping?
In the Philippines, there is one word: zapatos
In the U.S. High heels, tennis shoes, sneakers, slingbacks, pumps, sandals, mules, penny loafers, boots, flipflops, clogs, stilettos, platforms, espadrilles, booties
Laura Justice, ASHA Schools Conference on word tiers on common, high frequency, and specialized words
How does Laura Justice describe the three tiers of words? Why is there a need to focus on teaching tier 2 words?
tier 1 words: very common, usually learned w/o direct teaching (car, book, sun, phone)
tier 2 words: high frequency vocab for mature lang. users (lang. of books)
tier 3: highly specialized words (peninsula, isotope, linear equation
focus on tier 2 because they go across the cirriculum (ex: function, constitute, correlate, imply, relationship, distinctive)
imaginaaaaaaaation
Words used in an immaginative sense, rather than a literal one, to create an imaginative or emotional expression is called what?
What does it connote?
Figurative language
Connotes higher order language skills
what is the difference between simile and metaphor?
metaphor implies an analogous relationship
ex:
Love is a rose.
He’s a bull in a china shop.
She’s a kid in a candy store.
simile directly states an analogous relationship
ex:
“Your lips are like pedals—bicycle pedals.”
“Your teeth are like stars—they come out at night.”
“She’s as light as a feather.”
What are short popular sayings that embody a generally accepted truth, useful thought, or advice?
Why are they hard for children up to about 8yrs old?
proverbs
ex:
“The early bird gets the worm.”
“A penny saved is a penny earned.”
“Don’t count your chickens before they’re hatched.”
because children up to about 8yrs old take things very literally
What is the “social perspective taking” skill that increases?
What do children learn to respond to in the clasroom?
What format must they learn?
What skill set does this all relate to?
TOM increases (social perspective taking)
children learn to respond to questions and requests in the classroom,
must learn IRE format
conversational skills
Children must learn the I-R-E format. Describe this format.
teacher Initiates
child Responds
teacher Evauates child’s response
ex
Teacher: “Graciela, why is it important for us to know about the Native Americans?”
Student: “Because they were the first people here in North America.”
Teacher: “Good. That’s right. And we can learn from how they cared for the earth.”
pragmatic skills
What kind of requests and conversational skills do children get better at as they mature?
Indirect requests
Introducing, sustaining,closing or switching, and repairing the topic (through providing more background context and defining terms)
What social skills are crucial to help students with as they grow older?
pragmatics
Pamela Wiley @ ASHA Schools Conference about middle school children
What kind of support does ch. look for?
what kind of pressure in increased?
does the child become more independent or dependent on family?
what do they struggle with?
what is there an increased emphasis on in middle school?
what kind of hierarchies?
ch looks for peer support
increased social pressure
ch more independent, less reliant on family
struggle with social expectations
increased emphasis on superficial qualities
social hierarchies
What does rosslyn delmonico say about small talk and ASD students?
What are the steps she give to initiate discourse?
What activity can be used for turn taking?
small talk is important as a bonding ritual
we need to help students with this, esp. if they have ASD
start with eye contact, then smile, next is greeting
can throw a ball for turntaking exercise
What are the ways that Rosslyn Delmonico suggests to gracefully change a conversational subject?
by the way…
that makes me think of…
this is off topic, but…
this is kind of random, but you just made me think of…
what do narrative skills reflect?
What does being a good storyteller do for children in terms of their self image and group identification within families and communities?
Narratives reflect the storyteller’s experience
Being a good storyteller enhances children’s self image and group identification within their families and communities
ARES
Describe the 4 types of narratives
stories - known patterns. main character must overcome a challenge
recount - adult requests a ch. to tell about a past experience
eventcast - explanation of some current or anticipated event
account - highly individualized spontaneous narratives where ch. can share their experiences
S.I.I.I.A.D.R.
What important part of narratives do children need to develop?
What is a story usually composed of?
List and describe the setting and episode structure of a story.
need to develop story grammar
Usually there is setting + episode structure
- Setting; introduce characters etc.**
There once was a girl who lived in New Hampshire
- Initiating event (action, seeking something)
and she wanted to become famous.
- Internal response (character’s reactions, thoughts, intentions, motivations)
She thought it would make her happy.
- Internal plan (strategies for attaining goals)**
So she and her family moved to Hollywood
- Attempt (Character’s action to attain goal)
where she took acting lessons and found an agent.
- Direct consequence (success or failure)
She found out that there were about 200 girls auditioning for every role she tried out for
- Reaction (character’s emotional response, thought, or actions to the outcome or preceding chain of events)
The girl missed all her friends back in New Hampshire, and she wasn’t getting any roles. So she and her family moved back home.
What is codeswitching?
Codeswitching is a normal behavior that demonstrates the continuing separation of two languages
E.g. “Me gustaria manejar. I’ll take the car!”
“My boss gives me this huge sense of utang ng loob, and I just hate that.”
“You’re here early. Das ist gut!”
What is recommended for children who speak African American English (AAE)?
What must they do when writing and spelling in order to be successful?
recommended: be proficiently bidialectal, using AAE w/friends and family and mainstream English at school
ch must write and spell in mainstream english in order to be successful
