***Language During The Early School Years (Ch.10)***

Question 1

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?

Answer 1

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

Question 2

overall elementary development

How does learning verb phrases compare against learning noun phrases? What kind of verbs should be developed by 8yrs?

Answer 2

Harder than noun phrases (different tenses)

Irregular verbs develop slowly (e.g., caught, slid, blew)—should be there by 8 yrs.

Question 3

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?

Answer 3

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

Question 4

sentence role…

What are nouns? What is a noun phrase? Give examples of how noun phrases become more complex at 5 and 6 years

Answer 4

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)

Question 5

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?

Answer 5

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)

Question 6

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?

Answer 6

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)

Question 7

overall elementary growth

What does a complex sentence have? What does a compound sentence have?

Answer 7

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.

Question 8

morphological development

What is really stressed in the CCSS?

Answer 8

morphology knowledge is really stressed in the Common Core State Standards

Question 9

morphological development

What do derivational suffixes do? Give examples.

Answer 9

derivational suffixes change word classes

Root word

attach (verb) - ment (deriv suffix)

teach (verb) - er (deriv suffix)

Question 10

morphological development

What does the derivational, -ly suffix do? When is it mastered? Give examples.

Answer 10

the -ly suffix converts adjectives into adverbs.

appropriately, sincerely, thankfully

not mastered until adolescence

Question 11

two “marks” and one “use”

What are the 3 uses for the derivational suffix, -er? Give examples. When are these differnet uses mastered?

Answer 11

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

Question 12

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?

Answer 12

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

Question 13

semantic dev.

What are taxonomies and themes?

Answer 13

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)

Question 14

semantic dev

Which children relate to themes (think general age)? When do taxonomies become more prevalent? What are taxonomies called in therapy?

Answer 14

younger ch relate to themes

as ch. get older, taxonomies more prevalent

in therapy, we call taxonomies “working on categories”

Question 15

semantic dev

How do children relate to themselves when learning new words? For example, how would a child learn the word “aquatic”?

Answer 15

needs to relate this to her previous experiences with aquariums, oceans, swimming in a pool, etc.

Question 16

highly correlated with…

Why is the ability to define words so important? What skill is it related to?

Answer 16

is highly correlated with involvement in an academic culture

is related to metalinguistic skill

Question 17

semantic dev.

How might a parent with a 4th grade education explain the word special? How might the 11th grade daughter define special?

Answer 17

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’”

Question 18

semantic dev

What is slow mapping? Give examples at 5yrs and 12yrs.

Answer 18

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

Question 19

semantic dev

How can shoes be used as an example of slow-mapping?

Answer 19

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

Question 20

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?

Answer 20

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)

Question 21

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?

Answer 21

Figurative language

Connotes higher order language skills

Question 22

what is the difference between simile and metaphor?

Answer 22

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.”

Question 23

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?

Answer 23

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

Question 24

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?

Answer 24

TOM increases (social perspective taking)

children learn to respond to questions and requests in the classroom,

must learn IRE format

conversational skills

Question 25

Children must learn the I-R-E format. Describe this format.

Answer 25

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.”

Question 26

pragmatic skills

What kind of requests and conversational skills do children get better at as they mature?

Answer 26

Indirect requests

Introducing, sustaining,closing or switching, and repairing the topic (through providing more background context and defining terms)

Question 27

What social skills are crucial to help students with as they grow older?

Answer 27

pragmatics

Question 28

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?

Answer 28

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

Question 29

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?

Answer 29

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

Question 30

What are the ways that Rosslyn Delmonico suggests to gracefully change a conversational subject?

Answer 30

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…

Question 31

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?

Answer 31

Narratives reflect the storyteller’s experience

Being a good storyteller enhances children’s self image and group identification within their families and communities

Question 32

ARES

Describe the 4 types of narratives

Answer 32

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

Question 33

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.

Answer 33

need to develop story grammar

Usually there is setting + episode structure

1. Setting; introduce characters etc.**

There once was a girl who lived in New Hampshire

2. Initiating event (action, seeking something)

and she wanted to become famous.

3. Internal response (character’s reactions, thoughts, intentions, motivations)

She thought it would make her happy.

4. Internal plan (strategies for attaining goals)**

So she and her family moved to Hollywood

5. Attempt (Character’s action to attain goal)

where she took acting lessons and found an agent.

6. Direct consequence (success or failure)

She found out that there were about 200 girls auditioning for every role she tried out for

7. 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.

Question 34

What is codeswitching?

Answer 34

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!”

Question 35

What is recommended for children who speak African American English (AAE)?

What must they do when writing and spelling in order to be successful?

Answer 35

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