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Question 0

What are the characteristics of language used at age three??

Answer 0

Three sentence patterns
More actions are described, including some in past tense.
Understand pragmatics of politeness
Use language heuristically and imaginatively.
Sometimes still have problems pronouncing some consonants

Some skip this step

Question 1

In which stage do children first point out, label and describe objects?

Answer 1

The Sensorimotor stage

Question 2

Grammar and children at 3 years of age

Answer 2

Post telegraphic stage is emerging- sentences expand to four or more elements, use complete simple sentences

Success of these depend on child’s sense of TRANSITIVITY.

Children are more confident with tenses and inflections.

Question 3

What is a transitive verb?

Answer 3

Verbs that denote that someone can and does normally take an object.

• I am swallowing my food
• he is hitting his brother

Question 4

What is an intransitive verb?

Answer 4

Verb that denotes the inability to take an object

• we are coming
• I’m on my way

Question 5

What are coordinating conjunctions?

Answer 5

And, but, do

Question 6

Overgeneralisation is common at age….

Answer 6

3

Question 7

What are Bellugi’s three stages of understanding acquisition?

Answer 7

1. uses name instead of pronoun in sentences
2. Observed most people use I or me, worked out that as a rule I is never used in the middle of a sentence
3. Learned Rule of referring to the subject of the sentence when it appears.

Question 8

What is stage 1 of question formation?

Answer 8

The child uses intonation to signal a question being asked.

Question 9

What is stage two of question formation?

Answer 9

The child employs basic wh-interrogatives

Even at two word stage there is a basic grasp that the interrogative must come at the beginning of the phrase.

Question 10

What is stage three of question formation?

Answer 10

Close to the telegraphic or post telegraphic stage- why questions, when questions come later.

Question 11

What is stage four of question formation?

Answer 11

Children start manipulating syntax, using more complicated word classes like auxiliary verbs to make questions more detailed.

Word+ aux verb+ subject+ main verb

Children can invert verbs and place aux verbs correctly

Question 12

What is stage one of forming negatives?

Answer 12

Child uses a neg word

No!
Not!

Question 13

What is stage two of forming negatives?

Answer 13

Combines neg and other words

No bed
No eat it

= telegraphic and two word stage

Question 14

What is stage three of forming negatives?

Answer 14

Neg word in middle of sentence with increased intonation

Me no like that!

Question 15

What is stage four of forming negatives?

Answer 15

Uses neg words with increased accuracy

Contractions used with aux verb

Children struggle with double negs

Lucy isn’t going!
I don’t never do that!

Question 16

What is stage five of forming negatives?

Answer 16

Child uses moré complex negative words- some governed by tricky rules

I hardly spoke to him!
I haven’t got any!

Question 17

What is stage six of forming negatives?

Answer 17

Child says no obliquely without stating it

I’ll think about it!

Question 18

In the fourth year children…

Answer 18

Construct more complex sentences and reliably use a variety of pronouns in their correct form and position

They use subordinate conjunctions such as because and until

Make specific references to the past present and future

Question 19

What is literacy hour?

Answer 19

Launched in 1998, it is a structured hour long English lesson
-Reading and Writing taught hand in hand

Question 20

What happens in the first section of literacy hour? (15 mins)

Answer 20

• Objectives made clear

- Modelling reading or writing using an enlarged text.

Question 21

What happens in section 2 of literacy hour? (15 mins)

Answer 21

While class, focused word or sentence work

Question 22

What happens in section 3 of literacy hour? (20 mins)

Answer 22

Group or individual work- teacher works with one or more ability group on a guided text at the same time.

Question 23

What happens in section 4 (final section) of literacy hour? (10 mins)

Answer 23

• Whole class plenary session- reviewing learning and objectives
• Children explain what they’ve learnt.

Question 24

What happens in the phonics system of reading?

Answer 24

• Child is systematically taught the letters of the alphabet and combinations of letters and how they correspond to sounds.
• Starting with simple correspondences and ending with varieties of the grapheme ough.
• New words ‘sounded out’
• Flash cards used

Question 25

What happens in analytical phonics?

Answer 25

Child breaks down words into the smallest elements.

Patterns are sought.

Rhyme often used to learn similar sounding words.

Words read by separating them into smaller units

Used with other approaches

Question 26

What happens in synthetic phonics?

Answer 26

• Learn long phoneme-grapheme correspondences
• Up to 44 rather than individual letters
• Recognise graphemes very quickly
• Graphemes blended to produce words
• Short term and intensive approach

Question 27

What happens in the look and say/ whole word approach?

Answer 27

Focuses on teaching children complete words at a time.

Do not break them down

Build up a bank of frequently used words

Can read whole texts swiftly and have higher initial reading levels than children learning phonics.

5000 words in three years

Question 28

What methods are used to encourage and help children acquire phonic awareness in the look and say approach to reading?

Answer 28

Games
Rhymes
Alliterative texts
Tongue twisters 
Alphabet books
Songs
Music

Question 29

Drawbacks of the look and say approach….

Answer 29

• No real system to the learning process
• Struggle with more complex words later on
• Humans can only memorise a finite number of abstract symbols doing it on a letter by letter basis would enable a higher level of flexibility