WK 7, 8, 9 narratives and sentence components sem1 Flashcards
Define the term narrative skills. Why is it important and what are it’s features?
understand and tell stories/describe events
-Essential to oral language use-always telling people stories
features include; Explicit vocabulary, narratives-pronouns, Conjunction, Two C’s
Define conjunctions. What are the types?
words that link
-Additive, temporal, causal
Define additive conjunctions with examples
add components e.g. ‘and’, ‘I jumped and walked’
Define temporal conjunctions with examples
connect according to time e.g. ‘before, ‘and then’, ‘while’
Define causal conjunctions with examples
why, cause/effect, feelings e.g. ‘because’, ‘since’, ‘therefore’, ‘so’
Differ between centring and chaining
Centring: focus on topic e.g. “There a farm. There cow. Moo. A farmer.”
Chaining: sequencing events e.g. “I go shops. And then see mummy. And then..”
What are the 7 elements of story grammar
-Setting: there was this boy and
-Initiating event: he got kidnapped by pirates
-Internal response: so he was really scared
-Plan: so he decided to run away
-Attempt: he cut his ropes when they were eating
-Consequence: he got away
-Reaction: and he ran home
Describe preschool labelling/heaping. When does it occur?
-2 years
-Isolated Description
-Unrelated statements that label or describe
Describe preschool listing/sequencing. When does it occur?
-2-3 years
-Descriptive sequence
-Statements around a central topic
Describe preschool connecting/primitive narrative. When does it occur?
-3-4 years
-Action sequence
-Statements around central topic w/perceptual, not temporal links.
Describe preschool unfocused chain. When does it occur?
-4-4.5 years
-Temporally related statements without a central topic.
Describe present progressive word. Provide an example
Signals currently occurring but temporary action
e.g. /ing/ running, jumping
Describe prepositions word. Provide an example.
indicates location or timing
e.g. in, on
Describe regular plurals morpheme. Provide an example
-More marked plurals eg. two…
-Frequently used plurals eg. socks
-Overgeneralisation eg, foots, mouses,
-Regular vs irregular distinction eg. man/men, goose/geese
-Overgeneralisation irregulars e.g. mices
e.g. s
Describe irregular past tense morpheme. Provide an example
learned as whole units
e.g. feel, went, sat, came
Describe possessive morpheme. Provide an example
indicates who an object belongs to
-s, mummy’s shirt, bee’s honey
Describe articles morpheme. Provide an example
- ‘the’-refer to specific/particular nouns e.g. The books=that particular book (definite)
- ‘a/an’ modify non-specific or non-particular nouns e.g. A book=any book (indefinite)
e.g. a, the
Describe regular past morpheme. Provide an example
-Overgeneralisation can occur eg, eated, falled
-Phonological realizations:
.after voiced consonant = /d/ eg. hugged,
.after unvoiced = /t/ eg. kicked, walked
.after /t/ or /d/ = /ed/ eg. sighted, ended, patted
e.g. ed
Describe 3rd person singular morpheme. Provide an example
-Added to verbs in present tense and with the pronouns (he, she, it and one).
e.g. s, her walks, she runs
Describe 3rd person singular irregular morpheme. Provide an example
-Added to verbs in present tense and with the pronouns (he, she, it and one).
-she does talk, she goes there
Describe copula morpheme (Uncontractible and contractible) Provide an example
Linking verb (not doing)
-Uncontractible: she is pretty, the dog’s are lazy
-Contractible: she’s pretty, they’re lazy
Describe auxiliary morpheme. Provide an example
Helping verb, added to another, to indicate tense or when it is happening
-Uncontractible: she is singing, he is eating
-Contractible: she’s singing, he’s eating
Define noun providing examples
person, thing, idea, quality, or state
-Can be singular/plural e.g. Dog vs dogs, Cup vs cups
-Can have irregular plurals e.g. Mices, geese, cacti, stimuli, appendices
Describe pronouns providing examples of subtypes
Used in place of noun that is already known/has already been mentioned. E.g. I, me, mine, you, yours, his, her, hers, we, they, or them.
-Personal: in place of nouns referring to specific people or things.
-Possessive: indicate ownership without repeating person and objects name
-Reflexive: subject and object of sentence are same
