Title: LANGUAGE DURING THE EARLY SCHOOL YEARS (Chapter 10)
1LANGUAGE DURING THE EARLY SCHOOL YEARS (Chapter
10)
2PowerPoint Outline
- I. Importance of Increasing Language and Academic
Skills - II. Overall Growth in the Elementary Years
- III. Development of Syntactic Skills
- IV. Morphological Development
- V. Semantic Development
- VI. Pragmatic Development
- VII. Language Differences
3I. IMPORTANCE OF INCREASIING LANGUAGE AND
ACADEMIC SKILLS
- Burke Spotlight on poverty and opportunity
- http//www.spotlightonpoverty.org
4Burke
5YoutubeWhy Teachers Drink
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7II. OVERALL GROWTH IN THE EARLY ELMENTARY YEARS
- The biggest language changes we see are in
semantic and pragmatic skills - Metalinguistic abilitythe ability to think about
languagemakes big leaps during this time - Most children have the fine motor skills to draw
and write - Gross motor skills develop, especially in sports
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9III. DEVELOPMENT OF SYNTACTIC SKILLS
- On the exam, I will not hold you responsible for
reading pages 319 (beginning with Noun and Verb
Phrase Development) through page 327 (begin
reading again at Phonologic Development) - PowerPoint only ?
10A. Noun Phrases
- Nouns persons, places, or things
- Remember that a noun phrase (NP) is a sentence
role filled by people and objects
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14B. Verb phrases
- Harder than noun phrases (different tenses)
- Irregular verbs develop slowly (e.g., caught,
slid, blew)should be there by 8 yrs.
15C. Types of Sentences
16Use of compound and complex sentences increases
- Complex sentence Has an independent and
dependent clause - We will go to the movies if we have enough money.
- Compound sentence Two independent clauses joined
by a conjunction - I went to the movies and my mom bought us some
popcorn.
17IV. MORPHOLOGICAL DEVELOPMENT
- This is very important, because morphology
knowledge is really stressed in the Common Core
State Standards - For example, one kindergarten standard is (not
on exam) - Students will use the most frequently-occurring
inflections and affixes (e.g., -ed, -s, re-, un-
pre-, -ful, -less) as a clue to the meaning of an
unknown word.
18Children especially need to master derivational
suffixes
19The ly suffix which converts adjectives into
adverbs
20-er has 3 uses
21V. SEMANTIC DEVELOPMENT
- A. Vocabulary Growth
- 5-year olds have an expressive vocabulary of
around 2200 words - A first 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
22Children need to learn how to organize words they
learn
- 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)
23In terms of development
24Previous knowledge is so important to vocabulary
acquisition
25The ability to define words
26For example, in defining the word special
- A parent with a 4th grade education might say
special means something that doesnt happen
very often. - Their 11th grade daughter might say it means
exceptional, unique, or noteworthy
27In school, children slow map
- They 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
28Shoes
- 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
29Laura Justice, ASHA Schools Conference
30Justice we need to teach Tier 2 words
31B. Figurative Language
- Figurative language is words used in an
imaginative sense, rather than a literal one, to
create an imaginative or emotional expression - Connotes higher order language skills
32A metaphor
- Implies an analogous relationship
- Love is a rose.
- Hes a bull in a china shop.
- Shes a kid in a candy store.
33A simile
- Directly states an analogous relationship
- Your lips are like pedalsbicycle pedals.
- Your teeth are like starsthey come out at
night. - Shes as light as a feather.
34Proverbs
- Short, popular sayings that embody a generally
accepted truth, useful thought, or advice - The early bird gets the worm.
- A penny saved is a penny earned.
- Dont count your chickens before theyre
hatched.
35More proverbs (not on exam)
36Filipino proverbs (thanks to Chantelle!)
- It is better to live in a nipa hut if a good
person dwells there than to live in a palace with
an arrogant person - Before trying to clean the dirt off others, be
aware of your own dirt - Before you get into someones business, take a
good look at yourself in the mirror - If you are not proud of your native language, you
are but a stinky fish. Be proud of your culture!
37More proverbs
38Proverbs are hard for children through about 8
years old
39VI. PRAGMATIC DEVELOPMENT
40Children must learn the I-R-E format
41For example
- 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. Thats right. And we can learn
from how they cared for the earth.
42As they mature, children become better at
- Indirect requests
- Introducing a topic into conversation, sustaining
it through several turns, and closing or
switching the topic - Repairing conversational breakdowns through
providing more background context and defining
terms
43It is crucial to help students with pragmatics as
they grow older
44ASHA Schools Conference Pamela WileyIn middle
school
45B. Narrative Skills
- Narratives reflect the storytellers experience
- Being a good storyteller enhances childrens self
image and group identification within their
families and communities
46There are 4 types of narratives
47Children need to develop story grammar
(components and rules of a story)
- Usually there is setting episode structure
- For the exam, dont worry about types of
sequences (bottom of p. 302 and all of p. 304)
48- 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 (characters reactions,
thoughts, intentions, motivations) - She thought it would make her happy.
49- 4. Internal plan (strategies for attaining
goals) - So she and her family moved to Hollywood
- 5. Attempt (Characters 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
50- 7. Reaction (characters emotional response,
though, or actions to the outcome or preceding
chain of events) - The girl missed all her friends back in New
Hampshire, and she wasnt getting any roles. So
she and her family moved back home.
51VII. LANGUAGE DIFFERENCES
- Codeswitching is a normal behavior that
demonstrates the continuing separation of two
languages - E.g. Me gustaria manejar. Ill take the car!
- My boss gives me this huge sense of utang ng
loob, and I just hate that. - Youre here early. Das ist gut!
52For children who speak African American English
(AAE)
53PowerPoint Outline
- I. Importance of Increasing Language and Academic
Skills - II. Overall Growth in the Elementary Years
- III. Development of Syntactic Skills
- IV. Morphological Development
- V. Semantic Development
- VI. Pragmatic Development
- VII. Language Differences