LANGUAGE DURING THE EARLY SCHOOL YEARS (Chapter 10)

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LANGUAGE DURING THE EARLY SCHOOL YEARS (Chapter
10)
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PowerPoint 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

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I. IMPORTANCE OF INCREASIING LANGUAGE AND
ACADEMIC SKILLS

• Burke Spotlight on poverty and opportunity
• http//www.spotlightonpoverty.org

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Burke
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YoutubeWhy Teachers Drink
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II. 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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III. 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 ?

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A. 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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B. Verb phrases

• Harder than noun phrases (different tenses)
• Irregular verbs develop slowly (e.g., caught,
  slid, blew)should be there by 8 yrs.

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C. Types of Sentences
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Use 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.

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IV. 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.

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Children especially need to master derivational
suffixes
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The ly suffix which converts adjectives into
adverbs
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-er has 3 uses
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V. 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

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Children 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)

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In terms of development
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Previous knowledge is so important to vocabulary
acquisition
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The ability to define words
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For 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

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In 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

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Shoes

• 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

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Laura Justice, ASHA Schools Conference
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Justice we need to teach Tier 2 words
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B. 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

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A metaphor

• Implies an analogous relationship
• Love is a rose.
• Hes a bull in a china shop.
• Shes a kid in a candy store.

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A 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.

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Proverbs

• 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.

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More proverbs (not on exam)
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Filipino 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!

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More proverbs
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Proverbs are hard for children through about 8
years old
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VI. PRAGMATIC DEVELOPMENT

• A. Conversational Skills

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Children must learn the I-R-E format
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For 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.

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As 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

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It is crucial to help students with pragmatics as
they grow older
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ASHA Schools Conference Pamela WileyIn middle
school
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B. Narrative Skills

• Narratives reflect the storytellers experience
• Being a good storyteller enhances childrens self
  image and group identification within their
  families and communities

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There are 4 types of narratives
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Children 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)

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• 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.

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• 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

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• 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.

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VII. 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!

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For children who speak African American English
(AAE)
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PowerPoint 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