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LANGUAGE DURING THE EARLY SCHOOL YEARS (Chapter 10)

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Title: LANGUAGE DURING THE EARLY SCHOOL YEARS (Chapter 10)


1
LANGUAGE DURING THE EARLY SCHOOL YEARS (Chapter
10)
2
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
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