Language Acquisition- Chapter 7

what are the expectations of a 5 year old

- well developed receptive and expressive vocab

- cleared and correct speech sounds; complete sentences

- uses declarative and imperative sentences

- understands and uses active sentences; emerging use of passive

- understands and uses indirect requests

- talks about future and past events

- participates in singing, rhyming, and speech related games

- recognizes written language in books and other print media

- differentiates between writing and drawing

- engages in print-related activities

- emergent writing and reading skills

what are the school expectations (3 forms of language)

language of academic subjects or curriculum

language of behavior management

language used to express personal identity

identify and define the 3 types of student-teacher dialogue

IRE: teacher initiates a question; response from student; reacher evaluates response

Revoicing: teacher proposes a problem and students discuss possible answers/solutions with guidance provided by the teacher

Instructional Conversation: small group of students and teacher, informal conversations; where students and teachers may switch roles

identify the aspects of language of personal identity

- sharing experiences with peers and teachers

- opportunity to talk about himself

- uninterrupted time to discuss experiences

- establishing his own identity

- ability to tell others about yourself

- self confident, assertive children

- underground curriculum: appropriate language use with peers

identify the ways in which cultural diversity can cause academic challenges

- language difference vs. disorder

- over identification

- under identification

identify the characteristics of semantic development

expansion of language skills

maturation of cognitive skills from concrete to more abstract

identify the factors that influence vocabulary acquisition

- spoken and written language

- adult models

- contextual cues

- morphological knowledge

identify the 3 influences in learning new words for older children and adults

- direct teaching from adults

- cues surrounding unfamiliar words

- morphological knowledge (prefixes/suffixes) to determine meaning

identify the characteristics of learning vocabulary from adult models

-direct teaching of a word

- classic methods of teaching vocab

- dictionary (looking it up)

- may not fully understand the definition at first introduction

- may need examples and multiple experiences with word

- understands before using appropriately

- need practice!

identify the characteristics of learning vocabulary from contextual cues

- skill learned in elementary school but is mastered by adulthood

- often encouraged by adults/teachers

- begins to use surrounding words to determine the meaning of an unfamiliar word

identify the characteristics of learning vocabulary from morphological knowledge

begins to break words apart to help determine the meaning

ex: dis honest ly

define horizontal expansion

adds semantic features to the definition

- cup, mug, glass, sippy cup

define vertical expansion

adds deeper meaning to a word

- wood is used to make tables, houses, bats, etc.

define chuncking

process of sorting vocabulary into lists based on semantic relationships

identify the ways in which vocabulary is organized

chunking; sorted by semantic functions; word associations

identify the 3 basic strategies used in retrieving stored vocabulary

semantic organization; auditory cues; visual cues

define semantic categorization

uses chunking; is easier for toddlers because they have a smaller vocabulary; the attempt to "find the right word"

define auditory cues

easier to retrieve words with hints; phonological encoding

define phonological encoding

ability to process speech and assign a phonemic identity for each word

- analyze sounds in the structure of a word

- a code is created for each word and stored with the semantic function in long term memory

define visual cues

creates association between word and its semantic category; increases ability to "find the right word"

identify and define the 2 parts to defining a word

- semantic: dictionary definition (category/characteristics)

- metalinguistic: ability to think about the word in a more abstract way (increases language growth and maturity)

identify the ways in which we define words and give an example of each

- operational/functional: describes what an item does (a flower smells good)

- descriptive: listing attributes (a flower has petals and leaves)

- categorial: placing the item in a semantic category ( a flower is a type of plant)

- dictionary: states category and characteristics (a flower is a plant that has petals, can be a variety of colors and shapes and has a distinct smell)

identify the categories of conjunctions and give an example of each

- conditional: "if"

- causal: "because, so, therefore"

- disjunctive: "but, or, therefore"

- temporal: "before, after, when, then"

define morphophonemic alteration

speech sound change that occurs when the shape of the root word is altered

define relevance

adults will remain talking about more important/useful topics

define shading

gradual shifting of conversational topic

identify the gender differences in style and vocabulary

- girls talk earlier than boys

- vocab develops based on interests

- boys try to establish authority and independence

- girls look for relationships and focus on conversation (feeling)

identify the order of acquisition of phonological awareness skills

- rhyming words

- counting sounds and segmenting sounds into words

- counting sounds and segmenting longer words

- determining letter and sound correspondence in words

- segmenting words into onset and rhyme components

- segmenting words that represent a variety of syllable shapes

- manipulating sound into words to omit 1st or last sounds or more sound in words

- using knowledge of sounds to spell words

identify the 4 skills needed for reading

- phonemic awareness: listen to and break down words into sounds/syllables then manipulate these sounds

- phonics instruction: letter/sound correspondence and the ability to blend those sounds into words

- guided oral reading: reading aloud with teachers/parents

- reading comprehension: understanding what was read

identify the components of early reading instruction

phonemic awareness: understanding spoken words are made of parts

phonics: letter/sound correspondence

vocabulary: word meaning and word relationships

reading fluency: reading with speech, accuracy, and expression with comprehension

reading comprehension: understanding word meanings and word relationships

stages of reading development

emergent readers

developing readers

independent readers

identify the characteristics of emergent readers

understand about stories/books; pretends to read; recognize signs in environment; understands connection between symbols and the processing symbols; may pick out letters

identify the characteristics of developing readers

use reading to gain meaning; starts to make predictions about unfamiliar words; begins to relate life experiences to what they read; look at surrounding words to gain meaning; self corrects/rereads; improves in sounding words out

identify the characteristics of independent readers

have the ability to read on own; uses variety of strategies to gain meaning; focus on passage as a whole instead of just words; uses personal experiences and knowledge; allows for a "knowledge explosion"

define literal level

word meanings and relationships between ideas

define inspectual level

quickly scan for main ideas

define analytic level

deep processing of information

define comparative level

uses all info possible to compare meanings

identify the difference between handwriting/penmanship and writing

- writing is tied to reading by meaning

- writing can change by audience

- writing begins with scribbles and becomes more complex with age (eventually turns to letters)

- may also use graphophonemic awareness and invented spellings

identify and define the stages of writing/spelling

- prephonemic: strings of letters- no correspondence

- early phonemic: first letter correspondence

- letter name: consonants and vowels are used and letters match their names

- transitional: recall of some printed words; overgeneralization may occur; letter-name spelling

define preparation

copies letters from model

define consolidation

strings of words using spoken vocab and grammar

define differentiation

writing uses more sophisticated grammar than speech

define integration

childs "written style" increase in creativity using and expressing ideas, feelings, and attitude