CSAD 336 Preschool Part 3

for exam 3

when fictional stories emerge

typically around 3-4, when kids learn pretend play; can emerge as early as 2-3

macrostructure

the global organization of a story; the story grammar elements, such as initiating events, characters, and actions

story

a series of connected events

descriptive sequence

appear as early as 2; first kind of story that emerges; involves a series of descriptions, such as the tree is tall and the wind is blowing and the grass was wet

action sequence

“and thens”; involves stating a series of actions that happened; lacks subordinating conjunctions; may have an initiating event; the second kind of story that emerges

abbreviated episode

the third kind of story that emerges; has an initiating event and actions, but no conclusion; ends in a cliffhanger

basic episode

involves a take-off/initiating event, action, and a consequence or conclusion; 5 year olds should be able to tell one

complex episode

a complicated action that gets in the way of what the characters want to do

multiepisodic story

involves multiple story episodes (basic + abbreviated, basic + basic, basic + complex, etc.); kids should be able to tell these at age 7-8 when they stop learning to read and start reading to learn

microstructure

the local organization of a story; how parts of a story are connected - clausal and temporal connections; involves things like tense-verb agreement, conjunctions, mental verbs, clauses, etc.

which level of organization to work on first

focus on discourse/global information first, so then kids have something to build off of when working on local organization

mental verbs

verbs that express cognitive processes or states of mind like know, think, believe, and remember

linguistic verbs

verbs that express vocalization such as whispered, yelled, said, etc.

tier 1 of vocabulary

involves basic, very commonly orally-used words like dog, coat, and warm; the easiest to fast map and the ones most frequently encountered by children

tier 2 of vocabulary

words frequently encountered in reading but not commonly used in speech, like calculate and proceed; require extended mapping (multiple exposures/repetitions in various contexts) for kids to learn them; focus on these

tier 3 of vocabulary

content-specific words such as mitochondria and ecosystem

self-talk

a language facilitation technique involving talking about what you are doing; narrating your own actions

parallel talk

a language facilitation technique involving talking about what your child is doing; narrating a child’s actions

toy talk

a language facilitation technique involving talking about the toys you and your child are playing with; things like “the truck is yellow” and “the truck crashed”

recasting

taking something a kid says and recasting it into how it should be said; kids need multiple recasted exposures in order to learn something