Language Acquisition Final

Identify the skills seen in stage 2 of Brown's

modulations of meaning, pronouns, auxiliary verbs, phrases, negation, asking questions, request and demands, new words

Identify the order in which pronouns are acquired

subjective (he, she, it), objective (me, her, them), possessive (hers, his, mine), reflexive (yourself, herself)

Identify the types of auxiliary verbs and give an example of each

primary auxiliary verbs - (have, do), secondary auxiliary verbs- (can, shall, will), semi-auxilary verbs- (gonna, hafta, wanna)

Define noun phrase

combination of words that serve a grammatical purpose/ are related in some way

Define Verb phrase

contains a very and other supporting qualifying word (-ing endings, gonna wanna)

What is negation used to express?

the nonexistence, rejection, or denial of something

Identify the types of questions used in stage 2

yes/ no questions, wh- questions

Define imperative sentence

a sentence that gives advice/ instructions or that expresses a request/command

Identify the aspects of semantics present in stage 2

learning 9 new words per day, fast mapping, identifies emotions of self and others, uses "because" and "so" to show understanding

Identify the various aspects of pragmatics used in stage 2

talks more frequently and completely, better able to gain attention of listener, able to introduce new conversation topics, conversational turn taking, conversational repair

Define conversational repair

revision or repair of message when listener is not able to understand

Define metalinguistics

ability to think about language and manipulate the components of language

Identify the morphemes used more consistently in stage 3

morphological development, phrases and sentences, more questions, meta linguistics, pragmatics, conversations and narratives

Identify the characteristics of questions in stage 3

inverts auxiliary verbs (can he have a cookie), inverts copula verbs (am I going), what and where type of questions most frequent, emerging use of why who and how

Identify the pragmatic characteristics in stage 3

2 conversation turns on topic, difficulty in commenting on absent items or events, unable to rely on nonverbal communication, may rely on answering questions to stay on topic

Identify the characteristics of narratives in stage 3

caregiver provide support to teach narratives, helps teach structure to language/ sequence, helps provide a way for children to think about and remember information

Define recounts

statement about child's day

Define protonarratives

statement about past event prompted by caregiver that shard and experience

Define account

spontaneous retelling of past events

Define chaining

ordering events into a logical schedule

Define centering

building the story around a central theme

Identify the metalinguistic skills used in stage 3

awareness of rhyme continues, crave repetition of interactive games and dancing, responds to predictable patterns

Define prepositional phrase

a modifying phrase consisting of a preposition and its object

Define participial phrase

a group of words that include a participle, modifier, and a noun or pronoun phrase

Define infinitives

a verb form that functions as a different part of speech in a sentence

Define gerund

a verb form that ends in -ing and functions as a noun is a sentence

Identify the characteristics of phrases in stage 4

phrases, conversations, metalinguistics, narratives, emergent literacy

Identify the characteristics of morphology seen in stage 4

use of modifiers, use of past tense modals, begin to add "be" and "-ing" verb form, uses modifiers in front of noun, overextension of past tense verbs, start asking wh questions

Identify and define the 3 specific pragmatic and conversation skills that occur in stage 4

anaphoric reference, deixis, grammatical ellipse

Anaphoric reference

use of pronouns to refer to item already mentioned in conversation

Deixis

process info from another persons perspective

Grammatical ellipse

omission of info when he assumes the listener already knows

Identify the foundational literacy skills

print function, print organization, print concepts, word concepts, letter knowledge, part-to-whole word

Identify caregiver actions during book-sharing activity in stage 4

pointing to word, asking questions regarding letter identification and name identification

Identify the morphological skills present in stage 5

mastery of common irregular verbs (fell, sat), personal pronouns develop, mastery of third person singular verbs or regular and irregular verbs, add "huh" or "okay" to indicate question

Identify the embedding and conjoining sentences skills present in stage 5

continues to develop more elaborate sentences, use relative clause to describe an unspecified noun like "thing", begins to use sentences with multiple embeddings

Identify the order in which embedding and conjoining sentences is developed

additive, object significance, temporal, clauses, causal, adversative

Additive

joins 2 independent clauses

Object significance

links clause with common topic

Temporal

used to sequence

Clauses

one event after another

Causal

states an action followed by a reason

Advrersative

used to show contrast

Define embedded clauses

info related to the sentence topic is put into the middle of the sentence to give the reader more info and enhance the sentence

Identify the pragmatic characteristics present in stage 5

increasingly social in nature, more appropriate conversation, may try to finish listeners thoughts by completing their sentence, struggle with 3 person conversation, increases loudness level to gain attention of listener

Identify the narrative skills developed in stage 5

begins to use more complex grammatical forms in narratives, repeated exposure to narratives help to develop the idea of sequencing language more accurately

Identify the metalinguistic skills developed in stage 5

emerging print concept knowledge, alphabet knowledge, phonological awareness

Define phonological awareness

ability to focus on the sound structure of language

Identify the expectations of a 5 year old

uses well developed receptive and expressive vocab, speaks using correct speech sounds, formulates complete well formed sentences, produces declarative and imperative sentences, emerging passive sentences, understands and uses indirect requests, talks about future and past events, recognizing rhyming, emerging writing and reading skills

identify the 3 forms of language

language of academic subject or curriculum, language of behavior management, language used to express personal identity

Identify and define the 3 types of student-teacher dialogues

IRE, teacher initiates a question, response from student, teacher evaluates response

Identify the aspects of language of personal identity

not taught directly, sharing experiences with peers and teachers, opportunity to talk about themselves, ability to tell others about yourself

Identify the ways in which cultural diversity can cause academic challenges

limited english proficiency, can cause academic challenges, over and under identification

Identify the characteristics of semantic development

expansion of language skills, maturation of cognitive skills from concrete to more abstract, all factors that influence vocabulary acquisition

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 reaching from adults, clues 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 vocabulary, dictionary

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

Define horizontal expansion

adds semantic features to the definition (sippy cup, mug, glass)

Define vertical expansion

adds deeper meaning to a word (wood in tables, houses, and bats)

Define chunking

process of sorting vocab into lists based on semantic relationships

Identify the ways in which vocabulary is organized

by words that sound the same or semantic functions, word associations, by pragmatics, or by chunking categories

Identify the 3 basic strategies used in retrieving stored vocabulary

semantic categorization, auditory cues, visual cues

Define semantic categorization

the process of grouping information based on shared features or meaning

Define auditory cues

sounds that convey information for categorization

Define phonological encoding

cognitive process of transforming thoughts into sounds to produce speech

Define visual cues

visual stimuli that help people convey and understand information

Identify and define the 2 parts to defining a word

semantic, metalinguistic

semantic

dictionary definition

metalinguistic

ability to think about a word in a more abstract way

Identify the ways we define words and give an example of each

operational, descriptive, categorical, dictionary

Operational

describing what an item does (to b thrown or hit)

Descriptive

listing attributes (yellow, leather, round)

Categorical

placing the item in a semantic category (sports)

Dictionary

stating the category and the characteristics (yellow ball used to play a sport)

Identify the categories of conjunctions

conditional, causal, disjunctive, temporal

Conditional

"if"

Casual

"so, because, 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

the more important/useful the topic is the longer the adult will remain on the topic

Define shading

gradually shifting of conversational topic

Identify the gender differences in style and vocabulary

girls talk earlier than boys, girls say 2 word phrases earlier than boys, boys try to establish authority and independence

Identify the order of acquisition of phonological awareness skills

rhyming words, counting sound and segmenting sounds into words, counting sounds and segmenting longer words, determining letter and sound correspondence in words, segmenting words into onset rhyme components, segmenting words that represent a variety of syllable shapes, manipulating and omitting sounds in a word

Identify the 4 skills needed for reading

phonemic awareness, phonic instruction, guided oral reading, reading comprehension, reading fluency

Phonemic awareness

listen to words and break them into sounds or syllables to manipulate the sounds

Phonics instruction

letter/sound correspondence and the ability to blend sounds to words

Guided oral reading

reading aloud with teacher or parents

Reading comprehension

understanding what was read

Reading fluency

how fluent you are when you read

Identify the components of early reading instruction

phonemic awareness, phonics, vocabulary, reading fluency, reading comprehension

Phonemic awareness

understanding spoken words are made of parts

Phonics

letter/ sound correspondence

Vocabulary

word meaning and word relationships

Reading fluency

reading with speed, accuracy, and expression, doest take comprehension

Reading comprehension

understanding word meaning and word relationships

Stages of reading development

emergent readers, developing readers, and independent readers

Identify the characteristics of emergent readers

have understanding about stories and books, pretend to read, recognize signs in the environment, may pick out individual letters