School Age Language Flashcards
(29 cards)
School Age Syntactic Development:
Exapansion
N_____ Phrase Expansion:
S________: The big old cranky man
P_____________ Phrases: the boat was dragged into the water while the man tried to row.
V____ Phrase Expansion:
M______ A_________: He could have been disqualified for that.
P_______ Tense: He has been doing very well.
School Age Syntactic Development:
Exapansion
Noun Phrase Expansion:
Subject: The big old cranky man
Prepositional Phrases: the boat was dragged into the water while the man tried to row.
Verb Phrase Expansion:
Modal Auxiliaries: He could have been disqualified for that.
Perfect Tense: He has been doing very well.
School Age Syntactic Development:
Conjoining of C________
Use of c______________.
I went home after I finished class.
He was annoyed because I was late.
The train arrived while I was reading.
School Age Syntactic Development:
Conjoining of Clauses
Use of conjunctions.
I went home after I finished class.
He was annoyed because I was late.
The train arrived while I was reading.
Main Clause:
Contain s________ and v____.
Make s______ on their own.
Subordinate Clause:
Can contain s_______ or v____.
Relies on i___________ from main clause to make complete s_____.
Main Clause:
Contain subject and verb.
Make sense on their own.
Subordinate Clause:
Can contain subject or verb.
Relies on information from main clause to make complete sense.
Sentence Structural Types:
S________:
1 main clause containing a subject n_____ and a verb.
The cat is sleeping.
C____________:
2 main clauses joined by a c___________ conjunction (FANBOYS)
The girl ran quickly but she lost the race.
FANBOYS:
for, and, nor, but, or, yet, so
C_______:
At least 1 independent clause and at least 1 d__________/s____________ clause joined by a s______________ conjunction.
The picnic was cancelled because of the thunderstorm.
Compound Complex:
2 i_____________ clauses and at least 1 d___________ clause.
She will eat all of the popcorn and drink all of the soda unless the pizza arrives soon.
Sentence Structural Types:
Simple:
1 main clause containing a subject noun and verb.
The cat is sleeping.
Compound:
2 main clauses joined by a coordinating conjunction (FANBOYS)
The girl ran quickly but she lost the race.
FANBOYS:
for, and, nor, but, or, yet, so
Complex:
At least 1 independent clause and at least 1 dependent/subordinate clause joined by a subordinating conjunction.
The picnic was cancelled because of the thunderstorm.
Compound Complex:
2 independent clauses and at least 1 dependent clause.
She will eat all of the popcorn and drink all of the soda unless the pizza arrives soon.
Embedded clauses:
S___________ clauses that have been relocated.
The girl who was wearing a red jacket said hello.
The boy that was reading to us had a funny voice.
Embedded clauses:
Subordinate clauses that have been relocated.
The girl who was wearing a red jacket said hello.
The boy that was reading to us had a funny voice.
Metalinguistic Skills:
Ph_____________ Awareness:
Noticing sounds in language/words
S_________ Awareness:
Reflecting on word meanings
S________ Awareness:
Considering word order.
P_________ Awareness:
Reflecting on language use in context.
Metalinguistic Skills:
Phonological Awareness:
Noticing sounds in language/words
Semantic Awareness:
Reflecting on word meanings
Syntactic Awareness:
Considering word order.
Pragmatic Awareness:
Reflecting on language use in context.
Variability in Vocabulary:
Individual l__________ skills
H____ and c__________ interactions
Reading f____________ and skill
P____ interactions
C___________ environments
Exposure to m_____
Tiers of Vocab:
Tier One: B_____ + C________
Tier Two: H___ F________+ Abstract
Tier Three: S_________ specific
Variability in Vocabulary:
Individual learning skills
Home and caregiver interactions
Reading frequency and skill
Peer interactions
Classroom environments
Exposure to media
Morphological Development:
Understanding s___/b___ words
Understanding d____________ morphemes: un, re, less, ful, er
Morphological Development:
Understanding stem/base words
Understanding derivational morphemes: un, re, less, ful, er
Word Meaning
Horizontal:
Creating d____________ involving everything the child knows about the m________ of the word.
eg.
Potato- vegetable, contains starch, makes chips or mash, similar to pumpkin or turnip…
Vertical:
Multiple d_________ that could match a s_____ word.
Cool- temperature (I wear a jacket on a cool day) or mood/expression (she glanced at him with a cool expression) or prestige (that footballer is so cool).
Word Meaning
Horizontal:
Creating definitions involving everything the child knows about the meaning of the word.
eg.
Potato- vegetable, contains starch, makes chips or mash, similar to pumpkin or turnip…
Vertical:
Multiple definitions that could match a single word.
Cool- temperature (a cool day) or temper/mood (she looked at him with a cool expression) or prestige (he was so cool).
Figurative Language
Idioms:
Ph_______ that do not represent their l_______ meaning.
Hit the road, stabbed me in the back, barking up the wrong tree.
Proverbs:
Express a basic or practical t______ or a______ for a situation.
Two wrongs don’t make a right.
The pen is mightier than the sword.
Don’t count your chickens before they hatch!
Idioms:
Phrases that do not represent their literal meaning.
Hit the road, stabbed me in the back, barking up the wrong tree.
Proverbs:
Express a basic or practical t______ or advice for a situation.
Two wrongs don’t make a right.
The pen is mightier than the sword.
Don’t count your chickens before they hatch!
Figurative Language
S_____________:
Direct comparison between two things. Uses like/as.
She is as quick as a cat!
That is as hot as the sun!
M_____________:
Comparison without like/as, between unrelated entities.
The exam was a breeze!
Figurative Language
Similes:
Direct comparison between two things. Uses like/as
She is as quick as a cat!
Metaphor:
Comparison without like/as, between unrelated entities.
The exam was a breeze!
School Age Pragmatic Development:
No/Less _______ support for responses in conversation
Specific r_______ and precise word m_________ needed
S_______-switching (parents, siblings, teachers, peers)
Wr_______/text language differs from s________/oral language
School Age Pragmatic Development:
No/Less parent support for responses in conversation
Specific responses and clear word choices needed
Style-switching (parents, siblings, teachers, peers)
Written/text language differs from spoken/oral language
Development of social competence:
Decoding s_______cues
Identifying p________ responses
Producing d_______ responses
to
make f_______
n__________
solve c_________
Development of social competence:
Decoding social cues
Identifying possible responses
Producing desired responses
to
make friends
negotiate
solve conflicts
Discourse: Forms of Communication
C____________: social communication between two or more people
N__________: telling personal or fictional stories
E____________: telling information about a topic
P____________: convincing, changing behaviour or opinions
Discourse: Forms of Communication
Conversation: social communication
Narrative: telling personal or fictional stories
Expository: telling information about a topic
Persuasion: convincing, changing behaviour or opinions
Conversation: Turn Taking
Less “_____________” for their turn with peers than adults/parents
Learn to use “and then” f______ to hold their turn
F____ for the f_____- maintain other’s interest in what they are saying, peers may interrupt etc.
Conversation: Turn Taking
Less “protection” for their turn with peers than adults/parents
Learn to use “and then” fillers to hold their turn
Fight for the floor- maintain interest in what they are saying, peers may interrupt etc.
Conversation: Topics
Topic m____________ improves
D__________ of topics and c________ to abstract changes
C___________ devices begins
Conversation: Topics
Topic maintenance improves
Diversity of topics and concrete to abstract changes
Cohesive devices begins
Conversation: Repair
ability to repair i_________
identify b___________
fix
Conversation: Repair
ability to repair improves
identify breakdown
fix
Conversation: Partner Feedback
eye c_________ improves
f________ expression feedback
verbal feedback for ____% utterances
comments on partner statements to e_________ or c___________
Conversation: Partner Feedback
eye contact improves
facial expression feedback
verbal feedback for 20% utterances
comments on partner statements to elaborate or contradict
Conversations: requests and politeness
7 year olds:
can interpret most n___-direct requests
can use n___-direct requests (continues to improve)
11 year olds:
can infer speakers i_______ accurately
production mostly matches s______ appropriateness and communication c________
Conversations: requests and politeness
7 year olds:
can interpret most non-direct requests
can use non-direct requests
11 year olds:
can infer speakers intent accurately
production mostly matches social appropriateness and communication context
Adolescent Conversation:
r_____ speech
sh_______ turns
sl_____ and sw______
new w_______ “in-group”
autonomy from p________
belonging to p______ group
h_____ involvement style:
vivd story-telling
dramatic pitch, tone changes
lots of reported speech “then she said ‘oh my god’”
Adolescent Conversation:
rapid speech
shorter turns
slang and swearing
new words “in-group”
autonomy from parents
belonging to peer group
high involvement style:
vivd story-telling
dramatic pitch, tone changes
lots of reported speech “then she said ‘oh my god’”
Style Switching Involves:
Identify e_____________ context
Identify convo p_________
Use executive function:
P______ language ahead of speaking
Suppress i__________
Style Switching Involves:
Identify environment context
Identify convo partner
Use executive function:
Plan language ahead of speaking
Suppress impulses
Pre-School Narrative
Scripts
Heaps
Unfocused Chains
School Narrative:
O___________ develops:
From time and location
To motivation, circumstance and mood
C__________ gradually develops to include:
descriptions of intentions, emotions, character thoughts.
Use of because, so, since, due to…
Plots and Episodes
Ch_________ I___________ develops:
From mental state to motivation
School Narrative:
Orientation develops:
From time and location
To motivation, circumstance and mood
Causality gradually develops to include:
descriptions of intentions, emotions, character thoughts.
Use of because, so, since, due to…
Plots and Episodes
Character Intentions develops:
From mental state to motivation
Plots:
Plots emerge at 7 years:
Beginning, P_______, P____, R_________
After 8 development:
Plot becomes clearer
Ch__________-generated resolution of c_________ problem- relies on l_________ description rather than characters vocalisation/a_______
Plots and Episodes:
Plots emerge at 7 years:
Beginning, Problem, Plan, Resolution
After 8 development:
Plot becomes clearer
Character generated resolution of central problem- relies on language description rather than characters vocalisation/actions
