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16 Cards in this Set
- Front
- Back
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*
Birth - 5 yo |
a. most knowledge acquisition
b. biggest acq of language |
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**
After 5 yo |
a. vocab grows daily (learning to read)
b. grammar featured c. pragmatics - social aspect NB: these are basic language skill set |
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***
On Entering Kindergarten |
a. know 10k words
b. know common idioms c. know idea of convo turn taking d. know story/narrative basics |
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****
In Kindergarten |
a. more focus on language to learn than pictures to learn (decontexualized learning)
b. metalinguistic info c. savy of hidden curriculum & classroom idioms (listening ears) |
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*****
Metalinguistic Info |
a. lang sounds
b. word order c. intonation patterns |
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a
Kindergarten - 3rd Grade |
a. student changes response to classroom idioms
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aa
1st Grade |
a. learn gramatical markers: . , ? ! (and their intonation variety)
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aaa
Dialogic |
a. method that involves dialogue (Grade 1)
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aaaa
2nd Grade |
a. become rational thinkiers
b. preoperational thinking to operational thinking c. qualitative cognitive change at this grade level!!! d. initate, respond, evaluate (ire) = short answers |
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aaaaa
Cloze Technique |
a. stops in middle of sentence to illicit response (Grade 2)
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b
Language is... |
a. a tool for thinking, recal, and planning (Grade 2)
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bb
Summary Across Grades |
a. Varying degrees of independence, metalinguistic and classroom socialization
b. Evidence of these are less apparent as you progress in grades - learning to use literature to acquire knowledge and acquiring learning independence (more important in later grades) |
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bbb
*Decontextualized Language* |
a. Concepts and lang that aren't referring to things in the here and now (eg: word definitions, concepts such as fairness)
b. Kids in early grades begin to recognize and handle this idea c. Need to know how to tap into resources to get this info when you're talking about things not in here and now (eg: self knowledge, library, online, dictionary, peers, adults) |
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bbbb
*Metalinguistics* |
a. Using language to talk about language
b. To view it as something that can in and of itself be manipulated (eg: phonemic awareness - do kids understand tasks that are described this way: "Take the word bat, remove the first sound, and add an h/ What do you have?" c. To complete above example, you need objective lang and see it as something u can manipulate |
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bbbbb
*Perspective Taking* |
a. Recognition that not everyone sees the world in exactly same way
b. Becomes important b/c demands that we seek ways to b successful communicators, recognizing we don't all enter convo w/ same level of knowledge/ expertise, and in order to be successful you need to make exceptions |
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c
*Self-Regulation* |
a. Recognizing that there's a "hidden curriculum" that are part of being in a classroom, and you have to follow these rules.
b. Recognizing that you're part of a community and there are rules binding you to that community. c. This ability is a growing expectation over school years NB: As SLP, ignore non self-regulating student and pay more attention to one that is successfully regulating themselves as a means to stop negative behavior |
