Term
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Definition
a relational word (e.g. slow down) that is associated with the verb. Verb particles can be differentiated from prepositions by transposing the word in question to the right of the object noun and judging grammatically. For example in A "she put the hat ON." and B "she put on the hat" ON is a verb particle because the meaning is "put on." This is different from the sentence, "she put the hat on the hook where there ON introduces the prepositional phrase. Other common particles would included "pick up, put down, move up"
(prepositions and spatial adverbs (e.g. over, away) |
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Term
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Definition
| a group of words, consisting of at least a noun and a verb, that cannot stand alone beacuse it is introduced by a subordinate conjunction (e.g. although, because, since, while, until, whenever, as, as if) or relative pronoun (e.g. who, which, that, and sometimes agrammatical what) |
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Term
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Definition
| a subordinate clause that is introduced by a relative pronoun (i.e. who, which, that and sometimes agrammatical what) |
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Term
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Definition
| a form of the verb that consists of to + verb; infinitives typically are used as nouns and thus funciton as objects or subjects of verbs |
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Term
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Definition
| an infinitive in which the to is not stated but is implied from the sentence structure (e.g. Help me [to] pick these up) |
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Term
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Definition
| a verb ending in -ing that functions as a noun in a sentence (e.g. Jogging is good for your health) |
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Term
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Definition
A perceivable movement or activity engaged in by an agent (animate or inanimate object)
Examples: sit down (as child puts doll on a chair-child is the agent); go (as child pushes wagon -child is the agent); bark (as a dog barks-dog is the agent) |
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Term
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Definition
The place where an object or action is located or toward which it moves
Examples: in box (when telling where a toy is located); school (when asked where sister is going); doctor (when asked where to take sick puppy) |
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Term
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Definition
The performer (animate or inanimate) of an action. Body parts, vehicles, when used in conjunction with action verbs are considered agents
Examples: me (when asked who should get the diaper);car (when hearing a horn toot or asked where the sound came from);teeth (when describing what bit big brother) |
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Term
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Definition
A person or thing (noun or pronoun) that receives the force of an action
Examples: cookies ( as in break cookies, eat cookies), doggie (animal being dressed in doll clothes), mama (who catches the ball) |
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Term
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Definition
Demonstrative pronounds or adjectives (this, that, these, those), as well as there, here ,see, and look use to point out a particular referent
Examples: look (as child points to plane in the sky); see (as child holds up his/her work), that (to indicate which cookie the child wants), here ( to indicate where the child dwants an adult to sit) |
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Term
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Definition
A request for or a comment on an additional instance or amount, to resume an event, or the reappearance of a person or object
Examples: more, again, another |
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Term
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Definition
A person or thing (marked by the use of a proper noun or pronoun) that an object is associated dwith or to which it belongs, even if temporarily) Early on the child may not use the possessive (/s/,/z/) markers
Examples: mine, baby (baby's), horses' |
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Term
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Definition
A modifier that indicates the amount or number of a person or object
Examples: many babies, a lot of crackers, more water ( to indicate who has more than another, not to request to receive more water) |
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Term
what are the roles in this utterance?
roll ball |
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Definition
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Term
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Definition
Someone or something that undergoes a given experience or mental state. The experiencer receives teh experience involuntarily.
Examples: tummy hurt, baby sad |
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Term
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Definition
One who receives or is named as the recipient of an object from another.
Examples: give me, to you, Daddy (as the child gets ready to throw a ball at him) |
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Term
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Definition
One who benefits from or is named as the one who will benefit from an action/object
Examples: for you |
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Term
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Definition
One who accompanies or participates with an agent in doing an action
Examples: with mommy |
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Term
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Definition
| The item created through an activity (drawing, writing, building, singing) |
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Term
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Definition
| Object the agent uses to engage in an action |
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Term
what are the roles in this utterance?
mama roll |
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Definition
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Term
what are the roles in this utterance?
mama ball |
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Definition
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Term
what are the roles in this utterance?
mama bed |
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Definition
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Term
what are the roles in this utterance?
hit blocks floor |
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Definition
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Term
what are the roles in this utterance?
blocks fall floor |
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Definition
| Experiencer State Locative |
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Term
what are the roles in this utterance?
my doll |
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Definition
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Term
what are the roles in this utterance?
make go more, swing more |
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Definition
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Term
what are the roles in this utterance?
more glue |
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Definition
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Term
what are the roles in this utterance?
every marker (to indicate that every marker has a cap for instance, not to request more to receive every marker)
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Definition
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Term
what are the roles in this utterance?
make apple with play-dough |
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Definition
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Term
what are the roles in this utterance?
mama make car with crayon |
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Definition
| Agent Action Object Instrument |
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Term
| An oral language style can be described as... |
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Definition
| learning to talk (i.e. learning phonology, morphology, syntax, semantics, and pragmatics) |
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Term
| a literate language style can be described as... |
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Definition
| talking to learn or using language to monitor and reflect on experience and reason about, plan, and predict experiences |
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Term
| when children start to begin talking about the absense of objects (where doggie go?) and wants ( I want cookie)...what does this mark? |
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Definition
| these topics mark early steps into the use of language to represent information not present |
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Term
| Constituent parts can be defined as... |
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Definition
parts of speech and include:
Morphology: tenses, plurals, possessives, comparatives
Other constituent parts: prepositions, conjunctions, negation, questions, modifiers (adjectives and adverbs) |
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Term
| some of the easiest conjuctions to comprehend in fourth grade |
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Definition
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Term
| If a student uses and between many words or unrelated phrases, are they using a compound sentence? |
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Definition
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Term
| If a student uses and between many words or unrelated phrases, do they have a concept of connecting two related sentences |
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Definition
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Term
| What are some of the hardest conjuctions to comprehend in fourth grade that have to do with causality? |
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Definition
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Term
| What are some of the hardest conjuctions to comprehend in fourth grade that have to do with temporal duration? |
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Definition
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Term
| What are some of the hardest conjuctions to comprehend in fourth grade that have to do with negation? |
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Definition
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Term
| The development of complex sentences parallels... |
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Definition
| the development of concepts of causality, temporal duration, negation |
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Term
| Why do children in kindergarten and first grade most likely struggle with preposition (e.g. on, inside, outside)? |
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Definition
| What is difficult is the ordered relationship in the complex direction |
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Term
| prepositions often are used to express _____ and _____ concepts |
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Definition
| spatial and temporal concepts |
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Term
| In analyzing the relationship between comprehension and production and the concepts underlying the changes in word forms, the teacher may want to consider whether: |
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Definition
1. the students understand the concepts underlying the use of present, past, and future tenses
2. The students understand the concepts of relationships underlying the use of -er and -est in comparatives
3. The students understand the concept of ownership underlying the use of possessives and the concept of more than one underlying the use of plurals
4. The students understand that the word endings change the meaning of a sentence
5. The students are able to use correct morphological endings in their oral and written language |
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Term
| does a child understand negation if they use the word no? |
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Definition
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Term
| Which concept is more difficult to comprehend and produce...negation in the passive mode or declarative active mode? |
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Definition
the concept of negation expressed in the passive mode ("The ball was not hit by the girl") is more difficult to comprehend and produce than the siple declarative active mode ("The girl did not hit the ball")
...have more difficult identifying an object that is square and not red than one that is square and red |
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Term
| Preschool, kindergarten, and first-grade students usually are taught same and different. What other term must they be taught? |
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Definition
not the same
The not indicates a different class of objects
This is very important in learning how to group and classify sets and subsets
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Term
| In subtraction activities, the student must learn... |
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Definition
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Term
| subtraction activities of grouping and regrouping involves the concept of _______ in a concrete activity, which a prerequisite to the abstract activity of subtraction |
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Definition
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Term
| If a student seems to comprehend questions, can he or she use the question form? |
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Definition
| no...the form may involve the inversion of the subject and verb |
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Term
| If a student does not respond to a teacher's question, what should be determined? |
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Definition
| it should be determined if the student understands and uses that question word |
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Term
| What question forms can Preschool children (approximately 2-3 years of age) comprehend? |
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Definition
| what, what doing, what is, where, what kind, who |
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Term
| When a student does not respond to a how question, what should the teacher do? |
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Definition
| the teacher should automatically restate the question using the what form |
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Term
| Phonology refers to the _____ system |
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Definition
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Term
| students should have acquired the use of all sounds in the English language by the time they are... |
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Definition
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Term
| Students who____, ___, or ____ sounds or words exhibit articulation problems |
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Definition
| omit, substitute, or distort |
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Term
| Is the omission of /s/ at the end of a word is always an articulation problem? |
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Definition
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Term
What is the category for the language used?
I'm hitting him because he spoiled my picture |
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Definition
| Self-maintaining (justifying behavior) |
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Term
What is the category for the language used?
You cut the paper and I'll stick it and we'll put in on there for an airplane |
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Definition
| Directing (collaborating in action with others) |
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Term
What is the category for the language used?
That little red bus has a door at the back that opens |
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Definition
| Reporting (referring to detail) |
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Term
What is the category for the language used?
If the bridge is low, boats can't go under and it will have to open in the middle to let them go through |
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Definition
| Toward logical reasoning (recognizing casual and dependent relationships) |
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Term
What is the category for the language used?
That propeller will fall off if you can't stick it on properly |
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Definition
| Predicting (predicting consequences of actions or events) |
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Term
What is the category for the language used?
He's driving fast in his car and it'll be all windy and cold, and he hasn't got a coat on |
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Definition
| Projecting (projecting into the experiences of others) |
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Term
| Tough categorized the use of language in the elementary classroom into seven areas |
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Definition
-self-maintaining (justifying behavior)
-directing (collaborating in the action with other)
-reporting (referring to detail)
-toward logical reasoning (recognizing causal and dependent relationships)
-predicting (predicting consequences of actions or events)
-projecting (projecting into the experiences of others) |
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Term
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Definition
| An utterance where the speaker tells the partner to engage in or discontinue a verbal or non-verbal act |
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Term
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Definition
A comment used to label or provide concrete information about an object, person, or event.
Examples include: The fire is hot; he is running in the street, the ball is yellow, you said the wrong word, it is bouncing all over the place |
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Term
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Definition
A comment used to provide personal opinions, feelings, emotions, reactions, metnal states, beliefs about concrete objects, people or events.
Examples include: you shouldn't touch that;running in the street is dangerous, yellow is my favorite, you almost forgot, that's funny |
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Term
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Definition
| utterance used to indicate recognition of a response or nonrequest including acceptances that neutrally recognize answers and nonrequests; approvals/agreements that positively recognize answers or nonrequests: disapprovals/disagreements that negatively evaluate answers or nonrequests;and returns that acknowledge rhetorical questions and some nonrequests |
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Term
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Definition
| Utterances used to regulate interaction and conversation including boundary markers that indicate opening, closing, and other significant points in the conversation; calls that solicit attention; speaker selects that explicity indicate the speaker of the next turn: politeness markers that indicate politeness; and accompaniments that maintain verbal contact |
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Term
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Definition
| an utterance that is accomplished by being said including protests that register complaints about the listener's behavior; jokes that display nonbelief toward a propostion for humorous effect; claims the establish rights; warnings that alert the listener of impending harm; teases that taunt or playfully provoke, songs that are sung |
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Term
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Definition
| utterance that is uninterpretable because it is unintelligible, incomplete, or anomalous or becaue it contains no propositional content, such as an exclamation |
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Term
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Definition
| an utterance that is the direct repetition of what was said by the initiator. No new information is added. If new information is added code the repetition as either an acknowledgement, statement, or description depending on the content of the utterance and not as a repetition |
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Term
| Modifications to Table 4.5 (p. 180) Conversational Acts include... |
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Definition
| Directives, Description, Statement, Acknowledgement, Organizational Devices, Performatives, Miscellaneous, Repetition |
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Term
Concept presented for...
What + be |
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Definition
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Term
Structure of response...
What + be |
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Definition
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Term
Concept presented for...
What + do |
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Definition
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Term
Structure of response...
What + do |
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Definition
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Term
Concept presented for...
Where |
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Definition
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Term
Structure of response...
Where |
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Definition
| Adverb/prepositional phrase |
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Term
Concept presented for...
What kind (color, shape, size) |
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Definition
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Term
Concept presented for...
Who |
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Definition
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Term
Structure of response...
Who |
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Definition
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Term
Concept presented for...
Whose |
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Definition
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Term
Structure of response...
Whose |
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Definition
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Term
Concept presented for...
Why |
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Definition
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Term
Structure of response...
Why |
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Definition
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Term
Concept presented for...
How |
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Definition
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Term
Structure of Response...
How |
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Definition
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Term
Concept presented for...
How...many/few |
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Definition
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Term
Concept presented for...
How...much/little |
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Definition
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Term
Concept presented for...
how...often/soon |
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Definition
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Term
Concept presented for...
how...far/near |
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Definition
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Term
Concept presented for...
how...long/short |
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Definition
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Term
Concept presented for...
how...heavy/light |
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Definition
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Term
Concept presented for...
how...big/small |
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Definition
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Term
Concept presented for...
when |
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Definition
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Term
structure of response...
when |
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Definition
| addverb/prepositional phrase/tense |
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Term
Concept presented for...
which |
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Definition
| selection/multiple choice |
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Term
Conversational moves with letter identification for coding
Initiating Moves
A new topic is introduced into the conversation
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Definition
| New Topic Introduction (N) |
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Term
Conversational moves with letter identification for coding
Initiating Moves
A previous topic is reintroduced into the conversation |
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Definition
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Term
Conversational moves with letter identification for coding
Initiating Moves
The speaker invites the other participant to respond verbally, including asking questions |
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Definition
| Eliciting Verbal Response (E) |
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Term
Conversational moves with letter identification for coding
Initiating Moves
The speaker intrudes into the conversation in an inappropriae manner, at an inappropriate time, topic may be irrelevant, or a turn out of place. This code is used even if the topic is new, old, or an elicitation. Its purpose is to identify awareness of and compliance with rules of discourse. |
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Definition
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Term
Conversational moves with letter identification for coding
Responding Moves
the previous speaker's utterance is acknowledge through brief remarks. These are comments made by the speaker, new information is not added to the conversation |
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Definition
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Term
Conversational moves with letter identification for coding
Responding Moves
Simple affirmation or negation of previous speaker's turn. At times the speaker may respond to the question and then add new information to sustain or extend the topic, or ask a question for clarification. In these cases use all codes that apply in addition. The purpose is to identify how the individual maintains a conversation as a responder
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Definition
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Term
Conversational moves with letter identification for coding
Responding Moves
Brief response contingent on the previous speaker's direct question: "sit" and "sit down" would both be coded in response to "What do you want him to do?" When considering if a response is a one word response think about the response semantically, that is the meaning of the response vs. how many words are in it for 2-3 word utterances such as: get off, get out , go away, turn on, let go etc. Refusal to reply would be coded here if verbalized and more than a NO to a yes/no question |
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Definition
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Term
Conversational moves with letter identification for coding
Responding Moves
Utterances that are directly related to the topic where the speaker is requesting additional information or meaning. Utterances can be single word such as "huh" or "what," or fully formed sentences such as "I don't understand," What does ___ mean," "Could you say that again." Note that not all requests for clarification take the form of a direct question. Consider the intent of the speaker when using this code.
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Definition
| Requesting Clarification (C) |
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Term
Conversational moves with letter identification for coding
Responding Moves
The previous utterance is repeatedly partially or wholly, with or without additional information. Use this code with the repetition is not used to acknowledge or request clarification. The intent is to identify how the individual engages in discourse turns.
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Definition
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Term
Conversational moves with letter identification for coding
Responding Moves
Utterances that are in reply to the speaker's question but where yes/no and one word answers are not used. These would include instances where the individual provides information requesting.
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Definition
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Term
Conversational moves with letter identification for coding
Responding Moves
The topic is maintained by reformulating content without adding new informaiton. This is not an acknowledgement but a strategy used to maintain the conversation indicating comprehension on the part of the individual. These are used when the initiated utterance is an indirect question.
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Definition
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Term
Conversational moves with letter identification for coding
Responding Moves
The topic is maintained and new information
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Definition
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