Exploration of a Child’s Language Project

Assignment Formatting • Times New Roman • 12 pt. font • Single-spaced • APA format for citations • Checked for grammar and spelling errors • Submitted to Canvas (Part III) by the due date Part III a: Informative Overview

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● Write an informative overview of a) emergent literacy, b) what is included in the foundations of literacy, and c) what is involved in learning to read. Then, explain specific developmental accomplishments related to the age ( AGE 6 ) of the child you collected samples from (use Table 10-3 to help).

Part III b: Supporting the Child’s Language. Based on the child’s language samples, and the strengths and areas of improvement you determined, you will:

i . Plan out and sketch an environment to support the child’s budding skills, detailing what you would include in the environment and labeling it on your sketch. Write a brief explanation of how this could support your child. Specifically, address how you set up an environment (either a classroom or in-home space) to support the child’s language and literacy development and why you would include those elements (include at least 5 specific aspects of the environment i.e. laminated word labels on the wall, a library section, etc.) ii . Create and type out an activity including a developmentally appropriate book of your choice that can be used to help support the child’s language and literacy. Write a brief explanation of how this could support your child.

TABLE 3: First grade (6 years) Can accurately decode (i.e., sound out) regular single-syllable words Recognizes common, irregularly spelled words by sight ( have, said, where, two ) Predicts and justifies what will happen next in stories Monitors own comprehension when reading notices when simple texts fail to make to make sense Creates own written texts for others to read

***BACKGROUND INFORMATION ON CHILD’S LANGUAGE SAMPLE*** Most young children develop language rapidly, moving from crying and cooing in infancy to using hundreds of words and understanding their meanings by the time they are ready to enter kindergarten. Language development is a major accomplishment and is one of the most rewarding experiences for anyone to share with a child. Children learn to speak and understand words by being around adults and peers who communicate with them and encourage their efforts to talk. As I spoke with Angie, a typically developing 6 year old, I came across many aspects that were learned in class. Angie is bilingual, she speaks both English and Spanish. From birth she was exposed to both languages but she mainly uses Spanish at home. She uses pronunciation correctly overall, she just needs help with grammar, especially with bound morphemes. I don’t think Angie will develop atypically, rather she justs needs help with grammar, such as knowing the correct tense to use and knowing when to use -ed and -ing. She tends to add bound morphemes in the wrong tense or when not needed. She doesn’t use grammar tenses, such as the past and present tense, correctly. For example, she says “I think she like it” instead of “liked”, “daddy catch me” instead of “ daddy caught me”, and “I crying” instead of “ I cried and”. She added the -s morpheme to the end of these words. From 18 months, when word learning takes off, until 6 years, kids must learn an average of nine new words a day. By age 6, children understand over 20,000 words, and their sentences are longer and not as simple (Hoff 196). Lexical representations are built gradually and become more complete and robust with time, exposure, and development. As Angie grows linguistically, I know she will be able to succeed with language. She knows sentence structure and can make many sentences and narratives with many utterances which is great for her age.

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