{"id":104,"date":"2011-11-28T16:58:07","date_gmt":"2011-11-28T23:58:07","guid":{"rendered":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention1sixtotwelve\/?p=104"},"modified":"2012-12-02T14:29:17","modified_gmt":"2012-12-02T21:29:17","slug":"language-skills","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/2011\/11\/28\/language-skills\/","title":{"rendered":"Language Skills"},"content":{"rendered":"<p>Children between the ages of 8 and 10 love language. They use it constantly and delight in playing word games.<\/p>\n<h3><a title=\"The ability to communicate thoughts and feelings by gesture, sign language, verbal expression, or written expression.\">EXPRESSIVE LANGUAGE<\/a><\/h3>\n<p>(see full <a href=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention2\/files\/2012\/12\/MCI_Glossary.pdf\">Glossary<\/a>)<\/p>\n<p>Children at this age can:<\/p>\n<ul>\n<li>include many details when describing their experiences;<\/li>\n<li>delight in playing \u201cmorphology\u201d games, such as finding the opposites (tall is the opposite of short), synonyms (small and little mean the same thing) and homonyms (the word skip has two different meanings: to jump and to miss out)<\/li>\n<li>engage in complex and long conversations with adults and peers (if appropriate to do so, in their culture);<\/li>\n<li>give <a title=\"Example: In order to get to my friend\u2019s house I need to go out, cross the street carefully, turn left, walk two blocks, turn right and to find 4361 8 AVE and knock on the door.\">complex but clear directions<\/a>;<\/li>\n<li>summarize a story;<\/li>\n<li>use the regular and irregular past tense correctly;<\/li>\n<li>use the regular and irregular plural correctly;<\/li>\n<li>use <a title=\"Example: This banana is yellow as the sun. Or: I am so hungry I could eat a horse\">figurative speech<\/a>\u00a0quite frequently.<\/li>\n<\/ul>\n<h3><a title=\"The ability to understand what is being expressed in verbal and non-verbal communication.\">RECEPTIVE LANGUAGE<\/a><\/h3>\n<p>(see full <a href=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention2\/files\/2012\/12\/MCI_Glossary.pdf\">Glossary<\/a>)<\/p>\n<p>Children at this age can:<\/p>\n<ul>\n<li>identify opposites (tall is the opposite of short), synonyms (small and little mean the same thing) and homonyms (the word skip has two different meanings: to jump and to miss out)<\/li>\n<li>understand <a title=\"Example: This banana is yellow as the sun. Or: I am so hungry I could eat a horse.\">figurative speech<\/a>\u00a0;<\/li>\n<li>understand <a title=\"Example: I\u2019ve been on a waiting list for a whole year to get into a swimming class, and the day before I move to another city I get a spot at the swim class I\u2019ve been waiting for.\">irony<\/a>\u00a0;<\/li>\n<li>follow <a title=\"Example: In order to get this book from the library, I need to know the author\u2019s name and look for the letter her name starts with on the shelf, then look for the book I wanted and check it out.\">complex multi-step directions<\/a>.<\/li>\n<\/ul>\n<h3><a title=\"The understanding of how and why language is used.\">PRAGMATIC LANGUAGE<\/a><\/h3>\n<p>(see full <a href=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention2\/files\/2012\/12\/MCI_Glossary.pdf\">Glossary<\/a>)<\/p>\n<p>Children at this age can:<\/p>\n<ul>\n<li>begin and end a <a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention1sixtotwelve\/category\/2-5-eight-to-ten-6-12-socialemotional-skills\/\" target=\"_blank\">conversation appropriately<\/a>;<\/li>\n<li>understand non-verbal (nodding one\u2019s head in agreement) and para-verbal cues (saying: hmmm);<\/li>\n<li>stay on topic during a conversation;<\/li>\n<li>keep comfortable distance between self and others (if appropriate to do so, in his or her culture);<\/li>\n<li>establish and maintain eye contact with others (if appropriate to do so, in his or her culture);<\/li>\n<li>modify language, to accommodate audience (e.g. will often use much simpler language when speaking to younger children and pets).<\/li>\n<\/ul>\n<h3><a title=\"The ability to produce and connect vowel and sounds.\">ARTICULATION<\/a><\/h3>\n<p>(see full <a href=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention2\/files\/2012\/12\/MCI_Glossary.pdf\">Glossary<\/a>)<\/p>\n<p>Children at this age can:<\/p>\n<ul>\n<li>pronounce <em>all<\/em> sounds in their native language. A referral to a <a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention3\/?s=language+pathologist\" target=\"_blank\">speech and language pathologist<\/a> should be made if your child makes any sound substitutions in his or her speech.<\/li>\n<\/ul>\n<h5>see <a href=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention2\/files\/2012\/12\/MCI_References.pdf\">References<\/a><\/h5>\n","protected":false},"excerpt":{"rendered":"<p>Children between the ages of 8 and 10 love language. They use it constantly and delight in playing word games. EXPRESSIVE LANGUAGE (see full Glossary) Children at this age can: include many details when describing their experiences; delight in playing \u201cmorphology\u201d games, such as finding the opposites (tall is the opposite of short), synonyms (small [&hellip;]<\/p>\n","protected":false},"author":430,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[428302],"tags":[],"class_list":["post-104","post","type-post","status-publish","format-standard","hentry","category-2-3-eight-to-ten-6-12-language-skills"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/posts\/104","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/users\/430"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/comments?post=104"}],"version-history":[{"count":2,"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/posts\/104\/revisions"}],"predecessor-version":[{"id":340,"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/posts\/104\/revisions\/340"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/media?parent=104"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/categories?post=104"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/middlechildhoodintervention1\/wp-json\/wp\/v2\/tags?post=104"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}