Informal Language Assessmet Rachel

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Northeast Alabama Community College *

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210

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Linguistics

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Jan 9, 2024

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Jordan Guffey ER 302 – Informal Language Assessment – Fall 2021 ER 302 – Informal Language Assessment Background: Bella is a four-year old girl who attends a pre-k program in a public school. This program is play-based. Bella’s father is Hispanic while her mom is not. Bella speaks fluent Spanish and is still working on her English. Spanish is the main language spoken at their home. At school, Bella speaks in English but does not have a wide variety of the language yet. Language Assessment: Analysis of the Language Assessment Experience: The language assessment took place in a school setting. I chose this location because the child was comfortable here and I wanted her to feel comfortable and normal and not realize she was being assessed. I used the classrooms home living area to conduct the assessment because it is a group that she enjoys playing in. I used this area to observe her play skills to see where she was at developmentally. I used this time to also speak with Bella and carry on a conversation. This is a crucial part in improving the five areas of language knowledge. In the phonological knowledge level, the child had a hard time telling me if words were rhyming or not. She was only able to figure out 2 out of 10 rhyming words. I would say three words and ask Bella which two were rhyming. Next, I used images on cards. I would place three cards on the table and get her to tell me all three of the words. I would then ask her if she could hear the rhyming words out of the three. She liked this game more than the first but she was not able to pick the rhyming words still. For morphemic activity, I watched Bella interact with her classmates. She first had trouble speaking all English words. It was mixed in with Spanish words. She was pretending to make supper and feed it to her classmate. She said things like “Mrs. Jordan, Blakely eated it all up!” Therefore, I could tell she needed a lot of work when it comes to morphemic knowledge. Observation Chart: Type of Knowledge: Examples from Assessment: Phonological Knowledge:  Cannot identify ending sounds

Jordan Guffey ER 302 – Informal Language Assessment – Fall 2021 Type of Knowledge: Examples from Assessment: Semantic Knowledge:  Was able to understand words such as “under”and “bigger” Syntactic Knowledge:  Was able to recognize scentences that were jumbled and ones that were correct Morphemic Knowledge:  Used words like eated. Did not understand tenses Pragmatic Knowledge:  Was able to play socially. Able to switch roles in home living with no upset. Able to use emotions the right way. Explanations of Knowledge Observations: Bella did not have phonological knowledge because she was not able to identify rhyming words. She was only able to identify 2 correctly. She needs a lot more work on this language development. The next area of the assessment, I had the bear under the chair game, as well as asking what object was smaller and which was bigger. This is example of child with semantic knowledge because she was able to tell me the words like “under” correctly and “bigger” correctly. Bella was also able to show syntactic knowledge because she was able to show which sentence was in the correct order. This was very good for a 4 year-old. She was able to pick out when a sentence was jumbled up and when it was in the correct form. Bella needs a ton of extra help with morphemic knowledge. She was talking with the wrong words such as “eated” and “heared”. By my observations, I could tell that Bella needed extra help here. I am not sure if speaking half sentences in Spanish is hindering her mastering this skill. Bella has pragmatic knowledge. She was able to problem solve without getting upset. She was able to switch role playing without problem. She has very great social skills and can speak about life events. Things like “We are going to the dentist today.” 50 Utterance Transcription: Transcription: Adult: What is your name? Child: Bella Kate Adult: How old are you Bella Kate?

Jordan Guffey ER 302 – Informal Language Assessment – Fall 2021 Child: Four Adult: What do you like to do for fun? Child: I like to play with Blakely in home living. I like playing the mom the most. (Spanish speaking I did not understand) Adult: What are your favorite things in home living? Child: I like to play mommy in the kitchen. I cook foods for Blakely and she eated it all up. Adult: What do you like to cook her? Child: She wanted breakfast today so I maded her eggs but she didn’t like eggs so I maded her waffles. Adult: What else do you play in home living? Child: I taked Blakely to the dentist today! Adult: Oh yeah? Did she like that? Child: She cried a lot. The dentist is scaredy. ( She spoke in Spanish after this and I could not understand” Adult: Did you like to play the baby when Blakely was the mommy? Child: Oh yes. Blakely tried to carry me into the crib but I was too big. Adult: Do you want to play this again tomorrow? Child: If you will play with me Mrs. J! Summary: Bella needs more help developing her phonological awareness. Bella is still struggling with identifying ending sounds and would benefit from any activities aimed towards rhyming to help her be able to identify them more. Bella also needs more help when it comes to morphemic knowledge. She would benefit from extra helped that is centered around correct use of language. She has basic skills when it comes to pragmatic, semantic, and syntactic knowledge. The following activities I have planned out will benefit Bella greatly when used correctly.

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Jordan Guffey ER 302 – Informal Language Assessment – Fall 2021 Language Development Plan: Activity 1: You can teach more nursery rhymes. Learning these nursery rhymes will help the child recognize more ending sounds and when they are similar. Singing nursery rhymes each day would help Bella hear ending sounds. Activity 2: A game is showing 3 cards showing words and images of the word. Ask Bella to say the words aloud, ask her which 2 had the same ending sound. This will teach rhyming. Have words such as cat, hat, rat, and bat. Activity 3: For morphemic knowledge, you could work on open and closed morphemes by using word blocks. Have freestanding words and bound words. This helps with compound word identification as well. Examples are butter and fly. They can stand alone or together. Activity 4: Another morphemic activity is to have cards with words on them such as “fast” and “jump” and and then cards that have ending such as “ing” and ‘’ed”. Have the child put together the endings to these words. Activity 5: Memory game for rhyming is the last activity. This will help with phonological knowledge for Bella. Have playing cards with images on them such as cat, bat, mitt, bit, map, lap, etc and flip them over. Have the child play the classic memory game but with rhyming words.

Informal Language Assessmet Rachel

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