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Begins to engage in longer dialogues: Axl can now have conversations with his family without losing attention for a good 7 minutes.
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Begins to develop shallow phonological awareness abilities: This means the child is beginning to understand the sound structure of words. Axl can identify rhymes.
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Uses pronouns. When Axl talks about his favorite TV characters, he often calls the group “them”.
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Uses four to five words in sentences. Axl says sentences like “I really like blue.”
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Combines four to seven words in sentences. Axl is now bringing together longer sentences when he talks to people.
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Understands some relational terms: this means the child understands related but opposite terms, such as hard and soft. Axl will often turn the lamp in his room on and off very quickly while saying, “Light! Dark! Light Dark!”
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Begins to use primitive narratives: Axl now tells short stories about characters, himself, and his pets.
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Uses compound sentences with “and”. Axl often says sentences like, “I like dogs and trains.
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Uses “what do, what does, what did” questions. Axl likes asking his family what they did during the day.
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Continues to refine articulatory skills. Axl is working hard on making his consonants sound like the adult language models in his life.
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Uses adverbs of time: this means the child uses words that modify verbs to tell people when something happened. Axl likes to tell people he wakes up “early early” every day.
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Makes conversational repairs: This means the child attempts to fix misunderstandings in the conversation. When Axl has trouble pronouncing words in a way that is understandable, he often tries using related words to make his point apparent.
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Has mastered most consonants. Axl is able to use the majority of consonants in English.
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Uses syntactic information to narrow the possible meanings of new words: this means the child uses the part of speech (noun, verb, etc) to determine what a word they don’t know means. Axl wasn’t sure what scissors were, but the shiny things on the table were the only ones he didn’t recognize so he figured it out.
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Uses past tense consistently. Axl likes to talk about the things he did during the week at his preschool.
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Overextends new words on the basis of function. Axl’s dad told him that he uses a hammer to fix things, so next time his dad was fixing something, he called the screwdriver a hammer.
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Decreases use of phonological processes. As Axl is mastering consonants, he is no longer fronting his consonants or reducing consonant clusters.
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7Uses narrative with a sequence of events but no main character or theme. Axl can tell stories but he can also simply say what happened during the day.
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Constructs true narratives: Axl can now tell actual stories about himself and other characters.
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Has mastered almost all consonants however they may not be mastered in all contexts. Axl can say /c/ when in the initial phoneme position, however he has trouble when it’s in the final position.
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Uses indirect requests: this means the child essentially asks if someone is able to help them. instead of saying "Please get", Axl will now ask "Can you get this for me?"
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Knows the letters that make up their own name. Axl can recognize the letters A, X, and L.
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Uses deictic terms: this means the child uses theoretical terms such as this, that, here, and there. Axl’s mom asked where his blanket was, and he pointed to the couch saying, “There it is!”