When doing the summary of the pragmatic check list do we address each skill or do we pick a few and talk about them?
Also, If we don't use the tough for the language function summary what do we use?
And I we don't see narrative form is it necessary that we put in the paper that we don't see it ?
Thank you
Elizabeth
2 comments:
you have to use all of them.
you just dont do that part of it? i dont really get the question, sorry!
and there wasnt any in mine, so i didnt add it. i think thats the right way to do it.
hope that helped!
That's right, Kerrie. As I responded in the post below this:
... the KEY is ensuring that you have addressed EVERY skill, noted if the child demonstrated it or not. If they did, provide evidence from the sample. If they did not state why you believe the skill was absent (not developed, no opportunity to use, etc.)
Make sure that you follow the directions in the project and use the rubric to ensure you have addressed everything.
So...in your paper I need to read about EVERY one of those skills. If they were present you need to identify which clauses demonstrate that skill. If they are not, you need to address why you believe the child did not demonstrate it.
You review what you just analyzed and write a summary of the skills the child demonstrated. You will include an application of your knowledge about these skills as you make an ASSESSMENT of the child's ability to USE language. . . pragmatic skills.
Hope this helps. If not I suggest you call.
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