PEE Paragraph - "I Want A Cat"

This text, aimed at a young audience, helps the child read it through smoothly with a flow. When reading, we are always looking ahead in the text by a micro-pause and this is helped when Tony Ross uses the word "so" at the end of a line in this segment of his story "I want a cat".
The text reads:
"When the teacher saw her cat suit, he shouted so
loudly, she jumped up on top of the blackboard"
By using the word so at the end of the line in the sentence, the child is helped as they find it hard to read the text, whilst also focusing on going into the next line, but by using the word so - the child is able to elongate it for enough time so that they can read and flow into the next line.
Furthermore, by elongating this word, it helps the imaginative side of the story as you think of him shouting very loud - as you read it like "Sooooo loudly".

Overview and 6 Points

In this transcript between Evie and her grandmother, it seems that Evie is currently in her telegraphic stage, so her grandmother selects aspects of the skills in her zone of proximal development to enhance. Even in this short transcript, Evie displays a frequent use of virtuous errors, so the grandmother uses reinforcement techniques to correct and refine her language.

6 Points:

-         - Vygotsky’s theory of the ‘Zone of Proximal Development’

-          -The use of virtuous errors

-          -Chomsky’s theory of Overgeneralisation

-          -The pronunciation development and phonemic symbols used in the text

-          -Skinner’s theory of using positive and negative reinforcement

-          -Setting the agenda of the conversation (Power)