WorksheetsTSHA 2025- Big Ideas Little Voices
Total questions: 15
Worksheet time: 13mins
What are the ages/grade levels of the children you work with?
0-3 years
Preschool aged
KG-5th grade
6th-12th grade
Other/
Combination of the above
What is a characteristic of Academic Talk?
More context support
More decontextualized language
Less structured
More informal
What are some practical examples of fostering academic talk in a natural and engaging way?
In collectivistic cultures, how are children expected to learn?
Through verbal display
By quiet observation
By engaging in debates
Through competitive activities
Why is academic talk crucial for effective participation in society?
How does academic talk differ from conversational talk in terms of generality of information?
Focused on familiar people and daily life
Uses general, vague relationships
Less personally relevant, abstract concepts
Informal, based on unjustified beliefs
What type of reasoning is associated with conversational talk?
Logical, analytical reasoning
Hierarchical, linear reasoning
Informal, based on unjustified beliefs
Inferential reasoning
What is a feature of conversational talk regarding the degree of precision of concepts?
Uses more precise vocabulary
Uses general, vague relationships
Tier II and Tier III words
Logical reasoning
Which type of talk is more likely to involve action-oriented language?
Academic Talk
Conversational Talk
Formal Talk
Analytical Talk
What is a characteristic of academic talk in terms of linguistic features?
Short sentences
Redundancy
More lexical diversity
Sparse information
Which register of language should be developed first in young children?
Both registers
Academic Talk
Casual Talk
What does early decontextualized talk predict?
Physical health
Academic language proficiency in adolescence
Social skills
Artistic ability
Which of the following is not needed to optimize benefits of Academic Talk?
Positive Emotional Support
Eliminating code-switching in culturally/linguistically different families
Organized Routines
&
Repeated Activities
Which of the following is NOT a role of the SLP in fostering Academic Language in the home?
Providing parent education on the importance of quantity/quality of language in the home
Using naturalistic ways of helping families incorporate rich language in everyday interactions
Focusing on casual talk before introducing academic talk
Which of the following is an area Pre-K to 3rd grade teachers don't do as well in?
Providing instructional interactions (i.e., academic talk)
Classroom organization
Providing emotional support
