Finding the Words: Working Through Profound Loss with Hope and Purpose

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These low-frequency letters are some of the greatest game-winning tools in the game. And remember as Parent stories of children learning to walk commonly illustrate a gestalt cognitive style. Truman’s parents, for instance, said that their boy never even tried to walk at all, when all of a sudden, he got up one day and walked all the way across the room! Many parents describe how their children never ventured onto a bicycle until they simply got on and rode one day. This characteristic “flat learning curve” can be torturously horizontal for parents who wait years for some evidence that their child is taking in anything. When the curve abruptly elbows up vertically, it is stunning and seems to come out of “nowhere”. No I really agree with that, it’s as if our totality as people and our life experience is completely I’d had a really tough year, having recently broken up with my long term boyfriend and moved from our lovely flat to lodging with a family. He asked me whether I’d ever felt this way before and whether I’d ever taken any medication before. He signed me off work for a timescale that we agreed together, discussed medication options and printed off some information about antidepressants should I wish to take them. He also referred me for an assessment for Cognitive Behavioural Therapy (CBT) and suggested I stay with a friend or family member and return at the end of my sign-off period to discuss the future." We introduced two children, Will, 14, and Dylan, 4 (called “Daniel” in column one), to illustrate the extremes…and consistencies…of the process. I say “extremes” because while both children made excellent progress, Dylan moved from Stage 1 to Stage 3 in about a half year, and Will has not done so yet, after a year. And, I say “consistencies” because their process is basically still the same! While some things were easier for Dylan (he had less language to mitigate from, less language to find the commonalities among), some are easier for Will (his articulation is better and people understand him more often; he is familiar with a wider variety of language and so “generating” language, when he is ready, will not be so foreign).

Here at Wordfind, you can enter your available letters and instantly get rewarded with a wealth of high strategy that involves memorizing "ABDEGHILMNRSTWXY" and going over in your mind a complete roster of possible As we conclude this story of Dylan, and complete the progression of Natural Language Acquisition on the spectrum, we should recap the journey. In three years, from the age of 4 to 7, Dylan moved from using language gestalts (Stage 1), to mitigating them and recombining them (Stage 2), isolating single words and beginning to generate original phrases (Stage 3), developing simple sentences with a variety of pronouns and verbs (Stage 4), using a variety of verb tenses and phrase relationships (Stage 5), and forming complex sentences with more advanced verbs and conjunctions (Stage 6). This is a moving and fascinating account of a bright and ambitious young Jew trying self-consciously to break out of small-town New England to achieve greatness. The story is heroic, but it is not without pathos. This is really a book about books—how beautiful they are, and how the examined life cannot be lived without them, since they have been the mirror in which Freedman learned to see himself."—Stanley N. Katz, Princeton University

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Remember those suffixes and prefixes! A judicious "ED," "CON," or "ES" added to a word can be a game

letter combinations after each of these letters. This is basically an advanced exercise in word building, OK, so this language acquisition processing of typical kids may make some sense, as you think about boys you have known (or been!)…but, what about our kids…what about Will…what about your own child? In the next column, we will examine Daniel’s progress in more detail, taking you through the stages of mitigation and then those of generative grammar. We will provide a roadmap to use with younger children, but also a model that can be modified for an older child…like Will.The extra engagement and fun that comes from games can be really useful in helping pupils remember the content, as well as helping children enjoy their lessons. This is vital - students who are bored with lessons are much less likely to learn effectively, so it's important to keep your teaching varied and fun. Even if no “Aha” happens yet, you have begun to get used to the process, and it will be easier the next time! So, let’s return to Dylan’s story. When he had been in therapy for a little over a year, his use of generative grammar had been at Stage 4 for a few months. A language sample at that time revealed Stage 4 constructions (Developmental Sentence Scoring levels 1-3) such as the following, and a few Stage 5 constructions (DSS levels 4-6): and as that became popular we added word definitions, synonyms, anagrams, and other word generator language