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I’ve put that on the back burner and we’re in the same boat are examples of _____________________.

__________________________ refers to one of the story grammar components that a child describes the story’s events in a logical order, places greater emphasis on important events and less importance on minor events, and transitions smoothly between events, as in After brushed his teeth, the boy grabbed his books and ran out the front door. He then saw the Saturday morning newspaper on the front porch. 

_____________________ occurs when a listener confuses the boundaries between words (e.g., I can’t wait for the weekend vs. I can’t wait for the weak end). 

__________________________ refers to one of the story grammar components that a child uses pronouns so others understand what the pronouns refer to consistently throughout the story, as in After the boy ate breakfast, he decided to brush his teeth quickly. 

When Gym Class Heros sing “my heart’s a stereo” they are using _______________.

__________________________ refers to one of the story grammar components that a child describes the story’s events in a logical order, places greater emphasis on important events and less importance on minor events, and transitions smoothly between events, as in After brushed his teeth, the boy grabbed his books and ran out the front door. He then saw the Saturday morning newspaper on the front porch. 

I’ve put that on the back burner and we’re in the same boat are examples of _____________________.

_____________________ occurs when a listener confuses the boundaries between words (e.g., I can’t wait for the weekend vs. I can’t wait for the weak end). 

When Gym Class Heros sing “my heart’s a stereo” they are using _______________.

__________________________ refers to one of the story grammar components that a child uses pronouns so others understand what the pronouns refer to consistently throughout the story, as in After the boy ate breakfast, he decided to brush his teeth quickly.