Welcome!LANGUAGE ARTS IN PRE-K

PART I

ORAL LANGUAGE

DEVELOPMENT

Presenters:

Nancy Aliano

Ana Zepeda

FUNCTIONS

Oral language is the foundation of literacy.

Building a child's oral language skills will ultimately improve his reading skills as well.

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SIGNIFICANCE OF ORAL LANGUAGE

Language skills are important in order to make connections with others and understand experiences.

Majority of vocabulary derives from experiences.

Teach the essentials of oral language to build upon it for a higher mental development.

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LANGUAGE: A MENTAL TOOL

When children use symbols (letters) and concepts

(rhyming) to think, they no longer need to have

an object in order to think about it.

Language allows children to imagine,

manipulate, create new ideas and share those

ideas with others.

THE MINDSociety contributes to the way a child’s mind

work.

According to Vygotsky; children could not

learn logical thinking without having

mastered language.

RECEPTIVE & EXPRESSIVE LANGUAGE

They are different but equally important!

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Phonological awareness includes

attending to speech, discriminating

between sounds, holding sounds in

memory.

LISTENING EXERCISE♦ II.D.6 CHILD INCREASES LISTENING VOCABULARY AND BEGINS TO DEVELOP VOCABULARY

OF OBJECT NAMES AND COMMON PHRASES IN ENGLISH (ELL).

LISTENING

Listening is a two-way street.

Strategies

“Story Time” with no pictures. Ask what they

understood at the end.

Singing songs with no music gives students the

chance to hear and produce the words of the song.

Taking it home: Ask students to sing the song to

their parents and have parents write what the child

sings.

II.B.3 Child provides appropriate information for

various situations.

PURPOSEFUL TALK

Parallel Talk: an adult describes what the child is

doing

Self-Talk: an adult talks about what he or she is

doing, using short sentences.

Example: At snack time, an adult says, “I am crushing up

crackers and putting them in my chicken noodle soup.”

Expansion: An adult adds more information to

the sentences that the child expresses. Example: A child says, “A fire truck!” An adult responds, “There is

a big, yellow, fire truck with a siren!”

Hart Paulson, Lucy, Ed.D.,CCP-SLP & Louisa C. Moats, Ed.D.

LETRS for Early Childhood Education. 2010

YOU TRY IT!

Work with the people at your table to expand

these utterances.

1. “Ball.”

1. “A dog a bone.”

1. “Her falled down.”

1. “He made a big bubble.”

WHAT IS A WORD?

Recognizing what a word is

What does it look like?

What does it sound like?

What are the characteristics of a word?

After students know what a word is then you can

expand to teach them what a sentence is.

♦ II.E.1 Child typically uses complete

sentences of four or more words and

grammatical complexity usually with

subject, verb, and object order.

ALLITERATION

Comparing Sounds

Guess What I am thinking/Adivina lo que estoy

pensando (Mystery Bag)

Animal Sounds (Think of a word that starts with

the sound as your name)

RHYMING

Rhyming with our bodies

Rhyming Train

Rhyme “Hola, Hola, Coca Cola.”

Rhyming Names/Nombres que Riman

Start with made up words

We want them to understand the concept not

memorize the cards

Let’s have a mental break

ANYTIME IS A GOOD OPPORTUNITY TO PROMOTEORAL LANGUAGE♦ II.D.1 CHILD USES A WIDE VARIETY OF WORDS TO LABEL AND DESCRIBE

PEOPLE, PLACES, THINGS, AND ACTIONS.

♦ II.E.7 CHILD ATTEMPTS TO USE NEW VOCABULARY AND GRAMMAR IN SPEECH (ELL).

STUDENTS ENGAGING IN MEANINGFUL

CONVERSATIONS

II.B.1Child is able to use

language for different

purposes.

CHILDREN ACTING IS AN

ORAL LANGUAGE OPPORTUNITY

CENTERS A BIG PLACE FOR

ORAL LANGUAGE OPPORTUNITY

ORAL LANGUAGE PRACTICE HELPS

STUDENTS TO BECOME LEADERS

MODELING HOW TO PLAY IN CENTERS

MUSICAL CHAIR ACTIVITY

II.A.2 CHILD SHOWS UNDERSTANDING BY FOLLOWING TWO-STEP ORAL DIRECTIONS

AND USUALLY FOLLOWS THREE-STEP DIRECTIONS.

I.B.2B CHILD IS AWARE OF FEELINGS MOST OF THE TIME.

I.C.4 CHILD INCREASINGLY INTERACTS AND COMMUNICATES WITH PEERS TO INITIATE PRETEND PLAY

SCENARIOS THAT SHARE A COMMON PLAN AND GOAL.

VII.B.1 CHILD DEMONSTRATES THAT ALL PEOPLE NEED FOOD, CLOTHING, AND SHELTER.

VII.B.3 CHILD DISCUSSES THE ROLES AND RESPONSIBILITIES OF COMMUNITY WORKERS.

GOALS

Think about your students. What are your goals

this year regarding Oral language development?.

Make sure you differentiate the different levels

they bring to school.

Turn to a person and share

WHEN CAN I PROMOTE ORAL LANGUAGE?

Asking and answering questions

Pair conversations

Transitions

Center time/activities

Singing songs and rhymes

Giving students opportunities to speak at anytime

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TEACHING THE RULES OF LISTENING AND

SPEAKING IN YOUR CLASSROOM.

SO HOW DO YOU FEEL NOW?

Do you feel you will have more things to do now?

Or you think that now you have a better idea of

how to plan for a purposeful time to engage

students in meaningful conversations that will

enrich their experience in your classroom?

ORAL LANGUAGE DOESN’T HAVE TO COST

MUCH BUT YES, IT NEEDS TO BE PLANNED

ORGANIZE YOUR IDEAS = MENTAL TOOL

What strategies will you be using in your

classroom to fill in the gap?

Turn and discuss with your neighbor

MAKE AND TAKE

Songs

Alliteration chart

Conversation starters for centers

Syllable clapping

Rhyming sheet and pictures

Questions what where when what...

KWL anchor chart

Feeling faces vocabulary

Phonics for English and Spanish

Problem and solution

Choose a song that you would like to start working

with your kids.

Get creative and put it on chart paper.

THANK YOU FOR COMING!

We enjoyed having you today

Next session will be January 24

“Read Aloud and story time, the advantages”

Can my students read?

Thank you!

Ms. Aliano and Ms. Zepeda