Oral Language

Agenda for Monday, Nov. 29
Diverse Learners: Multiple Intelligences Dance
English Language Learners: Policy Research Brief
Idea Pass Around
SIOP Overview (and Macarena)
Oral Language Development

SIOP Lesson Planning
[First we begin with] Lesson Preparation
Building Background [Information]
Comprehensible Input
[Stir the] Strategies
Meaningful Interaction
Practice and Application
Lesson Delivery
Review and Assessment
2 fingers pointing to head
hands behind head
hand moving out from mouth
two hands stirring motion
clapping hands turning over and over
bicep curls
arms pumping as if power walking
jump back then forward

Oral Language: Role in Literacy Development
Learning language is an important part of learning to read. (Ruddell & Ruddell)
Oral language is the “bedrock” of all the language arts. (Snow, Burns, & Griffin)
“ Reading is dependent upon growth of language competence in the early years.” (Morrow)

Oral Language: Connection to Reading
Vocabulary knowledge
Syntax knowledge
Use of prior knowledge in comprehension
(Bakhtin theorizes that the brain stores knowledge as language.)

Stages of Language Development
Infants crying
2-4 months cooing
6 months intonation
8-10 months babbling
1 year sing words
18 months telegraphic speech

Stages of Language Development
1-2 holophrastic (single word) to telegraphic (two words)
2-3 telegraphic to descriptive (language play, more syntactic complexity)
3-4 simple to complex (dramatic growth in syntax & vocabulary, overgeneralization of rules)
4-6 toward refinement (generative language—supply own words, use language creatively)

Oral Language Development
Not random
Not imitation
Chomsky (1965) proposed a “language acquisition device”
Complex problem-solving
Learned in process of using it
Unique to the individual

Functions of Language Use (Halliday, 1975)
Instrumental
Regulatory
Interactional
Personal
Heuristic
Imaginative
Informative/Representational

Conditions of Learning (Cambourne, 1988)
Immersion
Demonstration
Engagement
Expectation
Responsibility
Use/Practice
Approximation
Response

Language-Learning Conditions at Home vs. School
Home: adult response twice as often, negotiation of meaning, many child initiations
School: teacher-dominated talk, less language complexity (Wells, 1999)
IRE: Initiation of topic by teacher, Response by student, Evaluation by teacher (Cazden, 1988)

Rules for School by Karin, 1 st grade
Don’t tawk!!
Unles you rase your hand.
And onle if the techer ses you can!

Fostering Oral Language in Classrooms
Physical Environment
Psychological Environment
Opportunities for Talk
Group Task: Create an observational checklist to assess the conditions for oral language development in an early childhood, primary, or elementary classroom.

Implications for English Language Learners
BICS vs. CALPS
BICS: basic interpersonal language proficiency skills (2-3 years)
CALPS: cognitive academic language proficiency skills (5-7 years)
“ comprehensible input”
“ total physical response”
“ funds of knowledge”

Phonological Awareness
Definition: the ability to manipulate larger units of sound, such as words and syllables, onsets and rimes
Hearing/recognizing rhyming patterns
Producing rhymes
Segmenting separate words in sentences
Segmenting syllables in words
Blending syllables in words

Phonemic Awareness
Definition: understanding that speech is composed of a series of individual sounds; the ability to manipulate the individual sounds (phonemes) within words
Matching sounds
Isolating sounds (initial, final, medial)
Deleting sounds (initial, final)
Substituting sounds
Blending onset and rime to form words
Stretching/segmenting words to hear individual sounds
Blending individual sounds to form words

Research Base for Phonemic Awareness
Children who cannot hear individual sounds within words have difficulty learning to read.
Phonemic awareness is a predictor of later reading achievement.
Phonemic awareness positively affects spelling achievement.
Research supports direct/explicit instruction in phonemic awareness.
Literacy activities contribute to the development of phonemic awareness.
Phonemic awareness instruction is particularly effective when accompanied by use of letters of the alphabet.

Methods for Helping Students Develop Phonemic Awareness
Language play
Literature
Direct instruction
Interactive writing
Role Play with a Partner: Parent and Teacher
“ What is phonemic awareness?”

Alphabetic Principle
Words are composed of sounds (phonemic awareness)
Sounds can be represented by letters (phonics)
Phonemic awareness is the means by which we make use of the alphabetic principle to decode letters and encode sounds (read and write).

Phonics Terms to Know
Phoneme
Grapheme
Consonant Digraph
Consonant Blends or Clusters
Diphthongs
Schwa
Onset
Rime
Morpheme
Structural Analysis

The Importance of Recognizing Sight Words
Effortless way for early readers to read words before phonics instruction
Recognition of some words in isolation assists young readers in learning other word identification strategies.
Automatic recall of words leads to more word recognition.
Some high-frequency words in English are not decodable.

The Importance of Recognizing Sight Words
Automatic word recognition contributes to improved comprehension.
A reader needs instant recognition of about 95% of words in any given text to read the text independently.
Reading in which a student cannot automatically recognize many words is laborious; in such cases, the student may never develop a desire to read.
Automatic visual recognition of whole words is critical to fluency.

Balanced Literacy Approach
Phonics:
Explicit, direct instruction
Systematic instruction in the code
Whole Language:
Authentic reading and writing
Daily opportunities to read and write

Three Cueing Systems (Marie Clay)
Graphophonic (visual): Does it look right?
Syntactic (structure): Does it sound right?
Semantic (meaning): Does it make sense?
He bocked the piffle with a tig daft.
What did he bock?
What did he use to bock?
What kind of daft was it?

Six Cueing Systems (Rumelhart, 1976)
Surface Structures:
Graphophonic
Lexical
Syntactic
Deep Structures:
Semantic
Schematic
Pragmatic

Fluency and Comprehension
Strong correlation between the two
Fluency is the bridge between word identification and comprehension
One theory: comprehension is the outcome of fluency
Another theory: making meaning while reading results in fluency
Chicken and egg situation: fluency promotes comprehension; comprehension promotes fluency

Fluency is a multi-dimensional construct (Rasinski, 2003)
Rate
Accuracy
Phrasing
Prosody (pitch, pauses, stress, intonation)
“ Fluency is the ability to read accurately and effortlessly with appropriate expression and meaning.” ~Timothy Rasinski

“ Woman without her man is nothing.”
“ The teacher said the principal is the best in the distinct.”
“ Tom borrowed my lawnmower.”

Oral Language

by Honor Moorman

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Oral Language

by Honor Moorman

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Oral Language Presentation Transcript

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