Here are a few observations about the teacher's language use in this transcript:
- The teacher uses simple, short sentences that are easy for young children to understand.
- Questions are asked with rising intonation to signal they are questions.
- The teacher provides models for student responses when needed.
- Vocabulary like "morning", "Thursday", and "April" are used to build students' academic language.
- The teacher waits for individual student responses, allowing time for processing language.
- Responses from students are repeated and expanded on to reinforce language learning.
- Nonverbal cues like intonation, repetition and expansion support oral language development.
- The context of a morning
Rmecc 2015 (strats for oral lang) part 1 taylor smith SVTaylor123
1. Language develops within the socio-cultural contexts of children's lives, including family and community.
2. Both children and adults use language differently depending on the social situation and cultural norms.
3. Being aware of how context influences language can provide insights into a child's language abilities and development across environments.
This document discusses factors that affect the school success of English language learners (ELLs) who live between worlds. It notes that ELLs come from different cultural worlds than their teachers and may feel marginalized in school. The school exists within various overlapping contexts including national/state, community/family, and school levels. These contexts interact dynamically and no single factor explains ELL success or failure. The document examines characteristics of different types of ELL students and discusses how teacher knowledge, beliefs and classroom practices impact ELL learning. It advocates supporting students' home languages and cultures while developing English proficiency.
Assessment of English Language Learners: A Bilingual ApproachBilinguistics
More easily identifying whether a child’s errors are due to typical development, second-language influence, or true impairment. This course provides video examples of these possible outcomes as they relate to articulation and language development.
Current demographic data is reviewed as well as future population trends. A framework is provided for evaluation that can be applied to many different languages. Facts and myths about bilingualism are also covered. This presentation concludes with case studies to demonstrate how to effectively apply all of the information.
This document provides information about Student A, a junior kindergarten student from a Spanish-speaking home. It outlines Student A's academic strengths and challenges, as well as funds of knowledge from his home and culture. Student A struggles with English proficiency, literacy skills, and academic vocabulary. However, he is supported by his family to attend school regularly and enjoys participating in classroom activities. His funds of knowledge include being fluent in Spanish, visiting extended family in Mexico annually, and witnessing his father's recovery from an injury.
This document contains class notes on language learning in early childhood. It discusses several topics:
1. How children acquire their first words and begin combining them into sentences from ages 1-2, and the theories around language acquisition including behaviorism, interactionism, and innatism.
2. Potential language impairments like aphasia and dyslexia.
3. Theories of language development stages in early childhood including imitation, interaction with caregivers, and innate language acquisition devices.
4. Milestones in language comprehension and production from babbling to first words to combining words and basic grammar by age 4.
5. The continued expansion of language and development of reading/writing skills through primary
A large chicken wandered into traffic, causing delays for drivers. Police responded and tweeted about the "turkey or large chicken" that was causing issues. They later tweeted that the chicken had been arrested for "fowl play" and was now in custody, allowing traffic to resume its regular flow.
Here are some key resources on teaching English language learners:
- Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say. American
Educator, 32(2), 8-23, 42-44.
- Harper, C., & de Jong, E. (2009). English language teacher expertise: The elephant in the room. Language and
Education, 23(2), 137-151.
- Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice
teacher education. Theory Into Practice, 52(2), 98-109.
UTA New Teacher Webinar “Resources and Information for Teaching Multilingual Learners”, April 19, 2014 w/ Dr. Peggy Semingson
The University of Texas of Arlington presents the Spring, 2013 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=0df471b4-23a0-4129-8dc2-ade6b8782cc9
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers and today's slideshare (4/19/14): http://www.slideshare.net/UTANewTeachers/march-29-webinar-with-dr-peggy-semingson-multilingual-esl
Questions:
Contact Dr. Peggy Semingson at peggys@uta.edu or Dr. Amber Brown
amberb@exchange.uta.edu
Facebook: https://www.facebook.com/pages/UT-Arlington-Curriculum-and-Instruction/119343291449696?ref=hl
Twitter: @UTANewTeachers
YouTube: http://youtube.com/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
Email: schwarma@uta.ed Dr. Marc Schwartz
Rmecc 2015 (strats for oral lang) part 1 taylor smith SVTaylor123
1. Language develops within the socio-cultural contexts of children's lives, including family and community.
2. Both children and adults use language differently depending on the social situation and cultural norms.
3. Being aware of how context influences language can provide insights into a child's language abilities and development across environments.
This document discusses factors that affect the school success of English language learners (ELLs) who live between worlds. It notes that ELLs come from different cultural worlds than their teachers and may feel marginalized in school. The school exists within various overlapping contexts including national/state, community/family, and school levels. These contexts interact dynamically and no single factor explains ELL success or failure. The document examines characteristics of different types of ELL students and discusses how teacher knowledge, beliefs and classroom practices impact ELL learning. It advocates supporting students' home languages and cultures while developing English proficiency.
Assessment of English Language Learners: A Bilingual ApproachBilinguistics
More easily identifying whether a child’s errors are due to typical development, second-language influence, or true impairment. This course provides video examples of these possible outcomes as they relate to articulation and language development.
Current demographic data is reviewed as well as future population trends. A framework is provided for evaluation that can be applied to many different languages. Facts and myths about bilingualism are also covered. This presentation concludes with case studies to demonstrate how to effectively apply all of the information.
This document provides information about Student A, a junior kindergarten student from a Spanish-speaking home. It outlines Student A's academic strengths and challenges, as well as funds of knowledge from his home and culture. Student A struggles with English proficiency, literacy skills, and academic vocabulary. However, he is supported by his family to attend school regularly and enjoys participating in classroom activities. His funds of knowledge include being fluent in Spanish, visiting extended family in Mexico annually, and witnessing his father's recovery from an injury.
This document contains class notes on language learning in early childhood. It discusses several topics:
1. How children acquire their first words and begin combining them into sentences from ages 1-2, and the theories around language acquisition including behaviorism, interactionism, and innatism.
2. Potential language impairments like aphasia and dyslexia.
3. Theories of language development stages in early childhood including imitation, interaction with caregivers, and innate language acquisition devices.
4. Milestones in language comprehension and production from babbling to first words to combining words and basic grammar by age 4.
5. The continued expansion of language and development of reading/writing skills through primary
A large chicken wandered into traffic, causing delays for drivers. Police responded and tweeted about the "turkey or large chicken" that was causing issues. They later tweeted that the chicken had been arrested for "fowl play" and was now in custody, allowing traffic to resume its regular flow.
Here are some key resources on teaching English language learners:
- Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say. American
Educator, 32(2), 8-23, 42-44.
- Harper, C., & de Jong, E. (2009). English language teacher expertise: The elephant in the room. Language and
Education, 23(2), 137-151.
- Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice
teacher education. Theory Into Practice, 52(2), 98-109.
UTA New Teacher Webinar “Resources and Information for Teaching Multilingual Learners”, April 19, 2014 w/ Dr. Peggy Semingson
The University of Texas of Arlington presents the Spring, 2013 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=0df471b4-23a0-4129-8dc2-ade6b8782cc9
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers and today's slideshare (4/19/14): http://www.slideshare.net/UTANewTeachers/march-29-webinar-with-dr-peggy-semingson-multilingual-esl
Questions:
Contact Dr. Peggy Semingson at peggys@uta.edu or Dr. Amber Brown
amberb@exchange.uta.edu
Facebook: https://www.facebook.com/pages/UT-Arlington-Curriculum-and-Instruction/119343291449696?ref=hl
Twitter: @UTANewTeachers
YouTube: http://youtube.com/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
Email: schwarma@uta.ed Dr. Marc Schwartz
The document discusses several key concepts related to teaching English Language Learners (ELLs), including:
1. It describes the difference between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP), noting that BICS develops quicker but CALP takes longer and is needed for academic success.
2. It outlines the typical stages of second language acquisition, from pre-production to advanced fluency, and examples of teacher prompts at each stage.
3. It discusses the benefits of various ELL instructional programs and notes that two-way bilingual education leads to the highest average performance for ELL students.
2014 supporting the eal students in the mfl classroomIsabelle Jones
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It begins by identifying the most common EAL issues teachers encounter, such as different proficiency levels and linguistic backgrounds among EAL learners. It then suggests practical strategies like using peer support and teaching assistants, as well as emphasizing that EAL students may have strengths in areas like bilingualism. The document also aims to dispel common myths around EAL learners and language acquisition, noting that it can take 5-7 years to develop academic language proficiency.
Difference vs. Disorder: Language Development in Culturally and Linguisticall...Bilinguistics
This presentation reviews normal language development of bilinguals. It identifies common second language-influenced errors between English and Spanish as well as other languages.
This chapter discusses understanding differences in language, culture, and abilities in early childhood classrooms. It covers establishing relationships with families, respecting dialects like African American English, supporting English language learners, cultural diversity, special needs, and speech and language disorders. The goal is for teachers to gain strategies to effectively teach diverse students and help all children succeed.
IATEFL, YLTSIG, CyTEA Conference: Contextualizing Literacy InstructionAngela Bell
This document summarizes a professional development program for PreK-3rd grade teachers aimed at improving literacy instruction for English language learners. The program provided workshops, discussions, online resources and observations. Surveys found it significantly improved teachers' knowledge, instructional practices, and self-efficacy in working with ELLs. Student achievement data also showed literacy gains after teachers applied the new strategies focusing on oral language development, building background knowledge and using culturally relevant texts.
The document provides information about American Sign Language courses offered at Lake Travis High School. It describes the course content and expectations for ASL levels 1, 2 and 3. Students are immersed in ASL through a "Voices Off" policy and are expected to participate in discussions and complete interaction projects in the deaf community. Suggestions are provided for studying ASL successfully outside of class, including finding a study partner and practicing vocabulary daily. Helpful resources and websites about ASL and deaf culture are also listed.
This document summarizes a case study comparing the Spanish and English languages from the perspective of helping a student learn English as a second language. It describes how the student immigrated from Puerto Rico and lacks proficiency in his native Spanish. It identifies differences and similarities between Spanish and English phonology, grammar, and vocabulary. Examples are provided of common errors made by the student in English. The conclusion emphasizes how the student's Spanish proficiency affects his English acquisition and strategies like focusing on cognates to help with language transfer.
The document provides information about American Sign Language (ASL) courses offered at Lake Travis High School. It describes the ASL 1, 2, and 3 course descriptions and focuses on developing both expressive and receptive signing skills. Expectations for students include daily practice, using only ASL during class, and participating in extracurricular deaf events. Helpful study techniques involve finding a study partner, daily vocabulary review, and incorporating non-manual behaviors.
The document provides information about an English language learners class, including a news article about a chicken crossing the road and causing traffic issues. It then discusses an activity where students estimate statistics about English as a non-official language, immigration rates, and top countries of origin for immigrants in Canada. Finally, it outlines an activity where students take on roles with certain speaking limitations to simulate being English language learners and discuss strategies for a cricket tournament.
I am getting ready for my presentation in La Cosecha 2018. Dual Language programs require more than good intentions. Actually, the accurate definition of model, language allocation, and curriculum represent essential elements to implemente dual language successfully.
Åhörarkopior från Kate Seltzers presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/ways-to-teach-and-collaborate-in-superdiverse-schools-1.231482
This document discusses key terms related to English language learners (ELLs), including limited English proficient, English learner, English as a second language, and more. It provides information about the demographic backgrounds of ELL students and considerations for teachers, such as learning about students' home cultures and literacy experiences. It also outlines common stages of culture shock that ELL students may experience and strategies to promote safety, belonging, and adjustment.
This document discusses language acquisition for ESL students. It addresses several myths around language learning and emphasizes that language acquisition is influenced by socio-cultural, linguistic, academic, and cognitive development factors. The Prism Model illustrates how these interdependent factors come together in second language acquisition. Younger students have an advantage in acquiring native-like pronunciation, but older students can acquire a language more quickly once instruction begins. Both social and academic language skills must be developed for students to achieve academic success. A variety of instructional approaches can be used to integrate language and content learning in a way that values students' cultures and makes the classroom learner-centered.
The document discusses various definitions and issues related to bilingualism. It defines different types of bilingualism such as coordinate bilingualism, compound bilingualism, early bilingualism, and late bilingualism. It also addresses debates around whether learning two languages confuses children or not. Specifically, it notes that young bilingual children may mix the two languages but this is usually a temporary phase and does not mean the child is confused by learning both languages.
The document discusses several key aspects of teaching vocabulary to young language learners:
1. Both formal instruction of word meanings and informal exposure to words through activities are important. Young learners need repetition to acquire vocabulary over time.
2. A variety of word types should be taught, including nouns, verbs, adjectives, and others. Useful words are high frequency words learners will encounter.
3. Both direct instruction of word meanings and indirect teaching of strategies to determine meanings are effective approaches. Young learners need opportunities to use new vocabulary in context.
2013 supporting the eal students in the mfl classroomIsabelle Jones
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It identifies some of the most common issues EAL students face, such as taking 5-7 years to develop academic English proficiency. It recommends nurturing language development, coaching students on how to learn, and building stable social groups. Effective EAL support strategies are beneficial for all students in foreign language classes.
Children learn language differently than adults due to their developmental stage. Young learners have certain characteristics that influence their language learning, such as shorter concentration spans and a focus on meaning over individual words. The teacher's focus should be on communication and enjoyment to promote achievement using activities that make the most of learners' instincts, creativity, and pleasure in fun. It is counterproductive to rely heavily on the mother tongue in class.
Here are some proposed activities that integrate languages in a bilingual course for indigenous children in the Amazonas region of Colombia:
- Storytelling in the indigenous languages with vocabulary introduced in Spanish and English. Students retell stories in the other languages.
- Songs and games with repetitive phrases in all four languages (indigenous, Spanish, Portuguese, English) to build familiarity.
- Projects where students interview family members and community elders to document aspects of their culture and traditions, presenting findings in their indigenous language with translations.
- Having students teach each other simple phrases and greetings in their various indigenous languages to promote appreciation of linguistic diversity.
- Lessons that highlight the shared vocabulary between languages, such as number and
Strategies and Activities for English Language Learners PresentationJeanetteeWeaver
This document contains a presentation about strategies and activities for English language learners. It discusses displaying academic vocabulary prominently and including language standards in each subject. It recommends explicitly teaching learning strategies through scaffolding and different types of questions. Comprehension activities mentioned include concept mapping, flash cards, small group work, hands-on experiences, and journaling. Differentiated assessments are suggested to support students at various fluency levels. A listening and speaking activity called "Have You Ever?" is described. The presentation concludes by thanking the presenter's daughter for her help as the presenter's first ELL student.
LA MEJOR AGENCIA DE CASH MANAGEMENT EN MÉXICO
COBRANZA DOMICILIARIA, CALL CENTER & ONLINE 24/7
*Outsourcing de Crédito y Cobranza
*Personal Inplant en tu Oficina
*Consultoría Relacionada a tu CASH FLOW
*Red de Gestores a Nivel Nacional
*Cobranza Extrajudicial y Legal
*Investigación de Crédito
*Levantamientos Físicos de Inventarios
*Censos
*Encuestas con Clientes
*Entregas y recolecciones Críticas
*Servicios de Valor Agregado y Última Milla
The document discusses how the circulation supervisors at Lewis Clark State College Library implemented changes to improve worker happiness and productivity. These changes included updating task tracking, designating task masters, decorating the workspace, implementing regular awards and appreciation events, and promoting top workers. Surveys showed that these changes led to higher worker satisfaction and engagement. Resources for replicating the program are provided.
The document discusses several key concepts related to teaching English Language Learners (ELLs), including:
1. It describes the difference between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP), noting that BICS develops quicker but CALP takes longer and is needed for academic success.
2. It outlines the typical stages of second language acquisition, from pre-production to advanced fluency, and examples of teacher prompts at each stage.
3. It discusses the benefits of various ELL instructional programs and notes that two-way bilingual education leads to the highest average performance for ELL students.
2014 supporting the eal students in the mfl classroomIsabelle Jones
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It begins by identifying the most common EAL issues teachers encounter, such as different proficiency levels and linguistic backgrounds among EAL learners. It then suggests practical strategies like using peer support and teaching assistants, as well as emphasizing that EAL students may have strengths in areas like bilingualism. The document also aims to dispel common myths around EAL learners and language acquisition, noting that it can take 5-7 years to develop academic language proficiency.
Difference vs. Disorder: Language Development in Culturally and Linguisticall...Bilinguistics
This presentation reviews normal language development of bilinguals. It identifies common second language-influenced errors between English and Spanish as well as other languages.
This chapter discusses understanding differences in language, culture, and abilities in early childhood classrooms. It covers establishing relationships with families, respecting dialects like African American English, supporting English language learners, cultural diversity, special needs, and speech and language disorders. The goal is for teachers to gain strategies to effectively teach diverse students and help all children succeed.
IATEFL, YLTSIG, CyTEA Conference: Contextualizing Literacy InstructionAngela Bell
This document summarizes a professional development program for PreK-3rd grade teachers aimed at improving literacy instruction for English language learners. The program provided workshops, discussions, online resources and observations. Surveys found it significantly improved teachers' knowledge, instructional practices, and self-efficacy in working with ELLs. Student achievement data also showed literacy gains after teachers applied the new strategies focusing on oral language development, building background knowledge and using culturally relevant texts.
The document provides information about American Sign Language courses offered at Lake Travis High School. It describes the course content and expectations for ASL levels 1, 2 and 3. Students are immersed in ASL through a "Voices Off" policy and are expected to participate in discussions and complete interaction projects in the deaf community. Suggestions are provided for studying ASL successfully outside of class, including finding a study partner and practicing vocabulary daily. Helpful resources and websites about ASL and deaf culture are also listed.
This document summarizes a case study comparing the Spanish and English languages from the perspective of helping a student learn English as a second language. It describes how the student immigrated from Puerto Rico and lacks proficiency in his native Spanish. It identifies differences and similarities between Spanish and English phonology, grammar, and vocabulary. Examples are provided of common errors made by the student in English. The conclusion emphasizes how the student's Spanish proficiency affects his English acquisition and strategies like focusing on cognates to help with language transfer.
The document provides information about American Sign Language (ASL) courses offered at Lake Travis High School. It describes the ASL 1, 2, and 3 course descriptions and focuses on developing both expressive and receptive signing skills. Expectations for students include daily practice, using only ASL during class, and participating in extracurricular deaf events. Helpful study techniques involve finding a study partner, daily vocabulary review, and incorporating non-manual behaviors.
The document provides information about an English language learners class, including a news article about a chicken crossing the road and causing traffic issues. It then discusses an activity where students estimate statistics about English as a non-official language, immigration rates, and top countries of origin for immigrants in Canada. Finally, it outlines an activity where students take on roles with certain speaking limitations to simulate being English language learners and discuss strategies for a cricket tournament.
I am getting ready for my presentation in La Cosecha 2018. Dual Language programs require more than good intentions. Actually, the accurate definition of model, language allocation, and curriculum represent essential elements to implemente dual language successfully.
Åhörarkopior från Kate Seltzers presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/ways-to-teach-and-collaborate-in-superdiverse-schools-1.231482
This document discusses key terms related to English language learners (ELLs), including limited English proficient, English learner, English as a second language, and more. It provides information about the demographic backgrounds of ELL students and considerations for teachers, such as learning about students' home cultures and literacy experiences. It also outlines common stages of culture shock that ELL students may experience and strategies to promote safety, belonging, and adjustment.
This document discusses language acquisition for ESL students. It addresses several myths around language learning and emphasizes that language acquisition is influenced by socio-cultural, linguistic, academic, and cognitive development factors. The Prism Model illustrates how these interdependent factors come together in second language acquisition. Younger students have an advantage in acquiring native-like pronunciation, but older students can acquire a language more quickly once instruction begins. Both social and academic language skills must be developed for students to achieve academic success. A variety of instructional approaches can be used to integrate language and content learning in a way that values students' cultures and makes the classroom learner-centered.
The document discusses various definitions and issues related to bilingualism. It defines different types of bilingualism such as coordinate bilingualism, compound bilingualism, early bilingualism, and late bilingualism. It also addresses debates around whether learning two languages confuses children or not. Specifically, it notes that young bilingual children may mix the two languages but this is usually a temporary phase and does not mean the child is confused by learning both languages.
The document discusses several key aspects of teaching vocabulary to young language learners:
1. Both formal instruction of word meanings and informal exposure to words through activities are important. Young learners need repetition to acquire vocabulary over time.
2. A variety of word types should be taught, including nouns, verbs, adjectives, and others. Useful words are high frequency words learners will encounter.
3. Both direct instruction of word meanings and indirect teaching of strategies to determine meanings are effective approaches. Young learners need opportunities to use new vocabulary in context.
2013 supporting the eal students in the mfl classroomIsabelle Jones
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It identifies some of the most common issues EAL students face, such as taking 5-7 years to develop academic English proficiency. It recommends nurturing language development, coaching students on how to learn, and building stable social groups. Effective EAL support strategies are beneficial for all students in foreign language classes.
Children learn language differently than adults due to their developmental stage. Young learners have certain characteristics that influence their language learning, such as shorter concentration spans and a focus on meaning over individual words. The teacher's focus should be on communication and enjoyment to promote achievement using activities that make the most of learners' instincts, creativity, and pleasure in fun. It is counterproductive to rely heavily on the mother tongue in class.
Here are some proposed activities that integrate languages in a bilingual course for indigenous children in the Amazonas region of Colombia:
- Storytelling in the indigenous languages with vocabulary introduced in Spanish and English. Students retell stories in the other languages.
- Songs and games with repetitive phrases in all four languages (indigenous, Spanish, Portuguese, English) to build familiarity.
- Projects where students interview family members and community elders to document aspects of their culture and traditions, presenting findings in their indigenous language with translations.
- Having students teach each other simple phrases and greetings in their various indigenous languages to promote appreciation of linguistic diversity.
- Lessons that highlight the shared vocabulary between languages, such as number and
Strategies and Activities for English Language Learners PresentationJeanetteeWeaver
This document contains a presentation about strategies and activities for English language learners. It discusses displaying academic vocabulary prominently and including language standards in each subject. It recommends explicitly teaching learning strategies through scaffolding and different types of questions. Comprehension activities mentioned include concept mapping, flash cards, small group work, hands-on experiences, and journaling. Differentiated assessments are suggested to support students at various fluency levels. A listening and speaking activity called "Have You Ever?" is described. The presentation concludes by thanking the presenter's daughter for her help as the presenter's first ELL student.
LA MEJOR AGENCIA DE CASH MANAGEMENT EN MÉXICO
COBRANZA DOMICILIARIA, CALL CENTER & ONLINE 24/7
*Outsourcing de Crédito y Cobranza
*Personal Inplant en tu Oficina
*Consultoría Relacionada a tu CASH FLOW
*Red de Gestores a Nivel Nacional
*Cobranza Extrajudicial y Legal
*Investigación de Crédito
*Levantamientos Físicos de Inventarios
*Censos
*Encuestas con Clientes
*Entregas y recolecciones Críticas
*Servicios de Valor Agregado y Última Milla
The document discusses how the circulation supervisors at Lewis Clark State College Library implemented changes to improve worker happiness and productivity. These changes included updating task tracking, designating task masters, decorating the workspace, implementing regular awards and appreciation events, and promoting top workers. Surveys showed that these changes led to higher worker satisfaction and engagement. Resources for replicating the program are provided.
Este documento presenta un proyecto que utiliza la realidad aumentada en las aulas hospitalarias. El proyecto involucra a estudiantes en dos clases diferentes que se comunicarán entre sí, realizarán una tarea que incluye buscar información sobre un viaje alrededor del mundo y completar una ficha, y luego expondrán sus hallazgos. Todas las imágenes utilizadas en la presentación tienen licencia Creative Commons y fueron obtenidas de Flickr.
Reseña bibliografica, apartheid del siglo xxiZaibet Caceres
Este documento resume los principales eventos políticos en Venezuela desde la elección de Hugo Chávez como presidente en 1998 hasta el intento de un referéndum revocatorio en su contra en 2004. Describe cómo Chávez despidió a miembros de PDVSA y otros organismos estatales que se oponían a su gobierno y cómo amenazó a los venezolanos que firmaron a favor del referéndum, publicando sus nombres en internet. El documento concluye que el miedo a la discriminación y la parcialización del consejo electoral hicieron imposible
El documento describe los principales aspectos del modelo relacional para bases de datos, incluyendo que propone una representación de la información a través de esquemas que representan fielmente los objetos y relaciones y que es comprensible para los usuarios. Explica que las relaciones son tablas sin filas duplicadas y que los dominios y atributos definen los tipos de datos.
Overview of the delhi Air Quality forecasting systemurbanemissions
This document summarizes an air quality forecasting system for Delhi, India being developed and demonstrated by researchers from France and India in 2010. The system uses a 3D air pollution modeling approach with four nested grids down to 1km resolution over Delhi. It incorporates emissions data, meteorological forecasts, and monitoring from stationary and LIDAR sensors. The goal is to provide air quality forecasts and disseminate information to agencies and the public in Delhi during the 2010 Commonwealth Games and beyond.
- A minimum spanning tree (MST) connects all nodes in a graph with the minimum total edge weight while avoiding cycles.
- There are different algorithms that can find an MST, such as Kruskal's algorithm and Prim's algorithm, which were introduced in the document.
- Kruskal's algorithm works by sorting the edges by weight and building the MST by adding the shortest edges that do not create cycles. Prim's algorithm grows the MST from an initial node by always adding the shortest edge connected to the current MST.
1. Equity in education does not mean all students receive the same treatment, which could be unfair, but that each student gets what they need to succeed.
2. Research shows that in classroom interactions, teachers give more attention and praise to male students compared to female students. This can lead female students to develop "learned helplessness" and lower self-confidence.
3. The design of some classroom activities, like lectures, tend to favor male students. Using more cooperative learning and discussion can help create a more equitable environment.
The world has changed retail - 24 august 2010Mark Sinclair
The document discusses 5 facts that no longer hold true for retail industries due to changes in social media and technology. These include: 1) social media is used by all ages, 2) many brands have succeeded using social media, 3) social media implementation is now easier, 4) ROI from social media can now be measured, and 5) existing marketing budgets are often wasted so funds are available. It argues that companies must understand these changes to succeed in the current environment.
Seizing the Global Opportunity: Partnerships for Better Growth and a Better C...Sustainable Brands
A new report released by the Global Commission on the Economy and the Climate identifies 10 key economic opportunities that could close up to 96 percent of the gap between business-as-usual emissions and the level needed to limit dangerous climate change. The report calls for stronger cooperation between governments, businesses, investors, cities and communities to drive economic growth in the emerging low-carbon economy.
Este documento proporciona información sobre las normas APA (American Psychological Association) para citar y referenciar fuentes de manera adecuada en trabajos académicos. Explica que el objetivo de estas normas es evitar el plagio y promover el respeto a los derechos de autor. Además, describe los elementos básicos para la presentación de documentos de acuerdo con las normas APA y los diferentes métodos para realizar citas textuales y de fuentes secundarias.
Is it possible accomplishing the national development independentFernando Alcoforado
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The document discusses theories of language development including behaviorist, innatist, and interactionist views. It also covers the components and stages of early language development from one word to multiword stages. Key aspects of language covered include phonology, semantics, syntax, pragmatics, morphology, and bi-lingualism. Guidelines for second language teaching and important language skills in early childhood are provided.
The document discusses theories of language development including behaviorist, innatist, and interactionist views. It also covers the components and stages of early language development from one word to multiword stages. Key aspects of language covered include phonology, semantics, syntax, pragmatics, and morphology. Guidelines for supporting bilingualism, second language teaching, and language skills in early childhood are provided.
This document discusses bilingualism in preschool children and strategies for teachers. It defines different types of bilingualism like simultaneous and successive. It also outlines stages of second language acquisition such as the observational period and telegraphic speech. The document recommends practices for teachers at each stage, including expanding on children's language. It emphasizes the importance of early literacy experiences in both the home language and English to support children's development in both languages.
Lecture 13:Language development in children- Dr.Reem AlSabahAHS_student
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This document provides an overview of the LCRT 5810: Workshop in Language Development & Acquisition course. It introduces the professor, Sherry Taylor, and gives details about the course sessions, readings, assignments, and expectations. The hybrid course consists of both in-person and online class sessions over the semester. It aims to examine language development and acquisition in relation to literacy development through a case study analysis where students will collect and analyze language samples. The required texts are Linguistic Perspectives on Language and Education and Ways With Words, and additional readings are available online.
The document discusses first and second language acquisition. It explains that children acquire language through generalization of patterns from interactions. Linguists focus on innate language capacities. Acquiring a first language involves mastering meaning, understanding new utterances, and linguistic patterns. Children appear to already have knowledge of language structures. Principles of first language acquisition include paying attention to word and morpheme order. Adult input helps children acquire language through modifications like baby talk. Stages of acquisition include babbling, one-word, two-word, and beyond two words. Order of acquiring sounds, vocabulary and grammar is discussed. Research focuses on production. Acquiring a second language differs from first in context and motivation can be instrumental or integrative. Te
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This document provides an agenda and discussion points for a workshop on language development and acquisition. The agenda includes reviewing course content, conducting peer reviews of oral language and reading/writing analyses, an overview of case study requirements, and feedback on the course. Discussion points focus on teachers as observers of language, language variation, stages of typical second language acquisition, analyzing a learner's oral language skills using linguistic tools, and analyzing a learner's reading development using concepts of phonology, semantics, syntax and pragmatics. The document provides guidance for peer reviewing analyses and developing findings and conclusions.
This document discusses the connection between speech, language, and reading development. It notes that early speech and language milestones are important indicators of later reading success. The key skills identified in preschool that predict reading outcomes are alphabet knowledge, phonological awareness, early writing skills, and print awareness. Oral language strategies like vocabulary instruction, morphological awareness, and summarization can support reading comprehension.
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This PowerPoint was made by Annette Guterres & Julia Starling.
I have converted into slide share for easy access.
An excellent presentation on vocab acquisition.
This document outlines the key stages of language development from infancy through childhood in three parts:
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Oral lang ece aps (july 28 2014) (final)
1. The Purpose and Power of
Supporting
All Children’s Oral Language
Sherry Taylor, Ph.D.
Associate Professor & Program Chair
Literacy, Language & Culturally Responsive Teaching
University of Colorado, Denver
Isabelle Smith, MA
ECSE Pre-School Teacher, Boulder Valley School District
Lead Instructor in Early Literacy Certificate Program
University of Colorado, Denver
ECE Conference, July 28, 2014
Aurora Public School District
2. ❏Young children and oral language
❏A quick overview of the research
❏Language & culture go ‘hand in hand’
❏Reflecting on our language use in the classroom
❏Purposeful planning: Intentional structures to
support children’s language
❏Assessing language: What are we looking for?
❏Take a chance: Turn talk over to the children!
Note: See chart paper & markers for later
Welcome! Our plans for
today
3. Isabelle Smith, MA
ECSE Pre-School Teacher in BVSD
Lead Instructor in Early Literacy Certificate
Program for the Literacy, Language &
Culturally Responsive Teaching Program at CU
Denver
ECE Enhanced grant (delivered in APS 2013-
2014): Working Group Member
Teaching areas (at CU Denver): Early
language development, Early literacy
instruction, Early literacy routines and
assessment, and Linking assessment with
instruction.
I love to spend time with my husband and
dogs, Daisy and Cole, and travel...especially to
Florida… or any where that has a beach!
Taking a moment to find out more about
each other! A little about us...
Sherry Taylor, Ph.D.
Associate Professor & Program Leader
Literacy, Language & Culturally Responsive
Teaching Program, CU Denver
Coordinator of Certificate Program delivered to K-
12 teachers in APS/COE
Principal Investigator of ECE Enhanced grant
(delivered in APS 2013-2014)
Teaching areas: Language & literacy
development & acquisition; Multicultural
Education,
Research areas: Teacher cognition; The impact
of culturally responsive teacher preparation
I love to spend time with my 15 year old daughter
& my husband; garden & landscape; read; play
pinball & pacman; travel; XX ski; and I’m excited
to be part of a literacy enrichment team in
August for kids in Michoacan Mexico!!
4. Let’s take a moment to find out
more about each other!
A little about YOU …
5. INTERNS: Anita Walker & Alea Alea Wojdyla
ECE ENHANCED GRANT PROJECT:
EARLY LITERACY AND LANGUAGE DEVELOPMENT FOR
YOUNG ENGLISH LANGUAGE LEARNERS
COHORT MEMBERS:
Folashade Adebayo
Sandra Carruthers
Lisa Dally
Geri Dansby
Susan Garcia
Lili Grove
Melissa Ivy
Pat LaMontagne
Karen Lozano
Amy Martin
Ashley Neff
Rebecca Ross
Sylvia Velasco
COHORT MEMBERS:
Dulcie Velasco Martinez
Holly Wettanen
Alice Wong
Lisa May
Pam Lopez
Maria Arroyo
Sandy Fermo
Sonia Fuentes Cruz
Rhonda Mohrbacher
Ashley Morgan
Soledad Ramirez
Tina Richards
Patricia Tanner
6. More about you!
❏ Who are ECE Facilitators?
❏ Who are ECE paraprofessionals?
❏ Who are Early childhood Special Education staff?
❏ Who are Administrators?
❏ Who are Teacher Coaches?
❏ Who has not been mentioned yet? Your positions?
❏ Who is located in a Child Development Center? ECE classroom in an
elementary school? Other?
❏ How many of you work with students who are acquiring English as an
additional language?
2 or 3 students?
Half of your students?
Most of your students?
7. Children are language learners by virtue of being born
into human society.
They construct knowledge about language as they
use it to engage with the people and objects
in their environments
and
as they use language to make sense of
their surroundings.
(Halliday, 1975).
Children and Oral
Language
8. ❏ Language expresses meaning through sounds made in
the vocal tract (barring impairment or obstacles to the use
of sound);
❏ Children learn language in the speech community
where they are raised with little or no direct instruction
by the adults;
❏ Discourse patterns (e.g., how to ask Qs, make requests,
tell stories, etc.) are learned by children at home & in
their community. (Barry, 2008)
Research tells us that ALL languages
share linguistic universals, such as:
9. ❏ Language is used primarily for communication;
❏ Languages – and dialects - have regular structures
and a predictable set of rules or a grammar);
❏ Language is dynamic (not static);
❏ Language speakers have a language competence
that may not always be reflected in their spoken
language.
Do you AGREE or
DISAGREE?
10. Words added to Webster dictionary in 2014:
❏ Fracking: the injection of fluid into shale beds at high
pressure in order to free up petroleum resources.
❏ Hashtag:a word or phrase preceded by the symbol # that
classifies or categorizes the accompanying text.
❏ Selfie:an image of oneself taken by oneself using a digital
camera especially for posting on social networks.
Language is DYNAMIC!
11. Pennsylvania German-English in the USA
Strongly influenced by Pennsylvania Dutch, a dialect of German spoken by
people in this area. Its grammar allows sentences like "Smear your sister
with jam on a slice of bread" and "Throw your father out the
window his hat."
South Midland English in the USA
This area is dominated by the Appalachian Mountains and the Ozark Mountains;
originally settled by the Pennsylvania Dutch and the Scotch-Irish. A TH at the end
of words or syllables is sometimes pronounced F, and the word ARE is often left
out of sentences. An A is usually placed at the beginning of verb that ends with
ING, and the G is dropped; an O at the end of a word becomes ER. For example,
"They a-celebratin' his birfday by a-goin' to see 'Old Yeller' in
the theatah.”
Dialects do have regular structures
& predictable grammar
12. A quick review!
What do we know about
predictable stages of
language development?
13. ❏ Pre-language stage: Voice recognition;
discrimination of phoneme sounds for L1; babbling
with consonants & vowel sounds and intonation
patterns.
❏ Early language: First words (labels from
immediate environment; holophrastic meaning that 1
word carries a longer message).
Typical, predictable stages of
language development
14. ❏ Combining words: Telegraphic speech (“mommy
up!”); pivotal words (“more- _____”); an understanding
of syntax develops (subject_ verb_ object, such as,
“mommy get cookie!”).
❏ Acquisition of morphemes: There is a regular
sequence of morpheme acquisition that tends to occur.
Children regularly acquire “- ing” before plurals;
plurals & possessive before articles (“MINE!).
Typical, predictable stages of
language development (2)
16. 18-24 months
∗ Says 50 words
∗ Names familiar objects
∗ Understands
approximately 300 words
∗ Points to body parts
∗ Uses two-word phrases
∗ Uses commands (‘move’)
∗ Uses possessives
(‘mine!’)
Typical English Language Development
(First Language)
24-30 months
∗ Understands
approximately 500 words
∗ Says 200 words
∗ Answers ‘What’ and
‘Where’ questions
∗ Uses some regular
plurals
∗ Asks simple ‘what’ and
‘where’ questions
(What’s that?)
Voress & Pearson (2006) Early Childhood Development Chart
17. 30-36 months
∗ Understands
approximately 900 words
∗ Points to pictures of
common objects
described by their use
(Show me what you eat
with.)
∗ Knows third person
pronouns (he, she)
∗ Says 500 words
Voress & Pearson (2006) Early Childhood Development Chart
Typical English Language Development
(First Language)
36-42 Months
∗ Understands
approximately 1,200
words
∗ Responds to two
unrelated commands (Put
your cup on the table and
turn off the TV)
∗ Says 800 words
∗ Uses regular past tense
forms
∗ Beginning to ask
questions (What? Who?...
and, of course… WHY?!?)
18. 42-48 months
∗ Understands
approximately 1,500-2,000
words
∗ Responds to three step
directions
∗ Tells how common objects
are used
∗ Uses contractions
∗ Knows positional words (in
front, behind)
Typical English Language Development
(First Language)
48-54 months
∗ Uses approximately
2,000-2,500 words
∗ Says 1,500 words
∗ Uses possessives (boy’s,
dog’s)
∗ Identifies first, last and
middle
Voress & Pearson (2006) Early Childhood Development Chart
19. 54-60 months
∗ Understands
approximately 2,500 -
2,800 words
∗ Knows concepts such as
heavy/ light, long/ short
∗ Says 2,000 words
∗ Generates complex
sentences
∗ Tells familiar stories
without picture cues
Typical English Language Development
(First Language)
60-72 Months
∗ Understands
approximately 13,000
words
∗ States similarities and
differences between
objects
∗ Uses pronouns
consistently
∗ Tells simple “jokes”
Voress & Pearson (2006) Early Childhood Development Chart
20. Acquiring an additional language
Second-language acquisition assumes that the learner
has a foundation and solid knowledge
of her first language.
Given this foundation, the learner moves through the
process of learning a new language, including
vocabulary, phonological components, grammatical
structures, and writing systems.
The process is not linear, it is more like
a zig-zag process
21. Learners of an additional language move through similar
developmental stages as those experienced during one’s
first language development thereby making some of the
same types of errors in grammatical markers and picking
up chunks of language without knowing precisely what
each word means.
Learners of an additional language rely on language input
and modifications from proficient speakers who support
successful conversational exchanges and
comprehension of the additional language.
Acquiring an additional language (2)
23. Pre-
production
STAGE 1: The silent period;" when the student takes in the
new language but does not speak it. This period often lasts six
weeks or several months, depending on the individual.
Early
production
STAGE 2: The individual begins to speak using short
words and sentences; emphasis is still on listening and
absorbing the new language; many errors in this stage that
can last 3 months or longer.
Speech
Emergent
STAGE 3: Speech becomes more frequent, words and
sentences are longer; student still relies heavily on context
clues and familiar topics. Vocabulary continues to increase in
this stage that can last 6 months to around 2 to 3 years; errors
begin to decrease in common or repeated interactions.
Beginning
Fluency
STAGE 4: Speech is fairly fluent in social situations with
minimal errors. New contexts and academic language are
challenging; individual struggles to express herself due to
gaps in vocabulary and appropriate phrases (2 to 3 years
depending on the individual).
24. Intermediate
Fluency STAGE 5: Communicating in the second language is
fluent, especially in social language situations; individual is
able to speak almost fluently in new situations or in
academic areas, but there will be gaps in vocabulary
knowledge and some unknown expressions; fewer errors,
and the individual is able to demonstrate higher order
thinking skills in the second language such as offering an
opinion or analyzing a problem (3 to 6 years depending on
the individual).
Advanced
Fluency STAGE 6: The individual communicates fluently in most
all contexts and can maneuver successfully in new contexts
and when exposed to new academic information. At this
stage, the individual may still have an accent and use
idiomatic expressions incorrectly, but the individual is
essentially fluent and comfortable communicating in the
second language (5 to 7 years or never depending on the
individual).
25. What stages of 1st
language development or
2nd language
development
tend to be displayed
by the young children
you support?
27. ❏ Language is the primary symbol system through
which children learn about the world.
❏ Children use language to facilitate their thinking and
learning in all areas.
❏ Children jointly construct meaning and knowledge
with others.
What is the power of
oral language?
28. Children’s talk provides us with
a window
into their thinking
and
their knowledge…..
What is the power of
oral language? (2)
29. …...if…..when….
❏ We create structures to support children’s talk
in a variety of contexts;
❏ We encourage & support children to engage in
talk with each other;
❏ We listen & observe with intention & purpose.
Children’ talk provides us with a
window into their thinking & their
knowledge…
30. ❏ children’s knowledge of language functions & forms
across a variety of different contexts;
❏ children’s interactional competencies;
❏ what children know about content areas & the world;
❏ how children’s TALK corresponds with their reading
and writing development.
When we listen with intention &
purpose,
we gain insights into...
31. Children develop the
capacity
to use,
talk about, and
learn through language…..
both oral & written
language
within the various contexts
of their lives….including
the
cultural contexts of their
lives.
Language, Culture, and Context
go hand-in-hand
Researchers and experts
agree that children
control most features of
the grammar of their
mother tongue by the
time they come to
kindergarten.
WOW!
(Owicki & Goodman, 2002)
32. We have multiple discourse circles in which we interact
everyday.
Consider one day last week.
❏ Discuss the way you spoke and used written
language with your students, your colleagues, and
your administrator.
❏ Discuss the ways you speak and use written
language at home, at play, in social media, and with
family members.
Language, Culture & Context go
hand-in-hand for adults too!
33. THINK ABOUT IT:
❏ Are there particular contexts where your
language use is comfortable and proficient?
❏ Are there other contexts where your language
use is not as easy? Your words do not ‘flow’ as
comfortably? Where you may be somewhat
self-conscious and become “tongue-tied”?
❏ This is true for young children too! Their
language use excels in different contexts too!
Language use is influenced by the
different contexts we find
ourselves in
35. Most days when I am in the classroom:
❏ I speak clearly and enunciate each word carefully.
❏ I tend to speak rapidly.
❏ I state directions only once; I do not repeat them.
❏ I use slang when I am interacting with students.
❏ I try to use simple, short sentences and avoid
complex, long sentences.
❏ I primarily speak in the present tense.
❏ I ask students more than 10 “Wh-” questions.
❏ After each question I ask, I wait 1-2 seconds before
encouraging students to answer.
Take a moment to reflect
YOUR language use in theclassroom
TRUE or FALSE?
36. As you reflect on YOUR own language
use, consider the language used by
this classroom teacher
Why is our language use in the
classroom important?
Think about it as you analyze this
transcript!
37. TRANSCRIPT: Morning Welcome
1. Teacher: Good morning friends!
2. A Few Students: Good morning!
3. Teacher: I heard some of you but I’d like to hear all of
you. Can you all say ‘good morning’?
4. Class: Good morning.
5. Teacher: Thanks! That’s better! Today is Thursday.
What day is it?
6. Class: Thursday.
7. Teacher: Yes, it’s Thursday. Good job! Today is the
fifth day of the month of April. It is April 5th. Let’s count
the days so far this month, K? Count with me, please.
8. All: 1,2,3,4,5.
38. 9. Teacher: Great job! We counted to 5! Let’s talk about
how we’re feelin’ this morning. Today I am feeling happy
because I ate a good breakfast. Sammy, how are you this
mornin’?
10. Sammy: Ha..
11. Teacher: Today I am feeling…
12. Sammy: Today I am feeling happy.
13. Teacher: ‘cuz…
14. Sammy: ‘Cuz I’m at school.
15. Teacher: Great! Friends, how is Sammy feeling? He is
feeling happy. Why? ‘Cuz he’s at school. Nice job Sammy.
Kendra are you happy today?
16. Kendra: Yes.
39. 17. Teacher: Why are you happy Kendra? Are you happy
‘cuz you’re at school, too?
18. Kendra: Yeah
19. Teacher: Who else is happy ‘cuz they’re at school?
Raise your hand if you’re happy. Wow! Check out how many
of you are happy today! Before we go to centers, let’s look at
our day today. We are in our circle, then we’re going to
centers. Who can tell me what we do after centers? Joe?
What do we do after centers?
20. Joe: snack
21. Teacher: yeah… we eat snack. Today we’re going to
have bananas and crackers. What color are bananas? Are
bananas yellow or red?
22. Joe: yellow.
40. What did you notice about the teacher’s
language? About the children’s language?
When in the classroom:
❏ I speak clearly and enunciate each
word carefully.
❏ I tend to speak rapidly.
❏ I state directions only once; I do not
repeat them.
❏ I use slang when I am interacting with
students.
❏ I try to use simple, short sentences
and avoid complex, long sentences.
❏ I primarily speak in the present tense.
❏ I ask students more than 10 “Wh-”
questions.
❏ After each question I ask, I wait 1-2
seconds before encouraging students
to answer.
ARE THESE HELPFUL PRACTICES?
Why is
our
language
use in the
classroom
important?
41. ❏ Serve as a positive language model
❏ Give children interesting first-hand experiences to talk about
❏ Repeat & reinforce new words
❏ Observe talk, wait & ask Qs, then listen
❏ Talk with children often & listen to what they say
❏ Encourage conversations that go beyond “here & now”
❏ Use open-ended questions & prompts
❏ Read to children daily & talk about the story before, during, & after
❏ Enjoy songs, rhymes, & fingerplays together
❏ Play language games together
❏ Offer models so that children can hear their home language in the
classroom.
❏ Share informational books that relate to children’s particular interests
The Creative Curriculum (Heroman & Jones, 2010)
What are some ways we can support
children’s language?
43. ❏ Serve as a positive language model: Use
complete sentences; expand & build on what child says, ‘Go outside!’.... Tr:
“Would you like to go outside today? We’ll go out right after snack!”
❏ Give children interesting first-hand
experiences to talk about: Experiences that spark child’s
curiosity & wonder, prompt child to use senses & thinking, etc.
❏ Repeat & reinforce new words: Use new word in
different contexts during the day; The story “The Enormous Turnip” can prompt
talk about an enormous appetite or an enormous tree outside.
(Heroman & Jones, 2010)
Ways we can support children’s
language
44. ❏ Observe talk, wait & ask Qs, then listen: Pay
close attention to what child says, be patient & wait for child to respond, then
respond appropriately.
❏ Talk with children often & listen to what
they say: Talk & listen; clarify when needed; strive for at least 5
exchanges in the conversation.
❏ Encourage conversations that go beyond
“here & now”: Discuss events that happened yesterday & might
happen in future; invite child to use her imagination (“If you could be any
animal, what would you be? What would you do?”)
(Heroman & Jones, 2010)
Ways we can support children’s
language (2)
45. ❏ Use open-ended questions & prompts: “Wh-
questions” require MORE than a “yes” or “no”.... Also ask, “I wonder what
would happen if….”
❏ Read to children daily & talk about the story
before, during, & after: Talking about a story while reading it
helps children with language, vocabulary, AND comprehension. Read story
more than once!!
❏ Enjoy songs, rhymes, & fingerplays
together: Child hears & forms language sounds, learns new words,
becomes aware of patterns & rhymes.
Ways we can support children’s
language (3)
46. ❏ Play language games together: Games that focus on
language, like “20 questions”....
❏ Offer models so that children can hear their home
language in the classroom: Invite people in who are proficient in
the child’s L1; Encourage families to discuss learning topics at home in L1.
❏ Share informational books that relate to children’s
particular interests: To introduce child to new ideas, new words &
potential interests. (Heroman & Jones, 2010)
Ways we can support children’s
language (4)
47. TALK ABOUT IT AT YOUR TABLE!
❏ Serve as a positive language model
❏ Give children interesting first-hand experiences to talk about
❏ Repeat & reinforce new words
❏ Observe talk, wait & ask Qs, then listen
❏ Talk with children often & listen to what they say
❏ Encourage conversations that go beyond “here & now”
❏ Use open-ended questions & prompts
❏ Read to children daily & talk about the story before, during, & after
❏ Enjoy songs, rhymes, & fingerplays together
❏ Play language games together
❏ Offer models so that children can hear their home language in the
classroom.
❏ Share informational books that relate to children’s particular interests
The Creative Curriculum (Heroman & Jones, 2010)
Check off the strategies you already use!
Which strategies could you enhance?
48. Select 1 strategy you will enhance during the first few
weeks of school.
Talk it over at your table.
Write this strategy on the top of the chart paper.
Develop several ideas around this one strategy to support
‘turning talk over’ to the children!
Record your ideas on the chart paper.
OUR CHALLENGE TO YOU…
49. Sharing your ideas!
After you have recorded ideas for using 1 of the
strategies to support children’s language use on the
chart paper…..
Be ready to share your ideas!
51. Observing talk
in a variety of contexts & settings
helps us gain insight into
children’s language development
and
conceptual growth.
52. Why do we want to observe children
talk in a variety of contexts
& settings ?
We want to observe children as they:
❏ talk and listen in various situations and settings;
❏ explore different language functions and forms;
❏ demonstrate different interactional competencies;
❏ demonstrate language & conceptual knowledge about
different aspects of their world.
53. How might we create
contexts
and settings
that are “rich” in talk?
54. A rich talk environment includes:
❏ A curriculum that prompts & inspires children’s interests;
❏ A variety of reasons for children to use language and explore curricular
concepts;
❏ A physical environment that promotes socialization amongst the
children (e.g., whole-group, small group, pairs of chlidren).
❏ A sense of safety within the community of child learners where it is OK
to use one’s talk and take a risk to share her ideas & thoughts;
❏ An understanding that each individual in the classroom IS an expert
and brings important knowledge to the group.
❏ A teacher who has structured supports that turn talk over to the
children! (Owicki & Goodman, 2002)
Hmmm…….
What makes a rich ‘talk’
environment?
55. What language
functions have you
supported in the
classroom?
For each language function
(or purpose), comes a set of
language forms that children
will use to express meaning.
Assessing language: What are
we looking for? And, where do we find it?
Where are the places in the
classroom where talk
occurs? For Example:
-whole group context;
-interest areas;
-small group;
-context for self-talk;
-context for one-to-one talk;
-context where child chooses partner;
-context where Tr chooses group;
-small instructional group;
-play context; other?
56. Observing and Assessing:
Knowing what you are looking for
Language
functions we
can observe
while
children use
various
language
forms
LANGUAGE FUNCTIONS & (FORMS)
❏ Sharing stories (narrative forms)
❏ Retelling events (past tense verb
forms)
❏ Reporting information (declarative
sentence forms, conversational
forms)
❏ Expressing feelings, empathy,
emotional identification (descriptive
forms)
❏ Responding to peers’ and teachers’
questions & request for information
(declarative sentence forms)
57. Observing and Assessing: Knowing
where to look for children’s language
use
Contexts where
students will
use language
functions
❏ whole group
❏ interest areas
❏ contexts for small group
(informal &/or selected by
teacher)
❏ setting for self-talk
❏ pair-share or one-to-one
talk
❏ small instructional group
❏ play context, snack, etc.
59. Don’t overlook that we need to teach children how to
interact using their language:
∗ Talking Stick
∗ Question of the Day (sentence starters and specific
vocabulary practice)
∗ Student Interviews
∗ Snack (vocabulary! textures, colors, tastes)
∗ Read Aloud/ Your Four Day Play Supports Student
Talk
∗ Partner Reading
∗ Turn and Talk (video clip)
Take a chance:
Turn talk over to the children!
60. The Very Hungry Caterpillar
Turn and Talk Example: With props
61. The Very Hungry Caterpillar
Turn and Talk Example: Whole group
62. The Very Hungry Caterpillar
Turn and Talk Example: With book
64. Take a chance: Turn talk over to
children!
Getting Started:
GUIDELINES
1. What language functions do
you plan to observe (i.e., the
functions you want children to
use) & what are corresponding
language forms?
2. What structures do you need
to teach to support children’s
talk & use of these functions?
3. Where will students use these
language functions?
4. What structures will you put
into place so children have the
opportunity to use these
language functions in multiple
contexts?
Ready for intentional
observation & assessment!
65. Your turn!
- Focus on 1 language function that you chose to support
during the first few weeks of school.
- Use the guidelines on the handout to begin to plan your
next steps for ‘turning talk over’ to the children!
-Record your ideas on the second chart paper.
- Be ready to share WHAT function & form you will be
observing in children’s language use and WHERE you will
be able to observe them.
67. IN CLOSING…..Children’s talk provides us with
a window into their thinking
and
their knowledge.
WHEN WE PLAN, LISTEN & OBSERVE, WE CAN
GAIN INSIGHT INTO:
❏ children’s knowledge of language functions & forms
across a variety of different contexts;
❏ children’s interactional competencies;
❏ what children know about content areas & the world;
❏ how children’s TALK corresponds with their reading
and writing development.