1. BUILDING ORAL
LANGUAGE SKILL
FOR LITERACY
DEVELOPMENT
GRETEL LAURA M. CADIONG, EdD.
Education Program Supervisor
Schools Division of Tacloban City
Region 8, Eastern Visayas
2. 09/03/2023 gretel.cadiong@deped.gov.ph 1
Preliminaries
1. To divide the whole class, please follow the following
groupings: • Region 4A - Group 1; Group 2
• Region 4B - Group 3
• Region 5 - Group 4
• NCR - Group 5
2. Choose a task director, a scribe, a rapporteur, a time-keeper, a
resource manager and the task players.
3. Use the same groupings throughout the session and if applicable,
for other sessions.
3. 09/03/2023 gretel.cadiong@deped.gov.ph 2
At the end of
the session, the
participants
should be able
to:
Explain
Identify
Determine
Prepare
• Explain the importance of
oral language development
in building literacy
• identify factors that will
help develop the oral skills
of the learners;
• determine effective
activities that promote oral
language development; and
• prepare sample activities
that will develop and assess
5. ⓘStart presenting to display the poll results on this slide.
09/03/2023 gretel.cadiong@deped.gov.ph 4
Join at slido.com with #1708928
Rank the domains according to how it
naturally transpire in the process of
beginning reading instruction
6. ⓘStart presenting to display the poll results on this slide.
09/03/2023
gretel.cadiong@deped.gov.ph5
Join at slido.com with #1708928
Give a name of an activity which you
think is apt for oral language skill
development
7. ⓘStart presenting to display the poll results on this slide.
09/03/2023 gretel.cadiong@deped.gov.ph 6
See
what
you
know!
8. 09/03/2023
gretel.cadiong@deped.gov.ph7
1. For 5 minutes, watch a short video with your group. Take down
notes how the conversation goes with the child and his mother. Look
for information how oral language development is facilitated. 2.
After watching the video, discuss with your group. 3. Your group will
be given questions to guide your discussion. 4. You have 20 minutes
to formulate your group’s insights and ideas. 5. Write down the
insights briefly on a Manila Paper. 5. After the given time, the
group’s rapporteur will share the insights and ideas to the big group.
6. The rapporteur will have 3 to 5 minutes to report the group’s
insights.
12. What kind of interaction was happening between
the child and his mother?
Is the child a reader already?
Do you think this kind of story reading is done by
the teachers in school? Why?
Why must this kind of story reading be
employed?
Why do you think the mother is “talking while
reading”?
What skill is the focus when “talking while
reading”?
What manifests when the child has oral
13. language skill? 09/03/2023 gretel.cadiong@deped.gov.ph 11
What were some strategies that the mother
employed to elicit the child’s oral language skill
during the story reading?
If you were to do the same, what other
strategies would you use?
Was there an opportunity given to build on
vocabulary?
How was it done?
14. Why should vocabulary building be part of
the process in oral skill development?
09/03/2023 gretel.cadiong@deped.gov.ph 12
Would this kind of interaction be an
avenue for the child to learn how to read?
Explain how this activity could be used as
springboard to teach reading.
15. 09/03/2023 gretel.cadiong@deped.gov.ph 13
What is
ORAL
LANGUAGE?
• Communicating with
others through speaking
and listening
• The child’s first, most
important and most
frequently used structured
medium of communication.
(Cregan,1998)
•Oral language acquisition is
a natural process for
children. (Alex &
Kortner,1995)
19. 09/03/2023 gretel.cadiong@deped.gov.ph 17
What experts say…
Oral language functions as a
foundation for literacy and as the
means of learning in school and
out. (Fillmore & Snow, 2002)
If children come to a reading with a strong
oral language base, they can build further
on that base, establishing a reciprocal
relationship between oral language and
reading. It is because oral language will
contribute to development in reading,
which in turn, will contribute to
development in oral language. (Shiel, et al,
2012)
20. Oral language
development is a critical foundation for reading, writing, and spelling, and it is
the “engine” of learning and
thinking. (National Institute for Literacy, 2009)
09/03/2023 gretel.cadiong@deped.gov.ph 18
Adapted from R. Villaneza’s Presentation
21. The literacy learning process begins with speaking-talking about the
children’s experiences, about themselves. It is through speech that
children learn to organize their thinking and focus their idea.
(Lyle,1993)
22. If the printed words can be efficiently recognized, comprehension of
connected text depends heavily on the reader’s oral language abilities.
(Snow et al.,1998)
09/03/2023 gretel.cadiong@deped.gov.ph 19
SEMANTICS OR
VOCABULARY
Understanding the meaning
of words and phrases
SYNTAX
Understanding word
order and grammar rules
PHONOLOGICAL SKILLS
An awareness of sounds
such as syllables and
rhymes
ORAL
LANGUAGE
Brooke, E. , www.lexialearning.com
MORPHOLOGICAL
23. SKILLS
Understanding the
meaning of words and
parts PRAGMATICS
Understanding the social
rules of communication
AREAS OF ORAL LANGUAGE IN RELATION TO READING
09/03/2023
20
gretel.cadiong@deped.gov.ph
Adapted from R. Villaneza’s Presentation
24.
25. 09/03/2023 gretel.cadiong@deped.gov.ph 21
The real score…
“There is evidence that some teachers may have struggled to
implement this component because the underlying framework
was unclear to them”
(NCCA, 2012, pg. 10)
Oral language development is often missing from reading and
writing programs, leaving teachers to wonder why their students are
still struggling or taking longer than expected to become proficient
speakers and readers.
(Reeder & Baxa, 2020)
27. It would be good, if
there would be a
demonstration
teaching
or we will be made to
observe a class where
a
teacher teaches oral
language so we would
have a complete
understanding on
how
we can teach it.
30. competencies are stated
as objectives, also there
are activities being
suggested which for me
are appropriate for oral
skills development. But
in the LM most activities
will make the pupils
write or color but not to
talk or express
themselves.
09/03/2023 gretel.cadiong@deped.gov.ph 25
34. why most children could
not talk or express ideas….
because in our activities
and assessment we make
our pupils write their
answers while they listen
to us, instead of allowing
them to talk. This is the
idea we that we have in
teaching oral language
skill.
09/03/2023 gretel.cadiong@deped.gov.ph 27
41. Could this be a
factor why
READING
PROBLEMS
OCCUR in our
classrooms?
42. 09/03/2023 gretel.cadiong@deped.gov.ph 32
Studies prove that…
The weaknesses in some dimensions in oral language such as receptive and expressive
vocabulary, phonological awareness and alphabet knowledge can lead to the occurrence
of significant reading problems. (Snow, et al., 1998)
Children with a history of oral language impairment are more likely to present with
reading difficulties than their peers. (Catts, Fey, Zhang, & Tomblin, 2001)
If children do not have a solid foundation in oral language, communicating effectively
and learning to read can be a long and difficult process. Children’s speaking and listening
43. lead the way for their reading and writing skills, and together these language skills are
the primary tools of the mind for all future learning. (Roskos, Tabors, & Lenhart, 2009).
09/03/2023 gretel.cadiong@deped.gov.ph 33
Can we do something about this?
YES!
Teachers can do it in a systematic
and explicit instruction to develop,
44. improve and sustain the oral
language skill of our learners. 09/03/2023
gretel.cadiong@deped.gov.ph 34
See how to work
things out…
46. home with.
Employ activities in the classroom that will
promote the use of the learners’ natural
language facility.
Consider the developmental stages in
language
learning which is an aid in learning how to
read.
• listen speak read write
47. Fully comprehend, appreciate and follow our
Curriculum, specifically the Language Arts and
Multiliteracies Curriculum in the Key Stage 1.
09/03/2023 gretel.cadiong@deped.gov.ph 36
What will help
develop oral
language skill?
50. 1. Create a print rich classroom
• Put on the walls tasks done in the
classroom (co-authored graphs and
charts, words learned from a story, etc.)
• Label objects/places that learners use
and hear
2. Organize a classroom library
3. Put up storytelling/make-believe areas (dress
up areas, character puppets, board stories)
4. Provide rituals and routines for children to
experiment with language.
51. 09/03/2023 gretel.cadiong@deped.gov.ph 38
CONNECTIONS WITH LITERATURE
•Use storybooks that contain
strong storylines that invite
the children to visit and
revisit the content, as well as
initiate conversation related
to the books.
•Use books that contain
“interesting” words to stretch
52. the child’s vocabulary.
09/03/2023 gretel.cadiong@deped.gov.ph 39
DEVELOPMENTALLY APPROPRIATE
ORAL LANGUAGE ACTIVITIES
• Carefully plan literacy activities
build on the language knowledge
of the children in the classroom so
that every child can participate in
the process.
55. development.
• Listening and reading require the use of similar
thought processes such as predicting and self-
monitoring to
attend to the conveyed message for the construction
of
meaning.
• Reading a word is much easier if it has first been
heard.
• Listening skill should be taught in school explicitly
through games and other listening activities.
- I Spy
56. - Simon Says 09/03/2023 gretel.cadiong@deped.gov.ph 42
Show and Tell / Show and Ask
• Enables children to describe self-selected items they have brought to
school to share with other children.
• With the object in a bag or box, the child must give clues about the
chosen object, or the child may show the object and tells something
about it.
• For starters, the teacher may prod the learners to share ideas by
57. asking questions.
• Gives opportunities for learners to say out ideas or learn
how to ask questions.
• Can be used as springboard for a reading instruction by pre
assigning objects to be brought ( e.g. objects that begin with
Pp)
09/03/2023 retel.cadion@deed.ov.h 43
58. Daily News
• Gives the learners the opportunity to tell
their stories
• Any story or news can be shared to the class;
or the teacher may assign a certain topic for
sharing
• This allows learners to use words that they
will later read.
• This can be an avenue for learners to learn how to
59. construct stories and prepare them to write the
story structure later.
44
09/03/2023 gretel.cadiong@deped.gov.ph
Shared Reading
• Learners share in the process of story
reading by talking about the story
illustrations before the teacher reads
the text
• A rich venue for learners to learn
comprehension reading skills such as
getting the main idea, inferencing
and predicting outcomes.
• Learners get to connect their spoken
60. language to the written language,
thus, training the learners to
configure words to be decoded
because of the familiar structure of
the words they see in the big book.
09/03/2023 gretel.cadiong@deped.gov.ph 45
Meaning Track (through
Shared Reading)
• Facilitates the “talking with” the
learners
• Establishes the familiarity and
recognition of words that will be
61. read later (phonemic awareness)
• Forms the comprehension skill of
the learners
• Initiates self-confidence in the
learning process
09/03/2023 gretel.cadiong@deped.gov.ph 46
Inutusan ni nanay si Ana.
“Ana, halika. Bumili ka ng
asin sa tindahan ni Aling
62. Alita,” utos ni nanay kay
Ana.
09/03/2023
gretel.cadiong@deped.gov.ph 47
63. Pagdating niya sa
tindahan ni Aling Alita,
marami siyang nakitang
paninda.
09/03/2023 gretel.cadiong@deped.gov.ph 48
65. May mga abokado at
atis din na paninda.
09/03/2023 gretel.cadiong@deped.gov.ph 50
66. Pero masayang-masaya
siya ng makita ang mga
apa na may kendi sa gitna.
09/03/2023 gretel.cadiong@deped.gov.ph 51
Wordless Book
67. Storytelling
• Stimulates the thinking of the learners by
figuring out what the story could be
through the pictures
• Train the learners’ oral language skills by
allowing them to tell the story as they
perceive or understand it.
• Creativity of the learners is likewise
encouraged as they can make different
versions or interpretations of the wordless
book.
09/03/2023 gretel.cadiong@deped.gov.ph 52
71. • Builds many important foundational skills,
introduces vocabulary, provides a model
of
fluent, expressive reading, and helps
children
recognize what reading for pleasure is all
about.
• Provides a means to allow learners to talk
and to give ideas as questions are asked
in
story parts chosen by the teacher for a
purpose (vocabulary building, answering in
complete sentence, check the
73. • An activity that will prompt the learners to talk
through a picture provided by the teacher.
• Picture to be used must be a “busy picture” to
allow varied ideas to be talked about.
• Through questions, the teachers can prod the
learners to talk about the picture.
• Some questions are intended to elicit simple
descriptions, while others are intended to
prompt
more exploratory talk, in the form of
reasoning,
predicting and relating things to the learners’ own
experience
74. 09/03/2023 gretel.cadiong@deped.gov.ph 55
09/03/2023 gretel.cadiong@deped.gov.ph 56
Description questions:
• What do you think is happening in this picture?
• What are the people doing?
• How many girls are there? How many boys? How
many adults?
Reasoning questions:
• Point to an adult and ask, ‘Who do you think he is,
and what is he saying to the child?’
• Point to a child and ask, ‘What kind of boy he is?
Why do you say that?”
• Is it quiet or noisy? How can you tell?
Prediction questions:
• What will happen to the girl swinging her chair?
75. • What will happen after the event?
Relating to experience:
Have you ever been in a family gathering like this?
Do you love it? Why? 09/03/2023
gretel.cadiong@deped.gov.ph 57
Songs, Chants, Raps
76. • Songs, chants and raps are non-threatening
resources that creates a rich environment for
oral language development.
• Familiarize words and their meaning without
memorizing it.
• Learners get to learn grammar and sentence
structures without fear of making mistakes.
• Learners are trained to listen as they try to
learn
the song and enjoy the rhythm and tune.
• Creates sound awareness within their brains that
could let them acquire phonemic awareness
09/03/2023
gretel.cadiong@deped.gov.ph 58
78. Three, four, face the door.
Five, six, fingers on lips.
Seven, eight, line up straight.
Nine, ten, now the quiet
walking begins.
09/03/2023 gretel.cadiong@deped.gov.ph 59
A Bad Day
79. I overslept and missed my train,
Slipped on the sidewalk in the pouring rain,
Sprained my ankle,
Skinned my knees,
Broke my glasses,
Lost my keys,
Got stuck in the elevator, it wouldn't go.
Kicked it twice and stubbed my toe,
Bought a pen that didn't write,
Took it back and had a fight.
Went home angry,
Locked the door.
Crawled into bed.
Couldn't take any more.
09/03/2023 gretel.cadiong@deped.gov.ph 60
80. Rhymes, Limericks, Poems
• Rhyming words used in rhymes, limericks and poems help
the learners learn how to put these sounds together to
make words.
• Provides opportunity for learners to practice pitch, volume,
enunciation of words and the rhythm of the language.
• The patterns and repetitions help the learners easily recall
and memorize.
• These introduces alliteration (Goosie, goosie, gander..)
onomatopoeia (Baa, baa, black sheep..) and imaginative
imagery, that helps develop phonemic awareness, for
enriching the imagination of the learners and making them more
81. creative. 09/03/2023 gretel.cadiong@deped.gov.ph 61
The Little Plant
In the heart of a seed,
Buried deep so deep,
A tiny plant,
Lay fast asleep.
“Wake,” said the
sunshine,
“And creep to the light.”
“Wake,” said the voice
Of the raindrops bright.
82. The little
plant heard
And it
rose to
see,
What a wonderful,
Outside world might be.
09/03/2023 gretel.cadiong@deped.gov.ph 62
Finger Plays
▪ Listening to and doing fingerplays is the perfect way for
83. children to build their vocabulary and understanding
of
the structure of language.
▪ Finger plays develop the learners’ auditory
perception
(the ability to hear, distinguish, remember, focus on
and
break up sound ) which is a very important pre-
reading
skill.
• The movement of the hands which is usually from
left to
right develop important reading skills such as
• the left-to-right progression of reading
84. • learning to absorb how the sequence of
what happened first, second, etc.
09/03/2023 gretel.cadiong@deped.gov.ph 63
Grandmother’s Glasses
These are grandmother’s glasses.
And this is grandmother’s cap. This
is the way she folds her hands.
And puts them in her lap. The Anthill
Once I saw an anthill,
85. With no ants about.
So I said, “Little ants, will you please
come out?”
Then, one, two, three, four, five came
out!
And that was all.
09/03/2023 gretel.cadiong@deped.gov.ph 64
Children will
talk more if we…
• wait a few seconds before we reply to
86. what they say
•show you are listening
• talk about what they want to talk
about
• talk about what they are doing
• use new words and repeat the
new
words often
• avoid interrupting them
• avoid changing topics quickly
• Avoid correcting errors
89. See how far have they gone…
HOW?
09/03/2023 gretel.cadiong@deped.gov.ph 66
90. This Photo by Unknown Author is licensed under CC BY-SA-NC
EN1OL-IIIa-b – 1.17 Talk about oneself and one’s
family Tell me something about yourself.
1 2 3 4
92. 1 2 3 4
Pupil
attempted
to do what
has been
said.
Pupil
executed
wrongly
what has
been
said.
Pupil
executed
incompletel
y what has
been said
Pupil
executed
accurately
what has
been said.
09/03/2023 gretel.cadiong@deped.gov.ph 68
EN1OL-IVi-j-1.17.1Give one-to-two step directions
You ask your younger sister to keep her toys
away. What will you say? Can you give her at
93. least two instructions?
1 2 3 4
Pupil
attempted to
say
something but
has not
finished it.
Pupil give
inaccurate
direction.
Pupil gave 1
accurate
direction.
Pupil gave 2
or more
accurate and
complete
directions.
09/03/2023 gretel.cadiong@deped.gov.ph 69
EN1G-IVf-j-5 Recognize describing words for people,
objects, things and places (color, shape, size, height,
94. weight, length, distance, etc.)
Show a red ball.
Say: Tell me something about the object I am
holding.
1 2 3 4
Pupil says Pupil says
“ a ball”
Pupil says
“ A red ball.”
gretel.cadiong@deped.gov.ph
Pupil says “It
is a red ball.”
( or tell
more
something
about it.)70
97. 1. What is the boy doing?
2. Where could he be going?
3. Can you tell me at least three
events that the boy did
before
he change into his school
uniform?
4. What do you think will
happen
next?
09/03/2023 gretel.cadiong@deped.gov.ph 72
99. 09/03/2023 gretel.cadiong@deped.gov.ph 73
Using the following strategies, show how oral language
development and literacy instruction can be facilitated
in the classroom
1. Shared Reading
2. Picture Talk
3. Songs and chants
4. Rhymes, Limericks and Poems
5. Wordless Storybook
100. 09/03/2023 gretel.cadiong@deped.gov.ph 74
Make an assessment task on Oral Language
Skill with the following competencies:
1. EN1OL-IIIa-b – 1.17 Talk about oneself and one’s family
2. EN1OL-IIIa-e – 1.5 Use common expressions and polite
greetings
3. EN1LC-IVg-h-3.6 Follow one-to-two step directions
4. EN1OL-IVi-j-1.17.1Give one-to-two step directions
5. EN1OL-IVd- 1.3.4 Talk about topics of interest
