The document discusses building oral language skills for literacy development. It emphasizes that oral language is the foundation for literacy and the primary means of learning. Developing oral language skills is important for reading comprehension and should be explicitly taught in schools. The document provides strategies for teachers to develop students' oral language skills, such as shared reading, read alouds, show and tell, and using wordless books to encourage storytelling. It also stresses the importance of print-rich environments, connecting literature to students' lives, and using developmentally appropriate activities.

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
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2. At the end of
the session,
the
participants
should be able
to:
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4. ⓘ Start presenting to display the poll results on this slide.
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5. 5

6. Give a name of an activity which you
think is apt for oral language skill
development
ⓘ Start presenting to display the poll results on this slide.
Join at slido.com with #1708928
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7. See
what
you
know!
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8. 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 25 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.
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10. Say what
you
know!
Big Group Sharing
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11. 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
language skill?
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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?
Why should vocabulary building be part of
the process in oral skill development?

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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.

14. 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)
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15. From
Oral
language
skill to
Reading
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16. Why ORAL
LANGUAGE
in
READING?
Adapted from R. Villaneza’s Presentation
The BIG SIX of READING
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17. Domains of Literacy in the K to 12 Curriculum
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18. What experts say…
Oral language functions as a
foundation for literacy and as the
means of learning in school and
out. (Fillmore & Snow, 2002)
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)
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)
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19. 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)
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)
Adapted from R. Villaneza’s Presentation
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20. ORAL
LANGUAGE
SEMANTICS OR
VOCABULARY
Understanding the meaning
of words and phrases
PHONOLOGICAL SKILLS
An awareness of sounds
such as syllables and
rhymes
MORPHOLOGICAL
SKILLS
Understanding the
meaning of words and
parts
SYNTAX
Understanding word
order and grammar rules
PRAGMATICS
Understanding the social
rules of communication
AREAS OF ORAL LANGUAGE IN RELATION TO
READING
Brooke, E. , www.lexialearning.com
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21. Adapted from R. Villaneza’s Presentation
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22. 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)
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23. Listen to the
teachers’
thoughts…
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24. 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.
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25. In the TG, the expected
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.
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26. It is more on reading
and writing. Even items
to assess or evaluate
the pupils’
performance require
them to write.
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27. Maybe this is the reason
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.
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28. Let’s peek into reality…
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31. Adding the fact
that….
Not all children are fortunate
to be born into homes where
parents or caregivers provide
rich language experiences.
These disadvantaged children
enter kindergarten lacking
oral language skills. (Moats,
2001)
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32. Could this be a
factor why
READING
PROBLEMS
OCCUR in our
classrooms?
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33. 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
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).
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34. Can we do something about this?
YES!
Teachers can do it in a systematic
and explicit instruction to develop,
improve and sustain the oral
language skill of our learners.
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35. See how to work
things out…
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36. Maximize the learners’ innate propensity to talk,
to tell stories, to ask, in a language they are at
home with.
Employ activities in the classroom that will
promote the use of the learners’ natural
language facility.
• listen speak read write
Consider the developmental stages in language
learning which is an aid in learning how to read.
Fully comprehend, appreciate and follow our
Curriculum, specifically the Language Arts and
Multiliteracies Curriculum in the Key Stage 1.
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37. What will help
develop oral
language skill?
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38. ENVIRONMENT
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.
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39. 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
the child’s vocabulary.
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40. 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.
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41. Ways to
do
things…
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42. Listening Activity
• Listening is one of the skills directly related to oral skill
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
- Simon Says
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43. 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 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)
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44. 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
construct stories and prepare them to write the
story structure later.
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45. 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
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.
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46. Meaning Track (through
Shared Reading)
• Facilitates the “talking with” the
learners
• Establishes the familiarity and
recognition of words that will be
read later (phonemic awareness)
• Forms the comprehension skill of
the learners
• Initiates self-confidence in the
learning process
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Inutusan ni nanay si Ana.
“Ana, halika. Bumili ka ng
asin sa tindahan ni Aling
Alita,” utos ni nanay kay
Ana.

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Pagdating niya sa tindahan
ni Aling Alita, marami
siyang nakitang paninda.

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May mga makukulay na
abaniko.

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May mga abokado at atis
din na paninda.

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Pero masayang-masaya siya
ng makita ang mga apa na
may kendi sa gitna.

52. Wordless
Book
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.
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54. Read Aloud
• 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
comprehension)
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55. Picture Talk
• 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
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57. 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?
• What will happen after the event?
Relating to experience:
Have you ever been in a family gathering like this?
Do you love it? Why?
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58. Songs, Chants, Raps
• 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
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59. One, two, listen and do
Three, four, face the door.
Five, six, fingers on lips.
Seven, eight, line up straight.
Nine, ten, now the quiet
walking begins.
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60. A Bad Day
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.
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61. 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 creative.
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62. 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.
The little plant heard
And it rose to see,
What a wonderful,
Outside world might be.
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63. Finger Plays
▪ Listening to and doing fingerplays is the perfect way for
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
• learning to absorb how the sequence of
what happened first, second, etc.
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64. 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,
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.
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65. Children will talk more if we…
• wait a few seconds before we reply to
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
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66. This Photo by Unknown Author is licensed under CC BY-SA-NC
Track the learners…
See how far have they gone…
HOW?
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67. EN1OL-IIIa-b – 1.17 Talk about oneself and one’s
family
Tell me something about yourself.
1 2 3 4
Pupil
mentioned
only his
name
Pupil
mentioned
2-3 details
about
himself.
Pupil
mentioned 4
details about
himself
Pupil
mentioned
5 or more
details
about
himself.
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68. Go to the door and close it and
run back here.
1 2 3 4
Pupil
attempted to
do what has
been said.
Pupil
executed
wrongly what
has been
said.
Pupil
executed
incompletely
what has
been said
Pupil
executed
accurately
what has
been said.
EN1LC-IVg-h-3.6 Follow one-to-two step directions
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69. You ask your younger sister to keep her toys
away. What will you say? Can you give her at
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.
EN1OL-IVi-j-1.17.1Give one-to-two step directions
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70. Show a red ball.
Say: Tell me something about the object I am
holding.
1 2 3 4
Pupil says “ball” Pupil says
“ a ball”
Pupil says
“ A red ball.”
Pupil says “It
is a red ball.”
( or tell more
something
about it.)
EN1G-IVf-j-5 Recognize describing words for people,
objects, things and places (color, shape, size, height,
weight, length, distance, etc.)
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71. Tell me what you think about this picture.
EN1OL-IVd- 1.3.4 Talk about topics of interest
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72. Assessing comprehension skills through Oral
Language Assessment
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?
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73. Let’s get
things
done!
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74. 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
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75. 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
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77. Thank
you!
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