This document provides an overview of oral language development for pre-K students. It discusses how oral language is the foundation for literacy, and how building children's oral language skills through experiences will improve their reading abilities. It also describes the importance of language for communication and thinking, and outlines strategies for developing children's receptive language through listening, and expressive language through purposeful talk, rhyming, and alliteration activities. The document emphasizes that oral language development should be integrated throughout the pre-K day, including during centers, conversations, transitions, and songs.
This presentation is about what aspects should we consider when learning vocabulary from a foreign language. Besides, it is mentioned some vocabulary learning strategies for training our students in the foreign language classroom.
This presentation is about what aspects should we consider when learning vocabulary from a foreign language. Besides, it is mentioned some vocabulary learning strategies for training our students in the foreign language classroom.
For those ELT teachers who are carrying out reading classes at the level of primary school or teaching ELLs, I highly recommend you to peruse and take a look at this approach because it focuses on the teaching of language arts, which is the teaching reading and writing.
For those ELT teachers who are carrying out reading classes at the level of primary school or teaching ELLs, I highly recommend you to peruse and take a look at this approach because it focuses on the teaching of language arts, which is the teaching reading and writing.
Co-led with SLP Raquel Quinones. A presentation for educators at Brucie Ball Educational Center in Miami, Florida as part of the O, Miami Poetry Festival. The session goes over the basics of DIR/Floortime, sensory systems, and preverbal skills before diving into ways to integrate sensory work into poetry for nuerodiverse learners and especially students with multiple disabilities.
Shaping the Way We Teach English - Various worksBrandon Torres
Content:
- Teaching the world's children - ESL for ages three to seven.
- Maximizing the benefits project work in foreign language classrooms.
- "What is it?": A multipurpose language teaching technique.
- Reconceptualizing interactional groups: grouping schemes for maximizing language learning.
- Destroying the teacher: the need for learner-centered teaching.
- Assessment of young learners.
- Using favourite songs and poems with young learners.
- Talking to learn across classrooms and communities.
2. FUNCTIONS
Oral language is the foundation of literacy.
Building a child's oral language skills will
ultimately improve his reading skills as well.
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3. SIGNIFICANCE OF ORAL LANGUAGE
Languageskills are important in order to
make connections with others and
understand experiences.
Majorityof vocabulary derives from
experiences.
Teach the essentials of oral language to build
upon it for a higher mental development.
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4. LANGUAGE: A MENTAL TOOL
When children use symbols (letters) and concepts
(rhyming) to think, they no longer need to have
an object in order to think about it.
Language allows children to imagine,
manipulate, create new ideas and share those
ideas with others.
5. THE MIND
Society contributes to the way a child’s mind
work.
According to Vygotsky; children could not
learn logical thinking without having
mastered language.
6. RECEPTIVE & EXPRESSIVE LANGUAGE
They are different but equally important!
Phonological awareness includes
attending to speech, discriminating
between sounds, holding sounds in 5
memory.
7. LISTENING EXERCISE
♦ II.D.6 CHILD INCREASES LISTENING VOCABULARY AND BEGINS TO DEVELOP VOCABULARY
OF OBJECT NAMES AND COMMON PHRASES IN ENGLISH (ELL).
8. LISTENING
Listening is a two-way street.
Strategies
“Story Time” with no pictures. Ask what they
understood at the end.
Singing songs with no music gives students the
chance to hear and produce the words of the song.
Taking it home: Ask students to sing the song to
their parents and have parents write what the child
sings.
II.B.3 Child provides appropriate information for
various situations.
9. PURPOSEFUL TALK
Parallel Talk: an adult describes what the child is
doing
Self-Talk: an adult talks about what he or she is
doing, using short sentences.
Example: At snack time, an adult says, “I am crushing up
crackers and putting them in my chicken noodle soup.”
Expansion: An adult adds more information to
the sentences that the child expresses.
Example: A child says, “A fire truck!” An adult responds, “There is
a big, yellow, fire truck with a siren!”
Hart Paulson, Lucy, Ed.D.,CCP-SLP & Louisa C. Moats, Ed.D.
LETRS for Early Childhood Education. 2010
10. YOU TRY IT!
Work with the people at your table to expand
these utterances.
1. “Ball.”
1. “A dog a bone.”
1. “Her falled down.”
1. “He made a big bubble.”
11. WHAT IS A WORD?
Recognizing what a word is
What does it look like?
What does it sound like?
What are the characteristics of a word?
After students know what a word is then you can
expand to teach them what a sentence is.
♦ II.E.1 Child typically uses complete
sentences of four or more words and
grammatical complexity usually with
subject, verb, and object order.
12. ALLITERATION
Comparing Sounds
Guess What I am thinking/Adivina lo que estoy
pensando (Mystery Bag)
Animal Sounds (Think of a word that starts with
the sound as your name)
13. RHYMING
Rhyming with our bodies
Rhyming Train
Rhyme “Hola, Hola, Coca Cola.”
Rhyming Names/Nombres que Riman
Start with made up words
We want them to understand the concept not
memorize the cards
15. ANYTIME IS A GOOD OPPORTUNITY TO PROMOTE
ORAL LANGUAGE
♦ II.D.1 CHILD USES A WIDE VARIETY OF WORDS TO LABEL AND DESCRIBE
PEOPLE, PLACES, THINGS, AND ACTIONS.
♦ II.E.7 CHILD ATTEMPTS TO USE NEW VOCABULARY AND GRAMMAR IN SPEECH (ELL).
16. STUDENTS ENGAGING IN MEANINGFUL
CONVERSATIONS
II.B.1Child is able to use
language for different
purposes.
21. MUSICAL CHAIR ACTIVITY
II.A.2 CHILD SHOWS UNDERSTANDING BY FOLLOWING TWO-STEP ORAL DIRECTIONS
AND USUALLY FOLLOWS THREE-STEP DIRECTIONS.
22. I.B.2B CHILD IS AWARE OF FEELINGS MOST OF THE TIME.
I.C.4 CHILD INCREASINGLY INTERACTS AND COMMUNICATES WITH PEERS TO INITIATE PRETEND PLAY
SCENARIOS THAT SHARE A COMMON PLAN AND GOAL.
VII.B.1 CHILD DEMONSTRATES THAT ALL PEOPLE NEED FOOD, CLOTHING, AND SHELTER.
VII.B.3 CHILD DISCUSSES THE ROLES AND RESPONSIBILITIES OF COMMUNITY WORKERS.
23. GOALS
Think about your students. What are your goals
this year regarding Oral language development?.
Make sure you differentiate the different levels
they bring to school.
Turn to a person and share
24. WHEN CAN I PROMOTE ORAL
LANGUAGE?
Asking and answering questions
Pair conversations
Transitions
Center time/activities
Singing songs and rhymes
Giving students opportunities to speak at
anytime
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26. SO HOW DO YOU FEEL NOW?
Do you feel you will have more things to do now?
Or you think that now you have a better idea of
how to plan for a purposeful time to engage
students in meaningful conversations that will
enrich their experience in your classroom?
29. What strategies will you be using in your
classroom to fill in the gap?
Turn and discuss with your neighbor
30. MAKE AND TAKE
Songs
Alliteration chart
Conversation starters for centers
Syllable clapping
Rhyming sheet and pictures
Questions what where when what...
KWL anchor chart
Feeling faces vocabulary
Phonics for English and Spanish
Problem and solution
31. Choose a song that you would like to start working
with your kids.
Get creative and put it on chart paper.
32. THANK YOU FOR COMING!
We enjoyed having you today
Next session will be January 24
“Read Aloud and story time, the advantages”
Can my students read?
Thank you!
Ms. Aliano and Ms. Zepeda
