Amber M. Austin Staff Learning as prepared for MSU TE 851

}  As you know, when working at our school, we are exposed to various levels of oral language development every day. From infants to preschoolers, each child is expressing some form of oral communication. We are able to see children at the first stage of cooing through the fifth stage of the beginning or oral fluency.

}  This staff development is meant to help us better understand what oral language is, why it’s important, and what we can do as teachers to promote oral language development(old).

}  I love that the simple everyday interactions we have with our students are so meaningful and teachable! These interactions are: talking/speaking, singing songs, reading stories, playing, sharing, eating snack…and the list goes on. I am a firm believer that the majority of our daily activities can promote oral language.

}  Oral language (OL) is the system that relates sounds to meanings (Genishi, 1998).

}  Most commonly referred to as speaking and listening.

}  Five main areas: 1.  Semantics: developing the meanings for words 2.  Syntax: learning rules for how words are linked together 3.  Morphology: learning how to manipulate words into

their smallest unit of meaning (morphemes) 4.  Phonology: learning rules for combing sounds 5.  Pragmatics: learning the rules regarding the social use of

language

}  Oral language is the foundation of learning to read and write. (Roskos, et Al, 2009)

}  The speaking and listening skills (OL) that youngsters learn before entering school are crucial for later reading success.

}  Lack in speaking and listening skills could put children behind their peers before they start to read and write.

}  Five Stages 1.   Cooing: infants as early as six months do by making

vowel like sounds such as “oooo”, “aaaa”. 2.   Babbling: between 4-6 months of age and is marked by

making repeated consonant vowel sounds such as “la la la” or “ba ba ba”.

3.   One word stage: usually develops when the children is around 1 year of age. At this stage the youngster is using word-like symbols sometime real and other times made-up (Otto 2008). Such as “bus”, “baby”, “mama”.

4.   Telegraphic stage: Otto 2008, at this stage the youngsters are beginning to string several words together such as “daddy shoe” or “go bye bye”.

5.   Beginning or oral fluency: ages 3-4 yrs. moderately fluent in home language.

}  OLD (Oral Language Development) }  Plan learning experiences for them through

everyday conversations. (We can do this at small groups and snack time.) ◦  During snack time: Ask the children about the types of

foods they like, how their day is, what they did at home last night. Encourage children to ask one another these questions too. ◦  During small group: Have the students ask one another

for an item them want at the sensory table, “pass the shovel please, etc.”, ask the children to tell you about what they are doing, “tell me about what you are building with the blocks.”

}  Three elements are important for creating supportive learning environments: ◦  1. good conversation : human need to know, tell and explain

�  “I’m interested in how you made your tower?” (need to know) �  Can you tell me about your cat? (tell and explain) �  “A tree is a living thing because it needs water and sunshine to live…” (explain)

◦  2. effective conversational strategies: open ended questions �  “Tell me about your picture!” instead of “What did you draw?” “How did you make

your tower?”

◦  3. Interesting instructional activities: taught to pay attention to how words rhyme, what to say in social situations, etc �  Cat and hat have the same sound at the end, they RHYME! Songs are a great tool

for rhyming awareness, examples in slides to come.

}  Understand that every child's language or dialect is worthy of respect as a valid system for communication. It reflects the identities, values, and experiences of the child's family and community. (Genishi, 1988) ◦  Have open communication with parents about their home language. If you

are unsure, you could send home a questionnaire or survey. Include other questions relating to books they read with their children so that it’s helpful to you as a teacher of all the students.

◦  Treat children as if they are conversationalists. They need to learn the following about how conversations work (taking turns, looking attentively, using facial expressions, etc

Stop what you are doing and look, listen and get down on the child’s level when they talk to you (as much as possible) Explain when a child interrupts you when you are speaking to another adult or child, that they need to say excuse me or wait until you are finished.

◦  Encourage interaction among children. Peer learning is an important part of language development, especially in mixed-age groups. �  This can be done when we share the gym or playground

across the classrooms. Have the older children ask the younger students for turn sharing, passing toys, etc.

◦  There should be a balance between individual

activities, such as puzzles and filer folder games and those that nurture collaboration and discussion, such as dramatic play, block-building, book-sharing, or carpentry. (Genishi, 1988)

}  Sounds, rhymes and world play are essential in early literacy instruction. ◦  “The origins of phonological awareness are found in

singing, rhyming and world play that all young children enjoy” (Roskos et al., 2009, p. 62) �  These activities provide teachable moments to help children

tune into sounds. �  Phonological awareness is the awareness to hear individual

sounds in spoken language. In these activities the attention on the sounds of the words help the brain bridge from oral language to literacy. (Roskos et al., 2009)

Ø Songs that put emphasis on the beginning and ending

sounds of words is an essential component in the construction of putting words in print, i.e. spoken language can be represented in a different way (Roskos, et al, 2009)

Ø Teachable Framework: Ø Say/Sing: Introduce the song and sing through once Ø Recite: say song verses Ø Invite: ask the children to sing along with you. Sing through

2-3 times. Ø Replay: Sing again and add movements, props, etc. Ø  On the next slide there is an insert from a professional

development that I have taken that lists “Hey Diddle Diddle” and appropriate activities associated with the songs as it relates to oral language.

Ø Lets brainstorm on how it could be used with the two and three year old classrooms.

}  Five fat peas in a pea pod pressed (children hold hand in a fist) One grew, two grew, so did all the rest. (put thumb and fingers up one by one) They grew and grew  (raise hand in the air very slowly) And did not stop, Until one day The pod went POP! (children clap hands together)

}  1,2  Tie my shoe 3,4  Shut the door 5,6  Pick up sticks 7,8  Lay them straight 9, 10  A big fat hen. Let's get up and count again!

}  Ten Little CampersTen little campers putting up their tent. (Put finger tips of fingers together forming tent roof) Ten little campers close the vents. (Intertwine fingers together to signify closure) Ten little campers make a ring. (Form circle putting tips of fingers together and thumbs together) Ten little campers start to sing. (Cup hands to mouth) Ten little campers around the fire. (Form circle putting tips of fingers together again) Ten little campers dance till they tire. (Put all ten fingers up in the air and dance them around) Ten little campers say good-night. (Wave good-night with both hands) Ten little campers close their tent up tight. (Intertwine fingers together again to signify closure)

}  (Emphasize rhyming words in bold)

}  Bennet-Armistead, V. S., Duke, N. K., & Moses, A. M. (2005). Literacy and the youngest learner: Best practices for educators of children from birth to 5. New York: Scholastic.

}  Genishi, C. (1998) Young children’s oral language development on the Reading Rockets website at http://www.readingrockets.org/article/383

}  Genishi, C. (1988). Young Children’s Oral Language Development. Eric Digest. Eric Identifier: ED301361.

}  Otto, B. (2008) Literacy development in early childhood: Reflective teaching for birth to age eight on the education.com website at http://www.education.com/reference/article/stages-oral-language-development/

}  Roskos, K. A., Tabors, P. O., Lenhart, L.A. (2009). Oral language and early literacy in preschool: Talking, reading, and writing. Delaware: International Reading Association.