Chapter 10

The Language Domain

Red Flags for a preschool agerDoes not turn when spoken to,

recognize words for common items or use sounds other than crying for attention.

Does not respond to changes in tone of voice, or look around for sources of sounds, such as a doorbell

Cannot point to pictures in a book that are named or understand simple questions,

Red Flags continuedCannot understand differences in

meaning (up and down) follow 2 requests, string together 2 of more words or name common objects

Does not answer simple “who”, “what”, and “where” questions

Cannot be understood by people outside the family

Cannot use four word sentences or pronounce most individual sounds in words correctly

Phonological Awareness skillsSeparate words into syllables or

beatsRecognize rhyming wordsGenerate rhyming wordsRecognize words that start or end

with the same soundGenerate words that start or end

with the same soundsBlend sounds into words

Phonological skills continuedSegment words into sounds Move sounds around to create new words

To assist in the development of these skills we should:Include activities in which children hear, say and see language simultaneously.

Encourage word play by planning for rhyming activities using stories, games and songs so children can hear the sounds of language and manipulate them orally,

Design segmentation activities.

ContinuedUse alliteration activities often, by

making up or writing silly poems and reading alliteration books (a poetic or literary effect achieved by using several words that begin with the same or similar consonants, as in “Sally the snake slithers sideways”.

Encourage children to use inventive spelling.

Teaching StrategiesStructure a communication rich

environmentModel appropriate rich language usageListen to and talk with each child dailyTake advantage of spontaneous events to promote children’s language development through discussion

When a child states something, enhance language by repeating it and using a new term or adding an appropriate clause

Plan the learning environment and the curriculum to provide opportunities for children to communicate informally with one another.

Plan activities each day in which the primary goal is for children to use language to describe events, make predictions or evaluate phenomena

Purposely build enjoyable listening activities into the day to enhance auditory skills through listening and response interactions.

Create a print rich environmentModel and teach the importance

of developing and using good listening skillsModel good listening behaviorGive children appropriate cues to help them listen better

Introduce sound discriminationMaintain children's interest

Involve children EVERY day in reading experiences

Read to the childrenChoose books that are developmentally appropriate and varied

Use a variety of literary forms Draw attention to story sequence, development, characters, cause and effect, main ideas, and details

Involve children in chants, poems, finger plays, etc

Involve children every day in enjoyable writing experiencesWrite in front of them every dayProvide daily opportunities for children to draw and write

Allow inventive spellingProvide writer’s workshops or mini lessons

Plan literacy games, songs, and other play oriented activities to enhance children's phonological and print awareness.

Accept children's risk taking in their listening, speaking, writing and reading

Structure useful assessment strategies to ensure that children are making progress in every area of the language domain,.