Oral Language Development - Amazon S3€¦ · Oral Language Development PreK, ELA-S July 18 – 22,...
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Oral Language Development PreK, ELA-S July 18 – 22, 2016 SchoolKit and Parcc Inc. | Denver Public Schools Grade PK ELA - S Share one activity you or a teacher you know has used to promote oral language development in PreK students. Do Now: Turn and Talk SchoolKit and Parcc Inc. | Denver Public Schools Grade PK ELA - S Participants will… • Deepen understanding of how oral language (phonemic awareness) develops through songs and poetry • Review research on oral language development in young children • Review the standards that relate to oral language development • Work collaboratively to process content and instructional tools presented. • Integrate new learning with prior knowledge, the teaching- learning cycle, and the ECE literacy day. Objectives Foundations of Early Literacy | July 18 - 21 1
Transcript of Oral Language Development - Amazon S3€¦ · Oral Language Development PreK, ELA-S July 18 – 22,...
Oral Language DevelopmentPreK, ELA-SJuly 18 – 22, 2016
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
Share one activity you or a teacher you know has used to promote oral language development in PreK students.
Do Now: Turn and Talk
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
Participants will…• Deepen understanding of how oral language (phonemic
awareness) develops through songs and poetry• Review research on oral language development in young children• Review the standards that relate to oral language development• Work collaboratively to process content and instructional tools
presented.• Integrate new learning with prior knowledge, the teaching-
learning cycle, and the ECE literacy day.
Objectives
Foundations of Early Literacy | July 18 - 21 1
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
1. Define oral language and develop a thoroughunderstanding of its importance in Pre-K
2. Understand the expectations for oral languagedevelopment in Pre-K
3. Use research to guide in selection of appropriatesongs, rhymes, chants or poetry, in which to develop oral language to build phonological awareness
4. Reflection
Agenda
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
Our Guiding Questions
1. What does the research tell us about our students’ oral language development?
2. What do the standards say about oral language and our early learners?
3. What instructional practices and tools will support my students in mastering the standards?
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
Guiding Question 1
What does the research tell us about our students’ oral language development?
Foundations of Early Literacy | July 18 - 21 2
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
• Oral language consists of phonology, morphology,vocabulary, and pragmatics.
• Children acquire oral language from birth on• Oral language development precedes literacy instruction,
then it parallels it. They support each other over time.
What is Oral Language?
“Oral language is the foundation on which reading is built, and it continues to serve this role as children develop as readers”
~Elfrieda Freddy’ Hiebert , 1998
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
By Talking!Talking to and with children supports them to…• Learn grammatical
structures• Expand their vocabularies• Learn metalinguistic skills
How do children develop oral language?
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
With your tables, match terms about the components of oral language to the definitions. What can you add to these definitions?
Components of Oral Language
Term DefinitionPhonology
Vocabulary (Semantics)
Grammar (Syntax)
Morphology
Pragmatics
Foundations of Early Literacy | July 18 - 21 3
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
Why is oral language development so critical in early learners?
“In four years, an average child in a professional family would accumulate experience with 45 million words, an average child in a working class family 26 million words, and an average child in a welfare family 13 million words.”
Hart and Risley, 1999
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
Stop and Jot• What did you hear in the research about oral language
development that either verifies or modifies your beliefs about teaching oral language development?
• Share one idea form the research that could impact how you teach oral language to your emergent bilingual students
Lighting the Fire
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
What do the standards say about oral language and our early learners?
The Standards
Foundations of Early Literacy | July 18 - 21 4
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
Oral Language Development
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
Let’s Cross the Divide!
Classroom Practice
Research and Standards
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
Guiding Question 3
What instructional practices support my students in mastering the standards aligned to oral language development?
Foundations of Early Literacy | July 18 - 21 5
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
15. Demonstrates phonological awarenessa. Notices and discriminates rhymeb. Notices and discriminates alliterationc. Notices and discriminates smaller and
smaller units of sound
Listening for Word and Sound Play
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
Model - Rhyme: Pimpón
Pimpón es un muñecomuy lindo de cartónse lava la caritacon agua y jabón.
¡Ay! Pimpón, ¡ay! Pimpón,tan bonito y juguetón.¡Ay! Pimpón, ¡ay! Pimpón,en la pompa de jabón.
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
I Sing• Stand Up: Every time I sing a word that rhymes with P-i-
m-p-ó-n.
We Sing!• Sing the song along with me, and when we get to words
that rhyme with “Pimpón,” clap and sing the rhyming word.
Model - Rhyme: Pimpón
Foundations of Early Literacy | July 18 - 21 6
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
Turn and Talk Turn to a partner and share as many words as you can think of that rhyme with “Pimpón”.
Model - Rhyme: Pimpón
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
In a few moments…
You’ll create a Rhyming/Alliteration
Activity.
• Los pollitos dicen• Ferrocarril• De colores• Arroz con leche• Aserrín, aserrán• Estrellita• La cucaracha• Las mañanitas• Los elefantes
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
1. Encourage recitation or memorization of a poem, rhyme or riddle.
2. Clap out the words in the rhyme or poem.3. Draw children’s attention to funny phrases or
pronunciation of words or sounds.4. Try substitution play with familiar rhymes such as “Un
elefante se balanceaba…” (Un elefante (caballito, cocodrilo) se balanceaba...)
Using Rhymes and Poems
Foundations of Early Literacy | July 18 - 21 7
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
Make Up Songs
Make up songs based on familiar rhymes, like “La cucaracha” or adapt lyrics to a familiar song like “Los pollitos.”
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
Alliterative Rhymes
• Make up or use alliterative rhymes andhave students repeat and act them out.
• Have students create alliterative phrases and act them out.
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
Model – Isolating: “Rr con rr”
Rr con rr cigarrorr con rr barrilrápido corren los carrosen la vía del ferrocarril.
Foundations of Early Literacy | July 18 - 21 8
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
I Sing• When you hear me sing a word that says /r/,
raise your hand
We Sing!• Sing the song with me and clap when you sing a
word that begins with the sound /r/.
Model – Isolating: “Rr con rr”
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
Turn and Talk Turn to a partner and say as many words as you can think of that start with the letter /r/.
Model – Isolating: “Rr con rr”
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
Your Turn!
• Los pollitos dicen• Ferrocarril• De colores• Arroz con leche• Aserrín, aserrán• Estrellita• La cucaracha• Las mañanitas• Los elefantes
Create aRhyming/
Alliteration AND an
Isolating Activity
Foundations of Early Literacy | July 18 - 21 9
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
1. Join up with another pair. 2. One pair should teach its rhyming or alliteration
activity first while the other pair in the groupparticipates as early learners would.
3. Then, the other pair should teach itsisolating/categorizing activity while the first pair participates as early learners would.
4. Switch!
Teach Your Activities
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
• What Spanish language supports might youremergent bilingual students need to be successful with these activities?
• What challenges might students with social-emotionalneeds have?
• How might a teacher extend and enrich the learning for students with well-developed speaking and listening skills?
Turn and Talk
DPS June School L eadership Week 2015 | Adapted from Student Achievement Partners’ Core Advocates ToolkitSchoolKit and Parcc Inc. | Denver Public Schools Grade PK EL A - S
• Identify one practice you used in this session that you plan to apply.• How does this practice support students’
development of oral language?• How does this practice fit into the Teaching
and Learning cycle?• How can you integrate this practice effectively
into ECE literacy day?
Reflection in Note Catcher
Foundations of Early Literacy | July 18 - 21 10
Un
co
nti
nu
o d
el d
esa
rollo
de
l co
mp
ren
sió
ny
exp
resi
ón
ora
lA
dap
tad
op
or
The
Am
eri
can
Sp
eech
-Lan
guag
e-H
eari
ng
Ass
oci
atio
n, 2
00
9
Edad
Oye
nd
o y
Co
mp
ren
die
nd
oH
abla
nd
o
1–2
añ
os
•Señ
ala
las
dif
eren
tes
par
tes
del
cu
erp
o c
uan
do
se
le p
ide.
•Sig
ue
inst
rucc
ion
es s
imp
les
y en
tien
de
pre
gun
tas
sen
cilla
s("
tira
la p
elo
ta,"
"d
ale
un
bes
o a
l beb
é" y
"¿d
ón
de
está
tu
mam
á?")
.•P
rest
a at
enci
ón
a c
anci
on
es, r
imas
y c
uen
tos
sen
cillo
s.•S
eñal
a la
s lá
min
as d
e u
n li
bro
cu
and
o s
e n
om
bra
n la
sfi
gura
s.
•Usa
más
pal
abra
s co
n e
l tra
nsc
urs
o d
e lo
s m
eses
.•U
sa p
regu
nta
s q
ue
con
tien
en u
na
o d
os
pal
abra
s co
mo
"¿m
ás?"
, "¿
qu
ées
o?"
, y "
¿pap
i fu
e?".
•Usa
do
s p
alab
ras
jun
tas
com
o "
más
pan
," "
oso
mío
" y
"mir
a va
ca."
•Usa
mu
chas
co
nso
nan
tes
dif
eren
tes
al p
rin
cip
io d
e la
s p
alab
ras.
2-3
añ
os
•En
tien
de
las
dif
eren
cias
en
el s
ign
ific
ado
de
las
pal
abra
s("
abre
/ c
ierr
a,"
"arr
iba
/ ab
ajo
," "
gran
de
/ ch
iqu
ito
").
•Ob
edec
e in
stru
ccio
nes
co
mp
ues
tas
("B
usc
a el
lib
ro y
pó
nlo
en la
mes
a").
•Tie
ne
no
mb
re p
ara
casi
to
das
las
cosa
s.•U
sa d
os
o t
res
pal
abra
s p
ara
hab
lar
sob
re la
s co
sas
o p
ara
ped
irla
s.•L
as p
erso
nas
alle
gad
as a
l niñ
o e
nti
end
en lo
qu
e d
ice
la m
ayo
ría
de
las
vece
s.•C
on
fre
cuen
cia
pid
e o
bje
tos
o d
irig
e la
ate
nci
ón
a lo
s m
ism
os
llam
ánd
olo
s p
or
su n
om
bre
.
3-4
añ
os
•Oye
cu
and
o lo
llam
an d
esd
e o
tra
hab
itac
ión
.•E
scu
cha
la r
adio
y la
tel
evis
ión
al m
ism
o v
olu
men
qu
e el
rest
o d
e la
fam
ilia.
•Co
nte
sta
pre
gun
tas
sen
cilla
s q
ue
emp
iece
n c
on
las
pal
abra
s "¿
qu
ién
?", "
¿qu
é?",
"¿d
ón
de?
", "
¿po
r q
ué?
".
•Hab
la s
ob
re lo
qu
e h
ace
en la
esc
uel
a o
en
cas
a d
e su
s am
igo
s.•I
ncl
uso
las
per
son
as n
o a
llega
das
al n
iño
en
tien
den
lo q
ue
dic
e la
may
orí
ad
e la
s ve
ces.
•Usa
nu
mer
osa
s o
raci
on
es d
e cu
atro
pal
abra
s o
más
.•P
or
lo g
ener
al h
abla
co
n f
acili
dad
sin
ten
er q
ue
rep
etir
síla
bas
o p
alab
ras.
4-5
añ
os
•Pre
sta
aten
ció
n a
cu
ento
s co
rto
s y
con
test
a p
regu
nta
ssi
mp
les
sob
re lo
s m
ism
os.
•Esc
uch
a y
enti
end
e la
may
or
par
te d
e lo
qu
e se
hab
la e
n la
casa
y e
n la
esc
uel
a.
•La
voz
del
niñ
o s
uen
a ta
n c
lara
co
mo
la d
e lo
s d
emás
niñ
os.
•Usa
ora
cio
nes
mu
y d
etal
lad
as, c
om
o p
or
ejem
plo
: "T
engo
do
s p
elo
tas
roja
s en
la c
asa.
"•N
arra
cu
ento
s at
enié
nd
ose
al t
ema.
•Se
com
un
ica
con
fac
ilid
ad c
on
los
dem
ás n
iño
s y
con
los
adu
lto
s.•U
sa m
uch
os
son
ido
s co
rrec
tam
ente
, a
exce
pci
ón
de
un
os
po
cos
com
o g
,f,
s, r
, l, c
h.
•Usa
la m
ism
a gr
amát
ica
qu
e el
res
to d
e la
fam
ilia.
Kin
der
gart
en•S
igu
e in
stru
ccio
nes
sen
cilla
s d
e d
os
pas
os
en s
ecu
enci
a•E
scu
cha
y en
tien
de
cuen
tos
apro
pia
do
s a
su e
dad
•Sig
ue
un
a co
nve
rsac
ión
sen
cilla
•Se
hac
e en
ten
der
po
r la
may
orí
a d
e lo
s q
ue
lo e
scu
chen
•Co
nte
sta
pre
gun
tas
sen
cilla
s d
icie
nd
o "
sí"
o "
no
"•C
on
test
a p
regu
nta
s q
ue
adm
iten
mú
ltip
les
resp
ues
tas
(p. e
j., "
¿Qu
éal
mo
rzas
te h
oy?
")•R
elat
a d
e n
uev
o u
n c
uen
to o
hab
la s
ob
re u
n s
uce
so•P
arti
cip
a d
e m
aner
a ap
rop
iad
a en
la c
on
vers
ació
n•M
ues
tra
inte
rés
en la
co
nve
rsac
ión
, e in
icia
co
nve
rsac
ion
es
Foundations of Early Literacy | July 18 - 21 11
A C
on
tin
uu
m o
f O
ral L
angu
age
Dev
elo
pm
ent
Ad
apte
d F
rom
Th
e A
me
rica
n S
pee
ch-L
angu
age
-Hea
rin
g A
sso
ciat
ion
, 20
09
Age
Hea
rin
g an
d U
nd
erst
and
ing
Talk
ing
On
e to
Tw
o Y
ears
•Po
ints
to
a f
ew b
od
y p
arts
wh
en a
sked
•Fo
llow
s si
mp
le c
om
man
ds
and
un
der
stan
ds
sim
ple
qu
esti
on
s•L
iste
ns
to s
imp
le s
tori
es, s
on
gs, a
nd
rh
ymes
•Po
ints
to
pic
ture
s in
a b
oo
k w
hen
nam
ed
•Say
s m
ore
wo
rds
ever
y m
on
th•U
ses
som
e o
ne-
or
two
-wo
rd q
ues
tio
ns
•Pu
ts t
wo
wo
rds
toge
ther
•Use
s m
any
dif
fere
nt
con
son
ant
sou
nd
s at
th
e b
egin
nin
g o
f w
ord
s
Two
to
Th
ree
Yea
rs•U
nd
erst
and
s d
iffe
ren
ces
in m
ean
ing
(‘go
-sto
p,’
‘in
-on
,’‘b
ig-l
ittl
e,’ ‘
up
-do
wn
’)•F
ollo
ws
two
req
ues
ts (
‘Get
th
e b
oo
k an
d p
ut
it o
n t
he
tab
le’)
•Lis
ten
s to
an
d e
njo
ys h
eari
ng
sto
ries
fo
r lo
nge
r p
erio
ds
of
tim
e
•Has
a w
ord
fo
r al
mo
st e
very
thin
g•U
ses
two
-o
r th
ree-
wo
rds
to t
alk
abo
ut
and
ask
fo
r th
ings
•Use
s k,
g, f
, t, d
, an
dn
sou
nd
s•S
pee
ch is
un
der
sto
od
by
fam
iliar
list
ener
s m
ost
of
the
tim
e•O
ften
ask
s fo
r o
r d
irec
ts a
tten
tio
n t
o o
bje
cts
by
nam
ing
them
Thre
e t
o F
ou
r Ye
ars
•Hea
rs y
ou
wh
en y
ou
cal
l fro
m a
no
ther
ro
om
•Hea
rs t
elev
isio
n o
r ra
dio
at
the
sam
e lo
ud
nes
s le
vel a
so
ther
fam
ily m
emb
ers
•An
swer
s si
mp
le ‘w
ho
?’, ‘
wh
at?’
, ‘w
her
e?’,
an
d ‘w
hy?
’q
ues
tio
ns
•Tal
ks a
bo
ut
acti
viti
es a
t sc
ho
ol o
r at
fri
end
s’ h
om
es•P
eop
le o
uts
ide
of
the
fam
ily u
sual
ly u
nd
erst
and
ch
ild’s
sp
eech
•Use
s a
lot
of
sen
ten
ces
that
hav
e 4
or
mo
re w
ord
s•U
sual
ly t
alks
eas
ily w
ith
ou
t re
pea
tin
g sy
llab
les
or
wo
rds
Fou
r to
Fiv
e Ye
ars
•Pay
s at
ten
tio
n t
o s
ho
rt s
tori
es a
nd
an
swer
s si
mp
leq
ues
tio
ns
abo
ut
them
•Hea
rs a
nd
un
der
stan
ds
mo
st o
f w
hat
is s
aid
at
ho
me
and
in s
cho
ol
•Use
s se
nte
nce
s th
at g
ive
lots
of
det
ails
(‘T
he
big
gest
pea
ch is
min
e.’)
•Tel
ls s
tori
es t
hat
sti
ck t
o t
op
ic•C
om
mu
nic
ates
eas
ily w
ith
oth
er c
hild
ren
an
d a
du
lts
•Say
s m
ost
so
un
ds
corr
ectl
y ex
cep
t a
few
like
l, s
, r, v
, z, c
h, s
h, t
h•S
ays
rhym
ing
wo
rds
•Nam
es s
om
e le
tter
s an
d n
um
ber
s•U
ses
the
sam
e gr
amm
ar a
s th
e re
st o
f th
e fa
mily
Kin
der
gart
en•F
ollo
ws
on
e to
tw
o s
imp
le d
irec
tio
ns
in a
seq
uen
ce•L
iste
n t
o a
nd
un
der
stan
d a
ge-a
pp
rop
riat
e st
ori
es r
ead
alo
ud
•Fo
llow
a s
imp
le c
on
vers
atio
n
•Un
der
sto
od
by
mo
st p
eop
le•A
nsw
er s
imp
le ‘y
es/n
o’ q
ues
tio
ns
•An
swer
op
en-e
nd
ed q
ues
tio
ns
(e.g
., ‘W
hat
did
yo
u h
ave
for
lun
chto
day
?’)
•Ret
ell a
sto
ry o
r ta
lk a
bo
ut
an e
ven
t•P
arti
cip
ate
app
rop
riat
ely
in c
on
vers
atio
ns
•Sh
ow
inte
rest
in a
nd
sta
rt c
on
vers
atio
ns
Foundations of Early Literacy | July 18 - 21 12
