Oral Language Development PreK, ELA-S July 18 – 22, 2016

Do Now: Turn and Talk Share one activity you or a teacher you know has used to promote oral language development in PreK students. DPS Junea Scho ol Lrcc eaInc. dershi Week 201 5 | Ad a ptedfrom Student Achie vement Pa rtners’ Core Advoca tesToolkit SchoolKit nd Pa |p Denver Public Schools

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Objectives 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 teachinglearning cycle, and the ECE literacy day.

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Foundations of Early Literacy | July 18 - 21

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Agenda 1. Define oral language and develop a thorough understanding of its importance in Pre-K 2. Understand the expectations for oral language development in Pre-K 3. Use research to guide in selection of appropriate songs, rhymes, chants or poetry, in which to develop oral language to build phonological awareness 4. Reflection DPS Junea Scho ol Lrcc eaInc. dershi Week 201 5 | Ad a ptedfrom Student Achie vement Pa rtners’ Core Advoca tesToolkit SchoolKit nd Pa |p Denver Public Schools

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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 Junea Scho ol Lrcc eaInc. dershi Week 201 5 | Ad a ptedfrom Student Achie vement Pa rtners’ Core Advoca tesToolkit SchoolKit nd Pa |p Denver Public Schools

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Guiding Question 1 What does the research tell us about our students’ oral language development?

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Foundations of Early Literacy | July 18 - 21

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What is Oral Language? • 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. “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 Junea Scho ol Lrcc eaInc. dershi Week 201 5 | Ad a ptedfrom Student Achie vement Pa rtners’ Core Advoca tesToolkit SchoolKit nd Pa |p Denver Public Schools

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How do children develop oral language? By Talking! Talking to and with children supports them to… • Learn grammatical structures • Expand their vocabularies • Learn metalinguistic skills DPS Junea Scho ol Lrcc eaInc. dershi Week 201 5 | Ad a ptedfrom Student Achie vement Pa rtners’ Core Advoca tesToolkit SchoolKit nd Pa |p Denver Public Schools

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Components of Oral Language With your tables, match terms about the components of oral language to the definitions. What can you add to these definitions? Term

Definition

Phonology Vocabulary (Semantics) Grammar (Syntax) Morphology Pragmatics DPS Junea Scho ol Lrcc eaInc. dershi Week 201 5 | Ad a ptedfrom Student Achie vement Pa rtners’ Core Advoca tesToolkit SchoolKit nd Pa |p Denver Public Schools

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Foundations of Early Literacy | July 18 - 21

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Hart and Risley, 1999 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.” DPS Junea Scho ol Lrcc eaInc. dershi Week 201 5 | Ad a ptedfrom Student Achie vement Pa rtners’ Core Advoca tesToolkit SchoolKit nd Pa |p Denver Public Schools

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Lighting the Fire 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

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The Standards

What do the standards say about oral language and our early learners? DPS Junea Scho ol Lrcc eaInc. dershi Week 201 5 | Ad a ptedfrom Student Achie vement Pa rtners’ Core Advoca tesToolkit SchoolKit nd Pa |p Denver Public Schools

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Foundations of Early Literacy | July 18 - 21

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Oral Language Development

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Let’s Cross the Divide! Classroom Practice Research and Standards

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Guiding Question 3 What instructional practices support my students in mastering the standards aligned to oral language development? DPS Junea Scho ol Lrcc eaInc. dershi Week 201 5 | Ad a ptedfrom Student Achie vement Pa rtners’ Core Advoca tesToolkit SchoolKit nd Pa |p Denver Public Schools

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Foundations of Early Literacy | July 18 - 21

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Listening for Word and Sound Play 15. Demonstrates phonological awareness a. Notices and discriminates rhyme b. Notices and discriminates alliteration c. Notices and discriminates smaller and smaller units of sound

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Model - Rhyme: Pimpón Pimpón es un muñeco muy lindo de cartón se lava la carita con agua y jabón. ¡Ay! Pimpón, ¡ay! Pimpón, tan bonito y juguetón. ¡Ay! Pimpón, ¡ay! Pimpón, en la pompa de jabón. DPS Junea Scho ol Lrcc eaInc. dershi Week 201 5 | Ad a ptedfrom Student Achie vement Pa rtners’ Core Advoca tesToolkit SchoolKit nd Pa |p Denver Public Schools

Gra de PK EL A - S

Model - Rhyme: Pimpón I Sing • Stand Up: Every time I sing a word that rhymes with P-im-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. DPS Junea Scho ol Lrcc eaInc. dershi Week 201 5 | Ad a ptedfrom Student Achie vement Pa rtners’ Core Advoca tesToolkit SchoolKit nd Pa |p Denver Public Schools

Gra de PK EL A - S

Foundations of Early Literacy | July 18 - 21

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Model - Rhyme: Pimpón Turn and Talk Turn to a partner and share as many words as you can think of that rhyme with “Pimpón”.

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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 Junea Scho ol Lrcc eaInc. dershi Week 201 5 | Ad a ptedfrom Student Achie vement Pa rtners’ Core Advoca tesToolkit SchoolKit nd Pa |p Denver Public Schools

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Using Rhymes and Poems 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...) DPS Junea Scho ol Lrcc eaInc. dershi Week 201 5 | Ad a ptedfrom Student Achie vement Pa rtners’ Core Advoca tesToolkit SchoolKit nd Pa |p Denver Public Schools

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Foundations of Early Literacy | July 18 - 21

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Make Up Songs

Make up songs based on familiar rhymes, like “La cucaracha” or adapt lyrics to a familiar song like “Los pollitos.”

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Alliterative Rhymes • Make up or use alliterative rhymes and have students repeat and act them out. • Have students create alliterative phrases and act them out.

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Model – Isolating: “Rr con rr”

Rr con rr cigarro rr con rr barril rápido corren los carros en la vía del ferrocarril. DPS Junea Scho ol Lrcc eaInc. dershi Week 201 5 | Ad a ptedfrom Student Achie vement Pa rtners’ Core Advoca tesToolkit SchoolKit nd Pa |p Denver Public Schools

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Foundations of Early Literacy | July 18 - 21

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Model – Isolating: “Rr con rr” 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/. DPS Junea Scho ol Lrcc eaInc. dershi Week 201 5 | Ad a ptedfrom Student Achie vement Pa rtners’ Core Advoca tesToolkit SchoolKit nd Pa |p Denver Public Schools

Gra de PK EL A - S

Model – Isolating: “Rr con rr” Turn and Talk Turn to a partner and say as many words as you can think of that start with the letter /r/.

DPS Junea Scho ol Lrcc eaInc. dershi Week 201 5 | Ad a ptedfrom Student Achie vement Pa rtners’ Core Advoca tesToolkit SchoolKit nd Pa |p Denver Public Schools

Gra de PK EL A - S

Your Turn!

Create a Rhyming/ Alliteration AND an Isolating Activity

• • • • • • • • •

Los pollitos dicen Ferrocarril De colores Arroz con leche Aserrín, aserrán Estrellita La cucaracha Las mañanitas Los elefantes

DPS Junea Scho ol Lrcc eaInc. dershi Week 201 5 | Ad a ptedfrom Student Achie vement Pa rtners’ Core Advoca tesToolkit SchoolKit nd Pa |p Denver Public Schools

Gra de PK EL A - S

Foundations of Early Literacy | July 18 - 21

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Teach Your Activities 1. Join up with another pair. 2. One pair should teach its rhyming or alliteration activity first while the other pair in the group participates as early learners would. 3. Then, the other pair should teach its isolating/categorizing activity while the first pair participates as early learners would. 4. Switch! DPS Junea Scho ol Lrcc eaInc. dershi Week 201 5 | Ad a ptedfrom Student Achie vement Pa rtners’ Core Advoca tesToolkit SchoolKit nd Pa |p Denver Public Schools

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Turn and Talk • What Spanish language supports might your emergent bilingual students need to be successful with these activities? • What challenges might students with social-emotional needs have? • How might a teacher extend and enrich the learning for students with well-developed speaking and listening skills? DPS Junea Scho ol Lrcc eaInc. dershi Week 201 5 | Ad a ptedfrom Student Achie vement Pa rtners’ Core Advoca tesToolkit SchoolKit nd Pa |p Denver Public Schools

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Reflection in Note Catcher • 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?

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Foundations of Early Literacy | July 18 - 21

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Foundations of Early Literacy | July 18 - 21

•Usa más palabras con el transcurso de los meses. •Usa preguntas que contienen una o dos palabras como "¿más?", "¿qué eso?", y "¿papi fue?". •Usa dos palabras juntas como "más pan," "oso mío" y "mira vaca." •Usa muchas consonantes diferentes al principio de las palabras.

•Tiene nombre para casi todas las cosas. •Usa dos o tres palabras para hablar sobre las cosas o para pedirlas. •Las personas allegadas al niño entienden lo que dice la mayoría de las veces. •Con frecuencia pide objetos o dirige la atención a los mismos llamándolos por su nombre. •Habla sobre lo que hace en la escuela o en casa de sus amigos. •Incluso las personas no allegadas al niño entienden lo que dice la mayoría de las veces. •Usa numerosas oraciones de cuatro palabras o más. •Por lo general habla con facilidad sin tener que repetir sílabas o palabras. •La voz del niño suena tan clara como la de los demás niños. •Usa oraciones muy detalladas, como por ejemplo: "Tengo dos pelotas rojas en la casa." •Narra cuentos ateniéndose al tema. •Se comunica con facilidad con los demás niños y con los adultos. •Usa muchos sonidos correctamente, a excepción de unos pocos como g, f, s, r, l, ch. •Usa la misma gramática que el resto de la familia. •Se hace entender por la mayoría de los que lo escuchen •Contesta preguntas sencillas diciendo "sí" o "no" •Contesta preguntas que admiten múltiples respuestas (p. ej., "¿Qué almorzaste hoy?") •Relata de nuevo un cuento o habla sobre un suceso •Participa de manera apropiada en la conversación •Muestra interés en la conversación, e inicia conversaciones

•Entiende las diferencias en el significado de las palabras ("abre / cierra," "arriba / abajo," "grande / chiquito"). •Obedece instrucciones compuestas ("Busca el libro y pónlo en la mesa").

•Oye cuando lo llaman desde otra habitación. •Escucha la radio y la televisión al mismo volumen que el resto de la familia. •Contesta preguntas sencillas que empiecen con las palabras "¿quién?", "¿qué?", "¿dónde?", "¿por qué?".

•Presta atención a cuentos cortos y contesta preguntas simples sobre los mismos. •Escucha y entiende la mayor parte de lo que se habla en la casa y en la escuela.

•Sigue instrucciones sencillas de dos pasos en secuencia •Escucha y entiende cuentos apropiados a su edad •Sigue una conversación sencilla

2-3 años

3-4 años

4-5 años

Kindergarten

Hablando

•Señala las diferentes partes del cuerpo cuando se le pide. •Sigue instrucciones simples y entiende preguntas sencillas ("tira la pelota," "dale un beso al bebé" y "¿dónde está tu mamá?"). •Presta atención a canciones, rimas y cuentos sencillos. •Señala las láminas de un libro cuando se nombran las figuras.

Oyendo y Comprendiendo

Adaptado por The American Speech-Language-Hearing Association, 2009

Un continuo del desarollo del comprensión y expresión oral

1–2 años

Edad

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Talking •Says more words every month •Uses some one- or two-word questions •Puts two words together •Uses many different consonant sounds at the beginning of words •Has a word for almost everything •Uses two- or three-words to talk about and ask for things •Uses k, g, f, t, d, and n sounds •Speech is understood by familiar listeners most of the time •Often asks for or directs attention to objects by naming them

•Talks about activities at school or at friends’ homes •People outside of the family usually understand child’s speech •Uses a lot of sentences that have 4 or more words •Usually talks easily without repeating syllables or words

•Uses sentences that give lots of details (‘The biggest peach is mine.’) •Tells stories that stick to topic •Communicates easily with other children and adults •Says most sounds correctly except a few like l, s, r, v, z, ch, sh, th •Says rhyming words •Names some letters and numbers •Uses the same grammar as the rest of the family

•Understood by most people •Answer simple ‘yes/no’ questions •Answer open-ended questions (e.g., ‘What did you have for lunch today?’) •Retell a story or talk about an event •Participate appropriately in conversations •Show interest in and start conversations

Hearing and Understanding

•Points to a few body parts when asked •Follows simple commands and understands simple questions •Listens to simple stories, songs, and rhymes •Points to pictures in a book when named

•Understands differences in meaning (‘go-stop,’ ‘in-on,’ ‘big-little,’ ‘up-down’) •Follows two requests (‘Get the book and put it on the table’) •Listens to and enjoys hearing stories for longer periods of time

•Hears you when you call from another room •Hears television or radio at the same loudness level as other family members •Answers simple ‘who?’, ‘what?’, ‘where?’, and ‘why?’ questions

•Pays attention to short stories and answers simple questions about them •Hears and understands most of what is said at home and in school

•Follows one to two simple directions in a sequence •Listen to and understand age-appropriate stories read aloud •Follow a simple conversation

One to Two Years

Two to Three Years

Three to Four Years

Four to Five Years

Kindergarten

Adapted From The American Speech-Language-Hearing Association, 2009

A Continuum of Oral Language Development

Age

Foundations of Early Literacy | July 18 - 21

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