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
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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