Fundamentals of Literacy Instruction & Assessment Ch. 6 (first part from presentation)

How do we assess oral language and listening development?

- Analyze children's language samples - key developmental milestones for language components, especially morphemes and sentence structures - note changes in vocabulary development, especially use of words taught or modeled explicitly - pose questions that elicit varied responses - closed-ended questions - open-ended questions or prompts (invitations to talk)

Interactive or dialogical reading

- PEER (prompt, evaluate, expand, repeat) and CROWD (Completion prompts, Recall questions, Open-ended questions, Wh- questions, Distancing questions) - language facilitation strategies are embedded in dialogic reading

How does Oral Language develop?

- develops in young children through interactions with adults and through early language experiences, including shared reading, singing, and talking - children produce sounds and these are eventually shaped into word approximations and then single words - once children have a single-word vocabulary of about 50 words, they typically begin to combine words into multiword phrases, beginning with 2 words, which grow in length and complexity through the early childhood period of development - children develop language through interactions that include questioning and prompts, or invitations to talk from adults

Evidence-based practices or strategies to deliver effective instruction

- language facilitation strategies - interactive or dialogic reading - embedded vocabulary support - environmental supports

Language comonents

- phonology - morphology - semantics - syntax - pragmatics

Environmental supports

- physical arrangement of space and use of tools such as word walls - intentional planning for embedding language throughout the day

Language facilitations strategies

- prompt with questions and comments - model with expansions and elaborations

Key terms for oral language development

- prompt: inviting to respond verbally - utterance: language in one breath or statement - elaboration: builds on what is said by increasing the number of words and inserting vocab - expansion: builds on what said by increasing number of words - model: provide example of word, phrase, or sentence for imitation - narrative: retelling or describing activity child is doing

Embedded vocabulary support

- sentence stems as models and scaffolds - synonym substitution during read-alouds and conversation

How do we build oral language effectively and efficiently?

- talk about anything of child's interest. Provide word models for labels, descriptions, and actions, and encourage children to repeat these models or provide opportunities for them to use new language - introduce children to new topics that serve as the basis for building oral language, vocabulary, and background knowledge and talk about them - repeatedly, intentionally - emphasize all language components and different classes of words, or parts of speech to ensure that children are developing language at broad and specific levels

Effective strategies to build oral language

- talk to children - plan for the opportunity for children to use their language - use read-alouds systematically (interest and experience while prompting more language and curiosity) - follow children's leads - model - prompt (provide comments and questions) - use rich vocabulary - build background knowledge - continuously make connections among words,, concepts, and topics

How can we use the data gathered from assessment to adjust instruction?

- teachers must know what to expect in children's next stages of development to be able to support oral language development - informal assessment in the form of note taking and data checklists for tracking progress on language goals provides information to determine if children are making progress and if teachers are providing appropriate language supports

What research supports oral language and listening development?

- the more knowledge and use of oral language one acquires, the more language one is able to access for writing and reading comprehension - spoken language and reading have much in common - if printed words can be efficiently recognized, omprehension, of onnected text depends heavily on the reader's oral language abilities, particularly with regard to understanding the meanings of words that have been identified and syntactic and semantic relationships among them

3. Examples of environmental supports to build oral language skills include A. Teacher word walls, theme-based centers, read aloud areas, and dramatic play where adults are engaging with children B. Team base centers, audiobooks for independent reading, and block areas where children are playing independently C. Word walls of words children can read, puzzle areas, read aloud areas, and play centers that children can play so teachers can observe D. Labels on everything in the classroom, teachers word walls with reminders about schedules and routines, and quiet play areas for children

A

1. Which of the following correctly describes the relationship between oral language development and written language development? A. Written language influences reading development before children begin to read B. Oral language development influences reading and writing development C. Oral language development influences reading development but not writing development D. It is unclear how reading and writing are influenced by oral language development

B

CROWD

Completion prompts: Mary had a little _____ Recall question: What happened next? Open-ended questions: Why do you think this happened? Wh-questions: Why did the author use this word? Distancing questions: Have you ever felt this way?

2. A child says "I want to play with those and points to the blocks". The teacher responds "great we can play with those blue and yellow blocks". This is an example of A. Repetition B. Modeling C. Promoting D. Elaboration and extension

D

4. When conversing with young children for the purpose of developing their oral language development, which of the following would be the best prompt to provide children more practice when using language? A. Oh, he's not feeling well B.What color is he wearing? C. Is this one bigger or is that one bigger? D. Tell me about the picture you drew or created.

D

Connection between oral language and written language

Figure from week 8 presentation

Syntax

Grammar

Pragmatics

Language use

Why is oral language important

Oral and written language development contribute reciprocally to one another and impact the ability to read and write

Language and Literacy connections

Phonology: phonological and phonemic awareness, phonics, vocabulary Morphology: Phonics, vocabulary

Oral language

Produced and understood in oral forms as in speaking and listening - comprised of the words, phrases, and sentences we use to express ourselves verbally - helps us understand language produced by others

PEER

Prompt Evaluate Expand Repeat

Morphology

Smallest units of meaning or word parts and how they are combined to form words

Phonology

Sounds

Semantics

Vocabulary

strong connections between oral and written language:

strong oral language skills impact reading comprehensions and writing, and conversely, strong reading comprehension abilities impact further development of oral language