beginning oral language and vocabulary development this publication is based on kindergarten teacher...
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![Page 1: Beginning Oral Language and Vocabulary Development This publication is based on Kindergarten Teacher Reading Academy, ©2002 University of Texas System](https://reader036.vdocument.in/reader036/viewer/2022062421/56649d845503460f94a6b51d/html5/thumbnails/1.jpg)
BeginningOral
Language and
Vocabulary Developme
nt
This publication is based on Kindergarten Teacher Reading Academy, ©2002 University of Texas System and the Texas Education Agency, which has been reprinted and modified with their permission.
![Page 2: Beginning Oral Language and Vocabulary Development This publication is based on Kindergarten Teacher Reading Academy, ©2002 University of Texas System](https://reader036.vdocument.in/reader036/viewer/2022062421/56649d845503460f94a6b51d/html5/thumbnails/2.jpg)
Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Oral Language and Vocabulary Development
“Research consistently demonstrates that the more children know about language . . . the better equipped they are to succeed in reading.”
—Burns, Griffin, & Snow, 1999, p. 8
Oral language involves both speaking and listening and includes vocabulary development
Children need opportunities to engage in frequent conversations—to talk and listen to responsive adults and to their peers
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
PhonologyThe basic sound units of language
Essential Language Systems
Grammar
Vocabulary
Pragmatics
Knowledge of words and their meanings
System for combining words into phrases and sentences that make sense
Appropriate use of language to communicate effectively (includes extended discourse)
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Oral Language
Reading and Writing
Phonology—Alphabetic principle (how
sounds in spoken words are represented by letters in written words)
Vocabulary—Listening comprehension—Word recognition—Reading comprehension
Grammar—Listening comprehension—Reading comprehension
Pragmatics
—Listening and reading comprehension
—Written composition—Understanding what
teachers say
The Language-Literacy Connection
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Typical five-year-olds are learning:
Vocabulary
Pragmatics (extended discourse skills)
Features of Oral Language
Oral Language Accomplishments
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Engage children in extended conversations
Encourage children to tell and retell stories and events
Discuss a wide range of topics and word meanings
Use new and unusual words
Ask open-ended questions
Give explicit guidance in vocabulary, grammar, and pronunciation
Encourage language play
Explore and experiment with language
Name and describe objects in the classroom
Ask and answer wh- and how questions
Hear good models of language use
Discuss topics of interest to them
A Language-Centered Classroom
ChildrenTeachers
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Provide many opportunities for children to interact with:
Teachers and other adults Each other one-on-one, in small groups, and in the whole group
Grouping for Instruction
Provide activity settings that incorporate a variety of grouping formats to encourage more language and literacy-related interactions.
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Generate interest in new words
Relate new words to children’s personal experiences
Help children make connections and attach meanings to new words and concepts that go beyond a label or definition
Vocabulary Development
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Build vocabular
y and descriptive skills.
Naming:
Name objects related to theme
Name objects by category
Name objects by attributes
Describing:
Name object and its category
Describe object’s function(s)
Describe object’s attributes
Compare with other objectsAdapted from Neuhaus Education Center, Bellaire,Texas
Explicit Vocabulary Instruction
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Am
ou
nt
of
Su
pp
ort
Introduced Learned
Teacher
Independent
Knowledge
Adjust instruction to account for the differences in children’s knowledge and experiences.
Diverse Experiences
Scaffold
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Model the use of extended language
Use questions and prompts (or cues)
Restate and expand ideas using new vocabulary and sentence patterns
Request clarification and elaboration
Promote questions among children
Provide feedback to encourage, explain, and evaluate responses
Scaffolding Children’s Language
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Monitor oral language development by listening to individual children’s language
Adapt instruction to meet individual needs
Progress Monitoring
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Remember . . .
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Vocabulary
This publication is based on the K-2 Teacher Reading Academy, ©2002 University of Texas System and the Texas Education Agency, which has been reprinted and modified with their permission.
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Vocabulary
“. . . vocabulary is the glue that holds stories, ideas, and content together . . . making comprehension accessible for children.”
—Rupley, Logan, & Nichols, 1998/1999, p. 339
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Survey of KnowledgeFour-Square Vocabulary Map
What are some
examples?
What is it like?What is it?
Word
(Picture can be added)
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Reading
Vocabulary
Speaking Listening
Writing
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
What We Know from Research
Students develop vocabulary through:
explicit vocabulary instruction
wide reading
— reading a lot
— reading different types of texts
— focusing on specific words and their meanings
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Before reading, select specific words to teach:
Preview the passage
List words that you predict will be challenging for your students
Prioritize these words by their importance
Planning Vocabulary Instruction
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Explicit Vocabulary Instruction Includes . . .
Expanding word knowledge through definitions and contexts
Actively involving students
Teaching independent word-learning strategies
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Definitions (what words and
word parts mean)
Contexts(how words are used)
Create sentences or stories using new vocabulary
Discuss multiple
meanings
Synonyms
Examples
Antonyms Non-examples
Vocabulary Words
Reword definitions and
analyze
Expanding Word Knowledge
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Help students make connections
Graphic Organizers
Concept-of-Definition (Word) Maps
Semantic Mapping
Content Word Walls
Actively Involving Students
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Serve as a review of key concepts and spellings of content-related words and word parts (morphemes)
Encourage students to use the newly-learned words in their reading, writing, and speaking across content areas
Content Word Walls
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Find the Content Word Wall Planner (Handout 5)
Work in groups of two or three
Complete one of the word walls:
—Decide on a content area
—Choose a topic and create a word list
—Include two vocabulary-building activities
Activity
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Engage in Lively Discussions
Discussions of words and related concepts help students:
Learn meanings of words and word parts
Model analysis of words from word parts
Make connections between concepts and words
(morphemes)
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
helps students develop a deeper understanding of words
promotes an understanding of how words and concepts are related across different contexts
Word Consciousness
An awareness of and interest in words and their meanings . . .
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Teaching Independent Word-Learning Strategies
Model and help students learn . . .
how to analyze meanings of word parts in multi-syllabic words
how to determine the meaning of words based on their context
how to look up unknown words
how to read and understand a dictionary entry
how to recognize and use information about word parts to determine meaning
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Materials:
Stop and Think About It
Directions:
“Stop and Think About It: Vocabulary Development” handout
Teacher’s Edition of your reading program
Select one of the stories in your Teacher’s Edition
Complete the chart
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Monitoring Students’ Progress: Vocabulary
Knowledge
Established
Unknown
Acquainted
Students know words to varying degrees
Three Levels of word knowledge:
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Kentucky Reading First Summer Institute 2004: Beginning Oral Language and Vocabulary Development
Remember . . .
Explicit vocabulary instruction “can deepen students’ knowledge of word meanings” to help them “understand what they are hearing or reading” as well as “help them use words accurately in speaking and writing.”
—National Institute for Literacy, 2001, p. 36