Comp 1: Oral Language

Question 1

Phonemes

Answer 1

The smallest contrastive unit in a language system and the representation of a sound (smallest meaningful, physiological, psychological unit of sound).

Question 2

Phonemic Awareness

Answer 2

The acknowledgment of sounds and words; for example, a child’s realization that some words rhyme. (bad can be changed to dad). The majority of phonemic awareness tasks, activities and exercises are oral. Crucial to emergent literacy!

Question 3

Phonological Awareness

Answer 3

The reader’s ability to recognize the sound of spoken language, including how sounds can be blended together, segmented and manipulated. This then leads to phonics.

Question 4

Phonics

Answer 4

the sounds that letters make and the letters that are used to represent sounds

Question 5

Phonological Awareness Skills

Answer 5

1. Rhyming and syllabification
2. Blending sounds into words (pic-tur-bo-k)
3. Identifying the beginning or starting sounds of words and the ending or closing sounds of words
4. Breaking words down into sounds - also called segmenting words
5. Recognizing other smaller words in the big word, by removing starting sounds (“hear” to “ear”)

Question 6

Morphology

Answer 6

The study of word structure. When English speakers realize that cat, cats, and caterpillar share some similarities in structure.

Question 7

Syntax

Answer 7

The rules or patterned relationships that correctly create phrases and sentences from words. When readers develop an understanding of syntax, they begin to understand the structure of how sentences are built, and then begin to understand grammar.

Question 8

Semantics

Answer 8

The meaning expressed when words are arranged in a specific way. This is where connotation and denotation of words eventually has a role with readers. (studies the literal meaning).

Question 9

Morphemes

Answer 9

The smallest units of meaning in a language.

Question 10

Graphemes

Answer 10

Written letters. (S-P-OO-N) You hear, speak and see the letters.

Question 11

Pragmatics

Answer 11

Concerned with the difference between the writes meaning and the literal meaning of the sentence based on social context. How context can affect the interpretation of communication. Considered the social rules of the language.

Question 12

summative assessment examples

Answer 12

• end-of-course exams [EOC]
• end-of-unit tests
• standardized tests
• district assessments

Question 13

Assessment of Oral Language Skills (Informal)

Answer 13

Teachers can observe students during their everyday class-room activities. Make a point to evaluate a student multiple times at different times of the day during different types of tasks.

Informal assessment types:

-Unplanned observations and feedback

-Think-pair-share

-Essay or journal writing

-Note taking

-Group or partner work

Question 14

Assessment of Oral Language Skills (Formal)

Answer 14

Formal assessments take more planning. Teacher targets certain oral skills utilizing specific tasks and assessment methods.

Question 15

ELLs: How to help them?

Answer 15

-Promote cross-cultural understanding
-Challenge stereo-types, intolerance, and racism
-Explain and clarify typical English-language cultural views, morals and societal norms.

Question 16

Age and language acquisition guidelines

Answer 16

Children age of 2-speech should be 70% intelligible

Children age of 3-speech should be 80% intelligible

Children age of 4-speech should be 90% intelligible

Children age of 5-speech should be 100% intelligible

Children over the age of 5-speech should be develop more vocabulary.

Question 17

Stimulating development of children’s oral language skills (Activities)

Answer 17

-Teachers should remain focused on oral language skills throughout the day.

-Encourage meaningful conversation

-Allow dramatic playtime

-Let children share personal stories

-Sing the alphabet song

-Teach the art of questioning

-Read rhyming books

-Play listening games

-Encourage sharing of information

Question 18

Scaffolding Theory

Answer 18

is the provision of sufficient supports to promote learning when concepts and skills are first being introduced.
-resources
-compelling task
-templates and guides
-guidance on the developmental of cognitive and social skills

Question 19

Instructional Scaffolding

Answer 19

Instructional scaffolding is a learning process designed to promote a deeper level of learning. Scaffolding is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve his/her learning goals

Question 20

Role of oral development

Answer 20

The big-five, created in 2000 by the NRP
1. Phonemic Awareness
2. Phonics
3. Fluency
4. Comprehension
5. Content-area vocabulary

Question 21

Role of Vocabulary

Answer 21

The teaching of complex concepts, with histories and connotations. To best teach these teachers can connect new words to what the student is already familiar with.

To enhance vocabulary in the classroom you can do:

-Word walls

-Select words to teach

-Help students come up with their own definitions

Question 22

Read alouds

Answer 22

Best used to help readers develop their background knowledge, increasing comprehension skills, and fostering critical thinking.

Question 23

Teaching public speaking skills

Answer 23

Stress the importance of the speaker should focus on covering the content, while relating to the audience. Discuss the various attributes of each type of oral speaking strategy.

Question 24

Teaching Listening Skills

Answer 24

Listening to discrimination aids learning and further oral development. Games that ask to differentiate between animal sounds or matching sounds with pictures.

Encourage students to respond directly to the previous student’s comments before moving ahead with new comments.

Question 25

Two aspects of listening

Answer 25

1. Attention
2. Awareness

Question 26

Strategies for active listening

Answer 26

-Look for transitions between ideas
-Notice non-verbal cues (facial expressions and body language)

Question 27

Effective listening (four ways)

Answer 27

Associate: relate ideas to each other

Visualize: see pictures in their minds as they read

Concentrate: the specific purpose for reading

Repeat: keep telling themselves important points

Question 28

Evaluating Effectiveness of spoken messages

Answer 28

Responding to messages; eye contact, facial expressions, body language, vocal expression.

Question 29

Technology tools to help with oral language skills

Answer 29

-Interactive whiteboard
-Video conferencing
-Podcasts