Comp 1: Oral Language Flashcards
Phonemes
The smallest contrastive unit in a language system and the representation of a sound (smallest meaningful, physiological, psychological unit of sound).
Phonemic Awareness
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!
Phonological Awareness
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.
Phonics
the sounds that letters make and the letters that are used to represent sounds
Phonological Awareness Skills
- Rhyming and syllabification
- Blending sounds into words (pic-tur-bo-k)
- Identifying the beginning or starting sounds of words and the ending or closing sounds of words
- Breaking words down into sounds - also called segmenting words
- Recognizing other smaller words in the big word, by removing starting sounds (“hear” to “ear”)
Morphology
The study of word structure. When English speakers realize that cat, cats, and caterpillar share some similarities in structure.
Syntax
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.
Semantics
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).
Morphemes
The smallest units of meaning in a language.
Graphemes
Written letters. (S-P-OO-N) You hear, speak and see the letters.
Pragmatics
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.
summative assessment examples
- end-of-course exams [EOC]
- end-of-unit tests
- standardized tests
- district assessments
Assessment of Oral Language Skills (Informal)
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
Assessment of Oral Language Skills (Formal)
Formal assessments take more planning. Teacher targets certain oral skills utilizing specific tasks and assessment methods.
ELLs: How to help them?
-Promote cross-cultural understanding
-Challenge stereo-types, intolerance, and racism
-Explain and clarify typical English-language cultural views, morals and societal norms.
Age and language acquisition guidelines
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.
Stimulating development of children’s oral language skills (Activities)
-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
Scaffolding Theory
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
Instructional Scaffolding
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
Role of oral development
The big-five, created in 2000 by the NRP
1. Phonemic Awareness
2. Phonics
3. Fluency
4. Comprehension
5. Content-area vocabulary
Role of Vocabulary
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
Read alouds
Best used to help readers develop their background knowledge, increasing comprehension skills, and fostering critical thinking.
Teaching public speaking skills
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.
Teaching Listening Skills
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.
Two aspects of listening
- Attention
- Awareness
Strategies for active listening
-Look for transitions between ideas
-Notice non-verbal cues (facial expressions and body language)
Effective listening (four ways)
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
Evaluating Effectiveness of spoken messages
Responding to messages; eye contact, facial expressions, body language, vocal expression.
Technology tools to help with oral language skills
-Interactive whiteboard
-Video conferencing
-Podcasts
