Beginning Oral Language and Vocabulary Development This publication is based on Kindergarten Teacher Reading Academy, ©2002 University of Texas System

BeginningOral

Language and

Vocabulary Developme

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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.

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


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)


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


Typical five-year-olds are learning:

Vocabulary

Pragmatics (extended discourse skills)

Features of Oral Language

Oral Language Accomplishments


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


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.


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


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


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


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


Monitor oral language development by listening to individual children’s language

Adapt instruction to meet individual needs

Progress Monitoring


Remember . . .

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.


Vocabulary

“. . . vocabulary is the glue that holds stories, ideas, and content together . . . making comprehension accessible for children.”

—Rupley, Logan, & Nichols, 1998/1999, p. 339


Survey of KnowledgeFour-Square Vocabulary Map

What are some

examples?

What is it like?What is it?

Word

(Picture can be added)


Reading

Vocabulary

Speaking Listening

Writing


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


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


Explicit Vocabulary Instruction Includes . . .

Expanding word knowledge through definitions and contexts

Actively involving students

Teaching independent word-learning strategies


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


Help students make connections

Graphic Organizers

Concept-of-Definition (Word) Maps

Semantic Mapping

Content Word Walls

Actively Involving Students


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


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


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)


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 . . .


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


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


Monitoring Students’ Progress: Vocabulary

Knowledge

Established

Unknown

Acquainted

Students know words to varying degrees

Three Levels of word knowledge:


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

Documents

Beginning Oral Language and Vocabulary Development This publication is based on Kindergarten Teacher Reading Academy, ©2002 University of Texas System