cadence education 2016 language acquisition innate and learned from birth, all babies must...
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Cadence Education 2016 Two Types of Language Receptive: Understanding language that is heard Expressive: Actually forming words to speakTRANSCRIPT
Cadence Education 2016
Language AcquisitionLanguage Acquisition Innate and learned
From birth, all babies must immediately learn to interpret many sounds they hear
Cadence Education 2016
Two Types of LanguageTwo Types of Language
Receptive: Understanding language that is heard
Expressive: Actually forming words to speak
Cadence Education 2016
Make A ConnectionMake A Connection
Speak with a child, not at them or down
to them.
Children deserve the same respect and
kindness that adults expect themselves.
Always use positive and productive
statements
Cadence Education 2016
A Best Practice A Best Practice StandardStandard
A good observer will notice how often you are
Talking TO children vs.
Talking WITH children
Cadence Education 2016
How Adults Talk With Children Matters! How Adults Talk With Children Matters!
Children need practice with:
1. Hearing and using rich and abstract vocabulary
2. Hearing and using increasingly complex sentences
3. Using words to express ideas and ask questions about things they don’t understand
4. Using words to answer open-ended questions
Cadence Education 2016
Turn- TakingTurn- Taking
The teacher builds on and connects with the child’s statements, questions and responses.
The teacher must be a good listener and actively involved
Cadence Education 2016
One-On-One One-On-One
The teacher repeats, adds to, and revises what a child says.
Used effectively • at arrival and departure• during free play time • during shared reading with one or two children.
Cadence Education 2016
DescriptionDescriptionThe teacher or caregiver
introduces new vocabulary and
encourages deeper understanding of new
words.
Introduces and illustrates sentence structure
Used during formal and informal activities
Cadence Education 2016
Supporting Children’s Understanding Supporting Children’s Understanding of the Meaning of Many Wordsof the Meaning of Many Words
The teacher or caregiver provides multiple
examples and definitions, connecting
new words with the concepts children
already understand.
Makes any activity a rich oral language building
experience.
Cadence Education 2016
Children Need Reasons to Talk and Interesting Children Need Reasons to Talk and Interesting Things to Talk About Things to Talk About
Cadence Education 2016
New InformationNew Information
Provide stimulating experiences! It will
encourage rich, interesting content in
children’s conversations.
Talking about past and future
experiences is crucial; it develops
capacity for abstract thinking
Cadence Education 2016
Personal ContentPersonal Content
Children naturally like to talk about themselves and about what they are doing
Teachers should take opportunities to recast a child’s statements and to extend what has been said
Cadence Education 2016
StorytellingStorytelling
Your Role? • Build on the child’s ideas
• add new words
• Model sentence structure by posing
questions and elaborating on what children say.
Cadence Education 2016
PlayPlay
Taking on new roles in play and
performances provides an
opportunity to use language in new ways
Cadence Education 2016
Extended ConversationExtended Conversation
Ask questions to obtain
more abstract
information or invite
children to make
predictions
Cadence Education 2016
Model LanguageModel Language
• Be a role model of good grammar and syntax
•Use a rich vocabulary, abstract words and concepts
Cadence Education 2016Read, Read, Read!Read, Read, Read!
• Develops a child’s speaking and listening skills• Introduces new concepts or information o Increases vocabulary
Cadence Education 2016
Have a Wide Variety of Books Have a Wide Variety of Books AvailableAvailable
•Fiction
•Non fiction
•Poetry
•Children’s reference books
•Information books
Add books to all Interest Centers—not just the Library or Book CornerAdd books to all Interest Centers—not just the Library or Book Corner
Cadence Education 2016
Make Shared Reading PowerfulMake Shared Reading Powerful
Go beyond asking a child to label the illustrations:
• Predict• Speculate• Describe
• Recall (check for comprehension)
Cadence Education 2016
Read With a Small GroupRead With a Small Group
Draw children into the book through pictures and plot
Cadence Education 2016
Focus on VocabularyFocus on Vocabulary
Tell children what the word meansPoint to a picture that illustrates the wordConnect the new word to words the child already knowsGive examples of the wordEncourage the child to use the new word in conversation—and do so yourself
Cadence Education 2016
Emphasize the Use of Abstract LanguageEmphasize the Use of Abstract Language
Ask children to predict what might happen next
Ask questions that require the child to use language to analyze the meaning of what’s happening
Ask child to imagine what the characters in the book might be feeling or thinking
Cadence Education 2016
Ask Questions and Encourage DiscussionAsk Questions and Encourage Discussion
Ask younger children to label pictures
Ask younger children to describe details of the pictures or story
After a child’s had practice with a story, ask the child to recall something about it
Ask an older child to make predictions about the story
Ask an older child to imagine events beyond the actual story
Cadence Education 2016
Build on The Theme of the BookBuild on The Theme of the Book
Gives children a shared topic for conversations
Provides opportunities for the teacher to use vocabulary over and over again
Theme-related activities give children the chance to use the new language learned in the books that were read
Cadence Education 2016Talking With Children Does Make A Talking With Children Does Make A
DifferenceDifference
o Have an extended, contextualized conversation with one child
o Model speaking in complete sentences in questions, statements and responses
o Provide opportunities for children to talk about things and events that aren’t here-and-now.
Teachers must Teachers must intentionallyintentionally make time for talking and sharing experiences make time for talking and sharing experiences
Cadence Education 2016
Make Time To Talk
Cadence Education 2016Make Time To Talk
Cadence Education 2016
Make Time To Talk
Cadence Education 2016
Make Time To Talk
Learning to Talk and Listen: Report of the National Early Literacy Panel: Barbara Goodson and Carolyn Lazer (2009).
Experiences in Language Arts: Early Literacy. Jeanne M. Machado (2009)
Speaking and Listening for Preschool Through Third Grade Lauren Resnick and Catherine Snow (2009)
The 90% Reading Goal: Lynn Fielding, Nancy Kerr, Paul Rozier (1998)
The View from the Little Chair in the Corner Cindy R. Bess (2010)