Instant Download with all chapters and Answers

Sample Chapters

you will get solution manuals in PDF in best viewable format after buy

CHAPTER TWO RESOURCES

Developing Children’s Oral Language to Support Literacy Instruction

Learning Outcomes

Examine how language (oral and written) supports the acquisition of literacy skill.

Assess children’s oral language development using a variety of assessment tools.

Implement evidence-based instructional strategies to promote literacy acquisition.

Apply strategies to support children as oral language learners within a Response to Intervention (RTI) model.

Employ the joint productive activity strategy to motivate and engage children as oral language learners.

Integrate current technologies and new literacies into instruction to support oral language learners in the classroom.

Plan several strategies to involve families and community members in children’s oral language development.

Chapter Outline with Lecture Points and Focus Questions

Teacher Knowledge: What Teachers Need to Know About Oral Language

 FQ: Why do you think oral language is strongly related to early reading success?

Oral Language: The Foundation of Literacy

 LP: Discuss why oral language is the foundation of literacy learning.

What is Language?

 LP: Define language, expressive language, and receptive language. Provide examples.

 LP: Present the six interrelated components of the structure of language.

 FQ: If one or more components of language is missing, what is the result? How can the missing components be learned/taught?

Phonology: Sounds in Spoken Words

 LP: Discuss the speech features of phonology including prosody, intonation, stress, juncture. Provide examples.

 FQ: What is the difference between rime and onset?

 LP: Discuss the importance of phoneme’s and phonemic awareness.

Orthography: Connecting Letters and Sounds

 LP: Discuss graphemes, the alphabetic principle, and phonics as they relate to orthography.

Morphology: The Building Blocks of Meaning in Words

 LP: Define and explain the types of morphemes: free, bound, inflected, derivational.

Syntax and Grammar: The “Rule Book” of Language

 FQ: Why is syntax and grammar critical for comprehension?

 FQ: Why would syntax and grammar cause difficulty for English learners?

Semantics: Connecting Background Knowledge to Reading

 LP: Discuss how semantics and the schema theory influence comprehension.

Pragmatics: Using Language to Get What We Need

 LP: Explain and give examples of the functions of Pragmatic Language.

How Do Children Develop Oral Language?

	FQ: How do you think children learn to read?
	LP: Compare and contrast the four theories of language development.
	FQ: Which view best describes how you learned to read? Were there shortcomings with this approach? Which view best describes your method of teaching?
	FQ: Can the acquisition of oral language be explained by any single theory?

The Stages of Oral Language Development

 FQ: Think of small children you have observed as they are developing oral language.

What behaviors have you seen them exhibit at various ages and stages of their lives?

 LP: Present the stages of oral language development.

Oral Language Is the “Great Predictor”

 LP: Discuss the effects of deficits in oral language and what is needed to overcome this problem.

 LP: Discuss the research supporting oral language as the base for other academic skill development.

Effects of Poverty on Oral Language and Reading development

 LP: Discuss the effects of poverty on oral language and reading development

English Learners and Vocabulary Development

 LP: Discuss the challenges faced by English learners and how an appropriate curriculum should be developed.

Common Core State Standards in Speaking and Listening

 LP: Explain the requirements of the Speaking and Listening Common Core

Standards.

Teachers Can Make a Difference

 FQ: How can you have a positive influence on students with limited oral language vocabularies?

Classroom Assessment: Assessing Children’s Oral Language Development and Use

FQ: What parts of oral language do you feel should be assessed and why? Is one more important than another?
Teacher Rating of Oral Language and Literacy (TROLL)

 LP: Present the purpose and administration process of TROLL. Explain how to administer the assessment.

 FQ: What are the benefits of the TROLL assessment?

 LP: Discuss possible interventions for oral language developmental delays detected from the assessment.

IGDIs: Picture Naming Test

 LP: Present the purpose and administration process of IGDIs. Explain how to administer the assessment.

 FQ: What are the benefits of IGDIs assessments?

 LP: Discuss possible interventions for oral language developmental delays detected from the assessment.

The Oral Language Acquisition Inventory (OLAI-2)

 LP: Present the purpose and administration process of OLAI-2. Explain how to administer the assessment.

 FQ: What are the benefits of the OLAI-2 assessment?

 LP: Discuss possible interventions for oral language developmental delays detected from the assessment.

Test of Language Development (TOLD)

 LP: Present the purpose and administration process of TOLD. Explain how to administer the assessment.

 FQ: What are the benefits of the TOLD assessment?

 LP: Discuss possible interventions for oral language developmental delays detected from the assessment.

A “Rule of Thumb” for Determining Children’s Mean Length of Utterance

 FQ: How can mean length of utterance (MLU) be used as a predictor of later language development?

Evidence-based Teaching Practices: Principles of Effective Oral Language Instruction  FQ: What is your current oral language curriculum?

 FQ: What components do you feel are necessary for an oral language curriculum?

 LP: Discuss the three interrelated components of the framework for oral language instruction.

 LP: Review Table 2.2 and discuss strategies and activities that address the pragmatic categories.

Promoting Oral Language Learning in Classrooms with Conversations

 LP: Discuss the importance of conversation within the classroom environment and ways to promote productive, instructionally-centered conversations.

Instrumental Oral Language Instruction: Interviews

 LP: Explain the use and purpose of interviews. Discuss ways to incorporate interviews into the classroom environment.

 FQ: What is the rule of five and what effect has it had on state test scores in writing?

Regulatory Oral Language Instruction: Giving and Following Commands

 LP: Discuss activities that provide experience with the regulatory functions of oral language: Simon Says, Copycat.

Interactional Oral Language Instruction: Dialogic Reading

 LP: Discuss the use and purpose of dialogic reading. Discuss ways to incorporate the strategy into the classroom environment. Provide examples of the 3 levels of questions.

Personal Oral Language Instruction: “About Me!”  LP: Present “Show and Tell” and “Me Box” and discuss how these can be beneficial for oral language development.
Heuristic Oral Language Instruction: Explaining, Arguing, and Persuading

 FQ: What are the key elements of effective argumentation and what are two activities that support the development of effective argumentation?

 LP: Discuss the characteristics of various propaganda techniques and provide examples of each.

Imaginative Oral Language Instruction: “Let’s Pretend”

 LP: Explain the use of puppets in imaginative oral language instruction.

Representational Oral Language Instruction: Instructions and Directions

 FQ: How can activities such as treasure hunts be effective in teaching representational oral language?

Divertive Oral Language Instruction: “That’s Funny!”

 LP: Discuss ways to involve students in divertive oral language instruction

(jokes, “pundles”, “sniglets”, humorous songs).

Authoritative Oral Language Instruction: “Now Hear This!”

 FQ: What are some activities to help students learn to use authoritative oral language?

Perpetuating Oral Language Instruction: “Remember This!”  LP: Explain the use of Memorable Moments and Pick a Picture.

Response to Intervention (RTI): Supporting Students’ Oral Language Development Through

RTI

Tier 2 Adaptations for Promoting Oral Language Development  FQ: Why is differentiate instruction essential?
Resources and Programs Focused on Oral Language Development

 LP: Present resources and programs available to teachers and learning specialists for Tier 2 interventions: Peabody Language Development Kits (revised), Head Start Redi Program, Let’s Talk About It!

English Learners: Important Considerations

 LP: Identify the six guiding principles for an effective oral English language instruction for English learners (ELs).

 LP: Present the five research-based recommendations for teachers of elementaryaged English learners.

 LP: Discuss teacher and peer modeling.

Motivation and Engagement in Oral Language Development

 LP: Examine the importance of Joint Productive Activities and how they can be used to promote language learning.

Technology and New Literacies For Oral Language Development

 FQ: What technology and new literacies do you currently use in your classroom? How

might the technologies and new literacy strategies described in this chapter expand

your curriculum?

Electronic Talking Books (ETB)

 LP: Discuss how electronic talking books can be incorporated into the classroom.

Speech-to-Text (STT) and Text-to-Speech (TTS) Digital Applications  LP: Demonstrate the use of STT and TTS.
Conversation Applications for Computers and Tablets

 FQ: How can conversation applications be used to help students learn how to have multiexchange conversations?

Language Imitation Apps

 FQ: What is the purpose of language imitation?

How Family and Community Connections Encourage Oral Language Development

 FQ: How can parents facilitate language learning? What are some ways to assist parents with limited English and reading abilities?

Parent Read-Alouds
Dialogic Reading for Parents with Limited English or Reading Ability

Learning Outcome Applications

Have students work in small groups to consider ways that culture can influence oral language development.
- How does geography impact language, even within countries?
- How is oral language used to communicate in different social situations and with different people?
- How is oral language used along with written language to facilitate communication?
- What role might a teacher play to accommodate cultural and economic differences in a classroom?

Choose one view of language development. Write a five-page research/debate paper in favor of the view you have chosen. At the end, write a short (one-page) rebuttal to the points you have chosen for debate.

Choose one of the oral language assessment tools presented in the book (TROLL, IGDIs, OLAI-2). Over the next week, implement the use of the assessment in your classroom. Follow up with a report discussing your assessment. Include how you plan to respond to any oral language developmental delays you have found to exist in your classroom.
Engage your students in an informal or formal interview task over the next five days. Through teacher modeling, discuss with them the purpose of their interviews, the kinds of questions to ask, and how to ask questions that generate an effective response. Model how to conduct an actual interview. Have the children present the results of the interview to the class. Prepare a short presentation on your teaching experience.

In groups of 3-5, discuss the oral language instructional strategies and classroom activities that utilize the strategies and the seven pillars of effective reading instruction. As a group, select two activities to fully develop. Prepare a PowerPoint presentation to be shared with the class.

With a partner, identify a strategy exemplifying how you might implement the six guiding principles for an effective oral English language instruction for English learners.

Choose a popular children’s book. Create a lesson plan that can be sent home with students as a home and family connection assignment and that parents can do with their child. The lesson plan should be designed around the book and should include interactive activities and ways to help the parent and child relate the information to their experiences and feelings.

Following the guidelines presented in the chapter, engage your students in a classroom debate. Write a two-page paper discussing your observations.

Field and Classroom Applications from the Textbook

Divide into groups of four to six students. Refer to Table 2.1, Six Components of Language Structure. With your group, make a poster featuring examples of the six components of language.

Read Chapter 9, pages 191-216, of Hart and Risley’s (1995) Meaningful Differences in the Everyday Experience of Young American Children. Pair with another student in the class. Share five important ideas you learned from reading this chapter with your partner. As a class, discuss the significant concerns, issues, and problems raised in this chapter and what classroom teachers can do. Develop a list of oral language instruction dos and dont’s based on your discussion.

Find a YouTube video of a young child speaking. Listen to one minute of their oral language. Transcribe their talk to text and then calculate an MLU for the child.

Work with a partner to identify the propaganda techniques used in several magazine or television advertisements. Join with another pair of students to jigsaw your findings in groups of four. Collaborate with another group of four students to achieve consensus on the propaganda techniques employed in the advertisements examined by each group.

Design a motivational joint productive activity (JPA) for a second-grade class relating to a topic from the science curriculum in your state. Be sure it satisfies at least three of the CREDE indicators for JPAs.

After studying how to dialogically read to a child, work with a partner to develop a parent letter describing how to engage their children in dialogic readings.

Multiple Choice Questions

According to research, oral language is a significant predictor of a child’s success in a.
2. early reading and comprehension.
3. concept acquisition.

What are the two forms of language?
1. Mean length of utterance
2. Fluency prosody
3. Dialect and pronunciation
4. Expressive and receptive

Which element of phonology has been shown to have the greatest impact on early phonics instruction and writing? a. intonation
1. phonemic awareness
2. rime
3. stress

What is the component of language that refers to sounds in speech?
1. orthography
2. phonology
3. morphology
4. syntax

Where does the rime in a word begin?
1. at the first consonant
2. at the last phoneme
3. at the initial syntax
4. at the first vowel

What are graphemes?
1. lists
2. letters
3. characteristics
4. prompts

Which linguistic feature is associated with grammar?
1. syntax
2. syllables
3. segmentation
4. morphology

What view of language development refers to the belief that oral language is learned through conditioning and shaping processes involving a reward or punishment? a. constructivist
1. social interactionist
2. innatist
3. behaviorist

The constructivist theory of oral language development links language with
1. cognitive development.

According to the social interactionist theory, for the zone of proximal development to be successful there must be a joint task with what type of interaction? a. peer/peer
1. learner/literature
2. learner/expert
3. individual/group

By what age are children using complex sentences to form questions? a. 2-3
1. 3-4
2. 4-6
3. 6-8

What is needed to enhance literacy learning in children with underdeveloped language and in English language learners?
1. early and intensive intervention
2. instruction based on popular methods
3. intervention in the higher elementary grades
4. incorporation of sign language

What does the mean length of utterance (MLU) assess?
1. prosodic factors in oral language
2. length of oral statements
3. rime and onset
4. oral vocabulary knowledge

Comprehension and collaboration are a category of which Common Core Standard? a. reading
1. writing
2. speaking and Listening
3. language

What is the correct phoneme segmentation for wake?
1. /w/, /ā/, /k/
2. /wā /, /k/
3. /w/, /ā/, /ke/
4. /wā/, /k/, /e/

Which component of language development includes connecting one’s world knowledge, background experiences, interests, attitudes, and perspectives with spoken or written language to construct meaning? a. Morphology
1. Syntax
2. Semantics
3. Pragmatics

Which oral language assessment tool is used to assess children’s acquisition of oral language structures and components? a. OLAI-2
1. TROLL
2. myIGDIs
3. MLU

What are two activities that help develop heuristic language?
1. “Show and Tell”, “Me Box”
2. Debates, producing print or televised commercials
3. “About Me!”, dialogic readings
4. “Simon Says”, “Copycat”

Which form of language requires the receiver of a message to “decode” the spoken or written communication?
1. mean length of utterance
2. fluency
3. dialect
4. receptive

Which statement is true of the joint productive activity?
1. It uses technology to engage students in their oral language development.
2. It assesses children’s oral language skills.
3. It encourages children to repeat frequently occurring words in texts.
4. It promotes language learning in the context of new knowledge.

Short Answer/Essay Questions

What does research say about the relationship between oral language and reading ability?

List the six components of language structure and choose two to describe in depth.

Identify one of the stages of language development and describe the characteristics of the stage.

Provide three functions of Pragmatic Language with a definition and example for each.

Instructional conversation is essential for oral language development. What are the four suggestions presented in the book to help teachers initiate classroom conversations?

CHAPTER TWO RESOURCES

Developing Children’s Oral Language to Support Literacy Instruction