Pre-K, ELA – E July 18 – 22, 2016

1. Pre-K, ELA – EJuly 18 – 22, 2016 • Oral Language Development: Phonemic Awareness

2. Presenter Intro

3. Do Now Turn and Talk Share one activity you or a teacher you know has used to promote oral language development in Pre-K students.

4. Objectives Participants will… • Deepen understanding of how oral language (phonemic awareness) develops through songs and rhymes • Review research on oral language development in young children • Review the standards that relate to oral language development • Work collaboratively to process content and instructional tools presented. • Integrate new learning with prior knowledge, the teaching-learning cycle, and the DPS literacy block.

5. Agenda • Define oral language and develop a thorough understanding of its importance in Pre-K • Understand the expectations for oral language development in Pre-K • Use research to guide in selection of appropriate songs, rhymes, chants or poetry, in which to develop oral language to build phonological awareness • Reflection

6. Our Guiding Questions • What does the research tell us about our students’ oral language development? • What do the standards say about oral language and our early learners? • What instructional practices and tools will support my students in mastering the standards?

7. Guiding Question 1 What does the research tell us about our students’ oral language development?

8. What is Oral Language? • Oral language consists of phonology, morphology, vocabulary, and pragmatics. • Children acquire oral language from birth on • Oral language development precedes literacy instruction, then it parallels it. They support each other over time. “Oral language is the foundation on which reading is built, and it continues to serve this role as children develop as readers” ~Elfrieda Freddy’ Hiebert , 1998

9. How do children develop oral language? By Talking! Talking to and with children supports them to… • Learn grammatical structures • Expand their vocabularies • Learn metalinguistic skills

10. With your tables… Match terms about the components of oral language to the definitions. What can you add to these definitions?

11. Components of Oral Language Terms and Definitions

12. Hart and Risley, 1999 Why is oral language development so critical in early learners? “In four years, an average child in a professional family would accumulate experience with 45 million words, an average child in a working class family 26 million words, and an average child in a welfare family 13 million words.”

13. Light the Fire Notice and Note • What did you notice in the research about oral language development that either verifies or modifies your beliefs about teaching oral language development ? • Take a moment to make a note about it in writing

14. The Standards What do the standards say about oral language and our early learners?

15. The Standards

16. Let’s Cross the Divide! Classroom Practice Research and Standards

17. Guiding Question 3 What instructional practices support my students in mastering the standards aligned to oral language development?

18. Listening for Word and Sound Play 15.Demonstrates phonological awareness • Notices and discriminates rhyme • Notices and discriminates alliteration • Notices and discriminates smaller and smaller units of sound

19. Model - Rhyme: “I’m a Little Teapot” I'm a little teapotShort and stoutHere is my handleHere is my spout. When I get all steamed upHear me shout"Tip me overand pour me out!’

20. Model - Rhyme: “I’m a Little Teapot” I Sing • Stand Up: Every time I sing a word that rhymes with O-U-T. We Sing! • Sing the song along with me, and when we get to words that rhyme with “out,” clap and sing the rhyming word.

21. Model - Rhyme: “I’m a Little Teapot” Turn and Talk Turn to a partner and share as many words as you can think of that rhyme with “out.” Bout , Clout, Doubt, Gout, Route, Tout, Sauerkraut, Pout, etc.

22. Your Turn! Create a Rhyming/Alliteration Activity • Humpty Dumpty • Ee-nie, Mee-nie, Min-nie Mo • Jack and Jill • This Old Man • Five Little Monkeys • Row, Row, Row Your Boat • The Wheels on the Bus • The Ants Go Marching • London Bridge • Ring Around the Rosy • Jimmy Cracked Corn • Peter Piper

23. Sample Rhyming/Alliteration Activities • For each /p/ sound, clap when you say “Peter Piper Picked a Peck of Pickled Peppers. How many Peppers did Peter Piper Pick” • The Ants go Marching (one, thumb); (two/shoe); (three/three); four/door)

24. Using Nursery Rhymes, Rhymes and Poems • Encourage recitation or memorization of a poem, rhyme or riddle. • Clap out the words in the rhyme or poem. • Draw children’s attention to funny phrases or pronunciation of words or sounds. • Try substitution play with familiar rhymes such as Mary Had a Little Lamb (Mary had a little cow/house, etc).

25. Make Up Songs • Make up songs based on familiar rhymes like “Here We Go Round the Mulberry Bush.” • Adapt lyrics to a familiar song like “Five Little Monkeys.”

26. Alliterative Rhymes • Make up or use alliterative rhymes and have students repeat and act them out. • Example: Silly Sally says, can I have some salt? • Have students create alliterative phrases and act them out.

27. Model – Isolating: “London Bridge” London bridge is falling down, falling down, falling down. London bridge is falling down, my fair lady. Take the key and lock her up, lock her up, lock her up. Take the key and lock her up, my fair lady.

28. Model – Isolating: “London Bridge” I Sing • When you hear me sing a word that says /f/, raise your hand We Sing! • Sing the song with me and clap when you sing a word that begins with the sound /f/.

29. Model – Isolating: “London Bridge” Turn and Talk Turn to a partner and say as many words as you can think of that start with the letter /f/. Falling Fall Fair

30. Your Turn! Create a Rhyming/Alliteration and an Isolating Activity • Humpty Dumpty • Ee-nie, Mee-nie, Min-nie Mo • Jack and Jill • This Old Man • Five Little Monkeys • Row, Row, Row Your Boat • The Wheels on the Bus • The Ants Go Marching • London Bridge • Ring Around the Rosy • Jimmy Cracked Corn • Peter Piper

31. 15 Minute Break

32. Teach Your Activities • Join up with another pair. • One pair should teach its rhyming or alliteration activity first while the other pair in the group participates as early learners would. • Then, the other pair should teach its isolating/categorizing activity while the first pair participates as early learners would. • Switch!

33. Turn and Talk • What challenges might a student who does not speak English as a first language have in participating in the today’s activities? • What challenges might students with social-emotional needs have? • How might a teacher extend and enrich the learning for students with well-developed speaking and listening skills?

34. Reflection in Note Catcher • Identify one practice you used in this session that you plan to apply. How does that practice connect to the teaching and learning cycle? • How can you integrate this practice effectively into your literacy block?