America s future walks through the doors of our schools everyday. Mary Jean LeTendre

2. Expected Outcomes Teachers will understand how strong oral language skills are related to academic success in reading, writing, and critical thinking. Teachers will learn how to use simple strategies to build-up oral language skills all day long.

3. Materials Materials Packet: Participants should have : PowerPoint Slide Handout Core Program TE Toy or Small Object

4. (Refer to the TRAs and LETRS for more in depth information on the components of language) What are the component parts of language? This is Bloom�s commonly used three circle model (Form, Content and Use) developed to illustrate the components of spoken Language. The most important part of the model is the center where the three circles overlap. Children need to have strong skills in oral language comprehension and expression in all areas to be successful in school. Simply note the definitions: Phonology: the sounds of a language Morphology: the way that sounds are combined to make words and change the meaning of words with bound morphemes such as plural �s� Syntax: the ways words are organized in order into sentences Semantics: How language is used to convey meaning, knowledge and thinking Pragmatics: The cultures rules for how language is used in social contexts. We will focus today on how to build-up oral language in the areas of Semantics (meaning/vocabulary) and Syntax (sentence complexity).(Refer to the TRAs and LETRS for more in depth information on the components of language) What are the component parts of language? This is Bloom�s commonly used three circle model (Form, Content and Use) developed to illustrate the components of spoken Language. The most important part of the model is the center where the three circles overlap. Children need to have strong skills in oral language comprehension and expression in all areas to be successful in school. Simply note the definitions: Phonology: the sounds of a language Morphology: the way that sounds are combined to make words and change the meaning of words with bound morphemes such as plural �s� Syntax: the ways words are organized in order into sentences Semantics: How language is used to convey meaning, knowledge and thinking Pragmatics: The cultures rules for how language is used in social contexts. We will focus today on how to build-up oral language in the areas of Semantics (meaning/vocabulary) and Syntax (sentence complexity).

5. Spoken & Written Language Relationships (Refer to the TRAs and LETRS for more in-depth information on the relationships between oral and written language) B.���� Oral Language Development: All language areas-listening, speaking, reading, and writing are interrelated. Proficiency in these areas is an ongoing developmental process. The development of reading is only one part of a child�s general language development and is not isolated from listening, speaking, and writing (Anderson, Hiebert, Scott, & Wilkinson, 1984; Chall, 1991; Ellis, 1991; Maria,1990; Smith & Hogan, 1991). Make the connection here to Conceptual Framework and Oral Language Units if they have been presented. If not, then spend more time explaining this chart. Use this if they haven�t seen the conceptual framework. Review it and apply it to comprehension. (Refer to the TRAs and LETRS for more in-depth information on the relationships between oral and written language) B.���� Oral Language Development: All language areas-listening, speaking, reading, and writing are interrelated. Proficiency in these areas is an ongoing developmental process. The development of reading is only one part of a child�s general language development and is not isolated from listening, speaking, and writing (Anderson, Hiebert, Scott, & Wilkinson, 1984; Chall, 1991; Ellis, 1991; Maria,1990; Smith & Hogan, 1991). Make the connection here to Conceptual Framework and Oral Language Units if they have been presented. If not, then spend more time explaining this chart. Use this if they haven�t seen the conceptual framework. Review it and apply it to comprehension.

6. Why are strong oral language skills so important to success in school and in life? Instructions to audience: �Write down three reasons that oral language skills are important to success in school and in life.� On a large sheet of paper write down the audience ideas in a brainstorm format list Instructions to audience: �Write down three reasons that oral language skills are important to success in school and in life.� On a large sheet of paper write down the audience ideas in a brainstorm format list

7. Oral Language Provides the Foundation for Literacy Phonology = Vocabulary = Syntax = Pragmatics = Alphabetic Principle Word Recognition Reading Comprehension Reading Fluency Reading Comprehension Written Expression Reading Comprehension Reading Fluency Writing Composition �We identified many reasons that strong oral language skills are important in school and in life. These first slides show how oral language skills provide a foundation for literacy development.� �We identified many reasons that strong oral language skills are important in school and in life. These first slides show how oral language skills provide a foundation for literacy development.�

8. �Remember that expressive oral language skills (not noted in this slide) provide the foundation for writing skills� PLEASE ASK PARTICIPANTS TO EXPLAIN HOW ORAL LANGUAGE FITS IN�. Both word recognition skills and language comprehension are required to be a skilled reader. You cannot have one without the other! We must build word recognition skills - these skills need to become increasingly automatic to free up memory to comprehend. Once word recognition skills are automatic, then students can attend to meaning. However, in the meantime, we need to be building language comprehension through read-alouds. Language comprehension is necessary once word recognition becomes automatic. If the reader/listener does not have the background knowledge and language skills, even though they can read the print, they cannot derive meaning from the print. Many of our children have limited background knowledge, or may not know what background knowledge is available to access when necessary. Today we are going to learn ways to build background (when background knowledge is limited/lacking) and ways to activate prior knowledge. We will be developing their concept knowledge using concepts found in the core program Lack of vocabulary will hinder comprehension and today we are going to investigate how to deepen their vocabulary knowledge. Exposure to various language structures such as story structures and text structures will help when encountering fiction and nonfiction. Reasoning skills need to be enhanced and can be built through questioning and discussion. Print concepts and genre can be developed through our core programs and through read alouds. �Remember that expressive oral language skills (not noted in this slide) provide the foundation for writing skills� PLEASE ASK PARTICIPANTS TO EXPLAIN HOW ORAL LANGUAGE FITS IN�. Both word recognition skills and language comprehension are required to be a skilled reader. You cannot have one without the other! We must build word recognition skills - these skills need to become increasingly automatic to free up memory to comprehend. Once word recognition skills are automatic, then students can attend to meaning. However, in the meantime, we need to be building language comprehension through read-alouds. Language comprehension is necessary once word recognition becomes automatic. If the reader/listener does not have the background knowledge and language skills, even though they can read the print, they cannot derive meaning from the print. Many of our children have limited background knowledge, or may not know what background knowledge is available to access when necessary. Today we are going to learn ways to build background (when background knowledge is limited/lacking) and ways to activate prior knowledge. We will be developing their concept knowledge using concepts found in the core program Lack of vocabulary will hinder comprehension and today we are going to investigate how to deepen their vocabulary knowledge. Exposure to various language structures such as story structures and text structures will help when encountering fiction and nonfiction. Reasoning skills need to be enhanced and can be built through questioning and discussion. Print concepts and genre can be developed through our core programs and through read alouds.

9. Language Helps Us to Think, Imagine, Learn Current research literature on critical thinking and cognitive development indicates that the development of language has a close relationship to the development of thinking abilities. This is especially true for elementary-level students.Throughout life, oral language skills remain essential for engagement in intellectual dialogue, and for the communication of ideas. Optional Presenter Comments: The primary job of teachers is to help children to think and to learn. Language is the ultimate learning tool. Human beings are programmed to learn through their physical senses ( vision, touch, taste, smell, proprioception). The development of first oral and then written human language has freed us to learn about things outside of our daily experiences. To gain knowledge about places, people, events that we have never seen. To study history. To imagine. To come to understand complex concepts that are not possible to see or touch To invent: the television, the telephone, the internet. To go to the moon. Strong oral language skills are a ticket that we give our children to any world that they can imagine.Optional Presenter Comments: The primary job of teachers is to help children to think and to learn. Language is the ultimate learning tool. Human beings are programmed to learn through their physical senses ( vision, touch, taste, smell, proprioception). The development of first oral and then written human language has freed us to learn about things outside of our daily experiences. To gain knowledge about places, people, events that we have never seen. To study history. To imagine. To come to understand complex concepts that are not possible to see or touch To invent: the television, the telephone, the internet. To go to the moon. Strong oral language skills are a ticket that we give our children to any world that they can imagine.

10. Language is a Powerful Tool �This is our hope, and this is the faith that I go back to the South with. With this faith, we will be able to hew out of the mountain of despair a stone of hope. With this faith, we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith, we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.� Martin Luther King Jr., Excerpted from: �I Have a Dream�, 8/28/63 �Teachers who are good at helping children develop strong oral language skills give those children a powerful tool. Children need to use language to learn language so good oral language classrooms are not quiet and the students are not passive.� Option 1: 1. You will need two post-it notes. 2. On one you will draw a symbol/picture that represents how it feels/is in our society to have good oral language skills. 3. On the second post-it note, you will draw a symbol/picture of how it feels/is in our society to have poor oral language skills. 4. Have participants place their post-its on one of the charts (on the wall) that are labeled, �Good Language Skills� and �Poor Language Skills� 5. Give them an example of each. One post-it has a smiley face (good language skills), the other a frowny face. I tell participants that they cannot use my examples (otherwise, you will get a lot of smiley and frowny faces). Option 2: �What do people do with language?� Brainstorm a list of adjectives. Write them on chart paper. Give a few as starters. Teach, Persuade, Explain, Entertain, Amuse, Inspire, Create, Argue, Praise, Share, Empathize, Encourage, Warn, Guide�Teachers who are good at helping children develop strong oral language skills give those children a powerful tool. Children need to use language to learn language so good oral language classrooms are not quiet and the students are not passive.� Option 1: 1. You will need two post-it notes. 2. On one you will draw a symbol/picture that represents how it feels/is in our society to have good oral language skills. 3. On the second post-it note, you will draw a symbol/picture of how it feels/is in our society to have poor oral language skills. 4. Have participants place their post-its on one of the charts (on the wall) that are labeled, �Good Language Skills� and �Poor Language Skills� 5. Give them an example of each. One post-it has a smiley face (good language skills), the other a frowny face. I tell participants that they cannot use my examples (otherwise, you will get a lot of smiley and frowny faces). Option 2: �What do people do with language?� Brainstorm a list of adjectives. Write them on chart paper. Give a few as starters. Teach, Persuade, Explain, Entertain, Amuse, Inspire, Create, Argue, Praise, Share, Empathize, Encourage, Warn, Guide

11. �It is the teacher more than the method or the type of materials that determines the success or failure of a reading program.� You can stop here and discuss with participants or let the slide speak for itself. Basically, all work of changing student outcomes lies in the purview of the classroom teacher. S/he must change instructional practices to make changes in students� abilities. Changing a school occurs classroom by classroom � teacher by teacher. You can have participants brainstorm as a table group or conduct a think-pair-share with a partner.You can stop here and discuss with participants or let the slide speak for itself. Basically, all work of changing student outcomes lies in the purview of the classroom teacher. S/he must change instructional practices to make changes in students� abilities. Changing a school occurs classroom by classroom � teacher by teacher. You can have participants brainstorm as a table group or conduct a think-pair-share with a partner.

12. Building Up Language: A True Story Entering a Kindergarten classroom at Circle Time, you see an open Big Book of planets propped up in front. The words constellation and nebula are spelled out in plastic magnetic letters on the wipe board. The teacher asks:�Who did their homework last night? Who saw a constellation?� You stand open mouthed and wait for answers� A child is called on. She says, �I went outside with my Dad and we saw a few constellations. We saw the Big Dipper and the Little Dipper.� �Did you see any planets with nebula?�, asks the teacher. �Yes. We saw Jupiter�, says the child, who could be no more than six. Your mouth falls open farther as you realize that you are personally flunking out of Kindergarten Circle Time since you do not know what a nebula is�(a cloud of gas and dust in space). A second child is called on. The child says, �I did my homework�I looked up in the sky and I saw the Little Mermaid, and then I saw Sponge Bob, and then I saw like five My Little Ponies�� �Good�, said the teacher. And then she broke the language down. �You saw patterns of stars in the sky that looked like pictures. Patterns of stars that make pictures are called constellations. Tonight look for a picture in the sky, a pattern of stars, a constellation, that looks like this picture on the board of a big spoon, the Big Dipper is a constellation that looks like a spoon that can scoop things up.� You are at first relieved that not all of the six year olds have better language skills than you do, and then impressed by the teacher�s skill in Building-up language to allow children to grapple with complex ideas and words and her ability to Break-down language so that all of the children can understand.A child is called on. She says, �I went outside with my Dad and we saw a few constellations. We saw the Big Dipper and the Little Dipper.� �Did you see any planets with nebula?�, asks the teacher. �Yes. We saw Jupiter�, says the child, who could be no more than six. Your mouth falls open farther as you realize that you are personally flunking out of Kindergarten Circle Time since you do not know what a nebula is�(a cloud of gas and dust in space). A second child is called on. The child says, �I did my homework�I looked up in the sky and I saw the Little Mermaid, and then I saw Sponge Bob, and then I saw like five My Little Ponies�� �Good�, said the teacher. And then she broke the language down. �You saw patterns of stars in the sky that looked like pictures. Patterns of stars that make pictures are called constellations. Tonight look for a picture in the sky, a pattern of stars, a constellation, that looks like this picture on the board of a big spoon, the Big Dipper is a constellation that looks like a spoon that can scoop things up.� You are at first relieved that not all of the six year olds have better language skills than you do, and then impressed by the teacher�s skill in Building-up language to allow children to grapple with complex ideas and words and her ability to Break-down language so that all of the children can understand.

13. The Quality of Language in the Classroom Matters! Children�s language growth is significantly associated with the amount of time that they spend listening and talking to adults rather than other children. The most beneficial type of talk communicates information and is not used to control children�s behavior (McCartney, 1984) Refer to optimal language classroom in the TRA manuals Note: This may be a time for a possible discussion group re: schedules; grouping of students, etc.Refer to optimal language classroom in the TRA manuals Note: This may be a time for a possible discussion group re: schedules; grouping of students, etc.

14. What is your Language Style in the classroom? How does a teacher�s oral language style influence the language development of the children in his or her classroom? (Adapted from The Hanen Program: Learning Language and Loving It , 2002) Role play: 5 Common Teaching Styles Materials: Toys on a table and four chairs facing the audience Presenter Plays Role of Each �Teacher Style� Get 4 outgoing teachers to act as children. Their only instruction is to play with the toys as if they are First Grade children and respond to the teachers as children might. Presenters role play: The Director: Bosses the children around. Gives lots of directions. Directs their play. Tells them what to say to each other. Asks them to imitate. Leaves no room for the children to be active participants. Does not follow children�s lead. (Children usually become quiet, withdrawn, sometimes act out in frustration) Questioner: Talks fast and asks lots and lots of questions to try to get the kids to talk. Pushy with the questions. Does not have a conversation with the kids or attend to their interests. Has own agenda with questions. Asks lots of yes/no, who, what, where questions. Again, no pause time for kids to respond. No following the child�s lead. (Kids again generally become quiet and give mostly one word answers). The Passive Teacher: Sits silently and watches. Comments once in a while. Has a quiet body. Slumps a bit in chair. Maybe looks away over shoulder. Yawns. Pushes a toy around. (Kids often talk and become unruly with the toys) The Negative Teacher: Uses lots of negative language. �No! Don�t do that! That is wrong. Do it like this. I told you before how to do this. You never listen. Talk to me. Why aren�t you talking? You are such difficult children. Sit still. Stop being so bad. Follow the rules�etc.� The Entertainer: Very fun and playful. The Entertainer seems like a great teacher but the children don�t have any time to respond on their own. Everything is fun but it happens too fast. The teacher ignores where the child is in their learning and controls all the action and the responses. Role play: 5 Common Teaching Styles Materials: Toys on a table and four chairs facing the audience Presenter Plays Role of Each �Teacher Style� Get 4 outgoing teachers to act as children. Their only instruction is to play with the toys as if they are First Grade children and respond to the teachers as children might. Presenters role play: The Director: Bosses the children around. Gives lots of directions. Directs their play. Tells them what to say to each other. Asks them to imitate. Leaves no room for the children to be active participants. Does not follow children�s lead. (Children usually become quiet, withdrawn, sometimes act out in frustration) Questioner: Talks fast and asks lots and lots of questions to try to get the kids to talk. Pushy with the questions. Does not have a conversation with the kids or attend to their interests. Has own agenda with questions. Asks lots of yes/no, who, what, where questions. Again, no pause time for kids to respond. No following the child�s lead. (Kids again generally become quiet and give mostly one word answers). The Passive Teacher: Sits silently and watches. Comments once in a while. Has a quiet body. Slumps a bit in chair. Maybe looks away over shoulder. Yawns. Pushes a toy around. (Kids often talk and become unruly with the toys) The Negative Teacher: Uses lots of negative language. �No! Don�t do that! That is wrong. Do it like this. I told you before how to do this. You never listen. Talk to me. Why aren�t you talking? You are such difficult children. Sit still. Stop being so bad. Follow the rules�etc.� The Entertainer: Very fun and playful. The Entertainer seems like a great teacher but the children don�t have any time to respond on their own. Everything is fun but it happens too fast. The teacher ignores where the child is in their learning and controls all the action and the responses.

15. Common Teacher Language Styles The Director The Questioner The Passive Teacher The Negative Teacher The Entertainer Have teachers observe the role play. Ask: �How does this teaching style effect the way the children understood and used language in the activity? Answers: Director: Children become quiet and passive and don�t seek out language learning actively. They may �tune out� the teacher and thus stop learning language Questioner: Children become passive. They talk less. They are afraid to be wrong.They learn less. The only kids who answer are the ones who already know the answers. Passive Teacher: The children talk but they do not learn. They may act out. The Negative Teacher: Children develop a negative self-imageHave teachers observe the role play. Ask: �How does this teaching style effect the way the children understood and used language in the activity? Answers: Director: Children become quiet and passive and don�t seek out language learning actively. They may �tune out� the teacher and thus stop learning language Questioner: Children become passive. They talk less. They are afraid to be wrong.They learn less. The only kids who answer are the ones who already know the answers. Passive Teacher: The children talk but they do not learn. They may act out. The Negative Teacher: Children develop a negative self-image

16. The Responsive Teacher Is tuned into the child�s interests, needs and abilities Builds Up and Breaks Down Language all day long, across curricular topics in response to the children�s needs Pauses to allow children to think and to speak Encourages children to be active language learners and users all day long

17. How ? Building Up & Breaking Down Language �Build-ups and Break-downs are a core strategy that responsive teachers use all day to help children understand, use, and acquire oral language skills.��Build-ups and Break-downs are a core strategy that responsive teachers use all day to help children understand, use, and acquire oral language skills.�

18. What are Build-Ups & Break-Downs? Build-up Language:Use complex language to help children grow their language skills Break-down Language: Simplify language to help children enter into conversations and understand 

19. Build-Ups & Break-Downs Build-Ups and Break-Downs allow the teacher to modify a classroom activity to address different levels of language learners. Build-ups and Break-downs can make one curricular lesson fit the needs of diverse language learners. Common teaching errors: 1. Using language that is too complex so that children have difficulty understanding and participating in classroom discourse (the language of the classroom). 2. Oversimplifying the language in the classroom. Focusing on helping the children having the most difficulty understanding and forgetting to build up to more advanced language to facilitate language growth in all children. What are some techniques that you use right now to build up and break down language all day long? (Write responses down) For example: If you ask students, �What is a museum?� They may understand it but will not be able to explain the concept. Teachers need to give students the language to explain the concept of museum. Children need to practice the sentences orally. Build-ups and Break-downs can make one curricular lesson fit the needs of diverse language learners. Common teaching errors: 1. Using language that is too complex so that children have difficulty understanding and participating in classroom discourse (the language of the classroom). 2. Oversimplifying the language in the classroom. Focusing on helping the children having the most difficulty understanding and forgetting to build up to more advanced language to facilitate language growth in all children. What are some techniques that you use right now to build up and break down language all day long? (Write responses down) For example: If you ask students, �What is a museum?� They may understand it but will not be able to explain the concept. Teachers need to give students the language to explain the concept of museum. Children need to practice the sentences orally.

20. How? Building up Vocabulary

21. Let�s Practice: Build Up These Words Big Snow Move Car Audience Brainstorm as a group. Write responses on large sheet of paper. Big: large, giant, huge, enormous, gigantic, humungous,immense, �There are lots of ways to build up vocabulary words. You could offer synonyms like we did above. �How might you build-up �snow�?� Snow: slush, sleet, snow-flake, snow-storm, snow-ball, drift �A build-up might build-up to closely related words or concepts and then extend out even more to other related concepts and words�for example: freeze, condense, accumulation, plow Now try �move�� Move: walk. Run,crawl, wiggle, shake, jump, leap,hop, twist, turn, dance �What did we do with move? We introduced all kinds of specific but diverse describing words that come under the umbrella term of movement. �Now try �car�� A Categorical Build-up and Break-down teaches about the levels of organization of the concept: Vehicle (super ordinate)-truck (basic)-dump-truck(subordinate)Audience Brainstorm as a group. Write responses on large sheet of paper. Big: large, giant, huge, enormous, gigantic, humungous,immense, �There are lots of ways to build up vocabulary words. You could offer synonyms like we did above. �How might you build-up �snow�?� Snow: slush, sleet, snow-flake, snow-storm, snow-ball, drift �A build-up might build-up to closely related words or concepts and then extend out even more to other related concepts and words�for example: freeze, condense, accumulation, plow Now try �move�� Move: walk. Run,crawl, wiggle, shake, jump, leap,hop, twist, turn, dance �What did we do with move? We introduced all kinds of specific but diverse describing words that come under the umbrella term of movement. �Now try �car�� A Categorical Build-up and Break-down teaches about the levels of organization of the concept: Vehicle (super ordinate)-truck (basic)-dump-truck(subordinate)

22. A Few Ways Words Can Be Built Up Synonyms: huge, enormous, gigantic Related words: slush, drift, accumulate Words in the same group: (whole body actions): run, leap, dance, crawl, stroll, wiggle� Categorical Relations: vehicle, car, Ford

23. How is Vocabulary Related to Reading Acquisition? Why build up vocabulary? (see above)Why build up vocabulary? (see above)

24. How are Words and Concepts Organized in the Brain? When I say the word �Knife� what word comes to your mind? Go around the room and ask people to make quick associations. Knife ______, Knife _____ etc. Note that words are organized in semantic networks of related words and by descriptive features. Some relationships and features: categorical: utensils: knife/fork/spoon function: knife/cut/chop/stab composition: knife/steel parts: knife/blade types: knife/butter descriptors: knife/serrated/sharp emotions: knife/dangerous �We can use our understanding of how words are related to think about how to build-up vocabulary words or break them down and how to teach them together in related groups.� People will generally begin with the lower level relationships (top end of the list above) and eventually move to the higher level or more complex organizations (bottom end of the list above). Go around the room and ask people to make quick associations. Knife ______, Knife _____ etc. Note that words are organized in semantic networks of related words and by descriptive features. Some relationships and features: categorical: utensils: knife/fork/spoon function: knife/cut/chop/stab composition: knife/steel parts: knife/blade types: knife/butter descriptors: knife/serrated/sharp emotions: knife/dangerous �We can use our understanding of how words are related to think about how to build-up vocabulary words or break them down and how to teach them together in related groups.� People will generally begin with the lower level relationships (top end of the list above) and eventually move to the higher level or more complex organizations (bottom end of the list above).

25. A Semantic Network of Words Lights Up in the Brain! A few facts about vocabulary that will help us think about how to Build-up and Break-down: Words are stored next to each other in related networks. It is not enough to just build up to new words and break down words so kids can understand. Vocabulary needs to be tied to meaning and related words need to be taught together.A few facts about vocabulary that will help us think about how to Build-up and Break-down: Words are stored next to each other in related networks. It is not enough to just build up to new words and break down words so kids can understand. Vocabulary needs to be tied to meaning and related words need to be taught together.

26. Break-Down these Words/Concepts Pleasurable Nuisance Pleasurable: enjoyable, fun, you like doing it Nuisance: irritation, pest, bother, annoy, pain, trouble Note: Don�t be afraid to use phrases when you build up and particularly when you break down complex words so kids understand their meaning. Think about single words but focus on building up and breaking down meaning. Kids should use the word in a sentence � e.g. (prompt) I find sleeping pleasurable. My dog is a nuisance when he is hungry.Pleasurable: enjoyable, fun, you like doing it Nuisance: irritation, pest, bother, annoy, pain, trouble Note: Don�t be afraid to use phrases when you build up and particularly when you break down complex words so kids understand their meaning. Think about single words but focus on building up and breaking down meaning. Kids should use the word in a sentence � e.g. (prompt) I find sleeping pleasurable. My dog is a nuisance when he is hungry.

27. Building Up Vocabulary by Teaching Explicitly Good vocabulary instruction is explicit and has measurable outcomes. Choose to build up to new vocabulary in an intentional manner. �Good oral language teaching is intentional� Teachers must decide how many words they want kids to learn.�Good oral language teaching is intentional� Teachers must decide how many words they want kids to learn.

28. Explicit Vocabulary Teaching Compulsory: mandatory, enforced �What does it mean to really teach explicitly? Let�s try and explicit teaching strategy with this word.��What does it mean to really teach explicitly? Let�s try and explicit teaching strategy with this word.�

29. Four Square Vocabulary �Four Square Vocabulary is an explicit teaching method that reminds us how to explicitly explain the meaning of a word that we may have built up to or that uses an actual written square as a visual for older kids to use to guide their learning of new words.� �Let�s try this adult word. On a piece of paper write down these squares and fill in with your own personal definition an example of something in your life that is compulsory and a non-example�something that is NOT compulsory��Four Square Vocabulary is an explicit teaching method that reminds us how to explicitly explain the meaning of a word that we may have built up to or that uses an actual written square as a visual for older kids to use to guide their learning of new words.� �Let�s try this adult word. On a piece of paper write down these squares and fill in with your own personal definition an example of something in your life that is compulsory and a non-example�something that is NOT compulsory�

30. Example Here is an exampleHere is an example

31. Let�s Do a New One Together Have someone in the group choose a word and do one together.Have someone in the group choose a word and do one together.

32. The Most Important Words to Build-Up to with Explicit and Intentional Oral Language Instruction Tier Two Words � important for comprehension of the topic novel for the children but not extremely rare in the language higher frequency in the language than Tier Three Words �You are all familiar with the work of Isabel Beck on Tier 1,2, 3 words. Teachers should focus most of their oral vocabulary Build-ups on moving kids from primarily using and understanding Tier One words to using and understanding Tier Two words.You will learn more in other talks about the importance of identifying �themes� or central concepts and ideas that may be unstated in a Read Aloud text and why vocabulary related to these themes must be taught intentionally as Beck suggests.��You are all familiar with the work of Isabel Beck on Tier 1,2, 3 words. Teachers should focus most of their oral vocabulary Build-ups on moving kids from primarily using and understanding Tier One words to using and understanding Tier Two words.You will learn more in other talks about the importance of identifying �themes� or central concepts and ideas that may be unstated in a Read Aloud text and why vocabulary related to these themes must be taught intentionally as Beck suggests.�

33. Identifying Tier Two Words Importance and utility: Words characteristic of mature language users; appear often �variety of domains. Instructional potential: Words that can be worked with in a variety of ways; students can build rich representations of them and can easily connect to other words and concepts. �It is very important to consider the frequency, novelty, utility, central importance to curricular content, and the instructional potential of words when we consciously build-up vocabulary and teach explicitly. Comprehension and use of these words will allow children to make large leaps in their language skills in the area of vocabulary�.�It is very important to consider the frequency, novelty, utility, central importance to curricular content, and the instructional potential of words when we consciously build-up vocabulary and teach explicitly. Comprehension and use of these words will allow children to make large leaps in their language skills in the area of vocabulary�.

34. What Words From this Read-Aloud Passage Would You Choose to Teach Explicitly? �Hilda Hippo loved to dance, and so each day she practiced hard. She�d twist and turn and whirl and twirl, dressed in her favorite leotard. She�d spin a pretty pirouette, then leap and land on tippy-toe. She tangoed oh so gracefully and square danced with a do si do.� Refer them to the previous slides and ask them to consciously use Beck�s definition of Tier Two Words just as a practiced review. In this slide, there is no real �deep theme� but simply words that can be tiered.Refer them to the previous slides and ask them to consciously use Beck�s definition of Tier Two Words just as a practiced review. In this slide, there is no real �deep theme� but simply words that can be tiered.

35. Choices �Hilda Hippo loved to dance, and so each day she practiced hard. She�d twist and turn and whirl and twirl, dressed in her favorite leotard. She�d spin a pretty pirouette, then leap and land on tippy-toe. She tangoed oh so gracefully and square danced with a do si do.�

36. Cloudy with a Chance of Meatballs The Sanitation Department of ChewandSwallow had a rather unusual job for a sanitation department. It had to remove all of the food that fell on houses and sidewalks and lawns. The workers cleaned up things after every meal and fed all of the dogs and cats. Then they emptied some of it into the surrounding oceans for the fish and turtles and whales to eat. Let�s try another one. There is not a deep theme in this story but there is a series of unfortunate events that occurs because all food in this town falls from the sky.Let�s try another one. There is not a deep theme in this story but there is a series of unfortunate events that occurs because all food in this town falls from the sky.

37. Cloudy with a Chance of Meatballs The Sanitation Department of ChewandSwallow had a rather unusual job for a sanitation department. It had to remove all of the food that fell on houses and sidewalks and lawns. The workers cleaned up things after every meal and fed all of the dogs and cats. Then they emptied some of it into the surrounding oceans for the fish and turtles and whales to eat. �Here is what I would use�but there will be variations based on the class and the teacher� �I didn�t highlight �surrounding�..Why? (not central to the meaning of the text)��Here is what I would use�but there will be variations based on the class and the teacher� �I didn�t highlight �surrounding�..Why? (not central to the meaning of the text)�

38. Two Strategies for Building-Up and Breaking Down Language Thinking Aloud: Self-Talk/Modeling Language Expansions: Extending What Kids Say

39. Thinking Aloud/Self-Talk Talk about your own actions and thoughts Thinking aloud models vocabulary and syntax for children much better than questions and directions Use Think Aloud Build-Ups to increase comprehension skills Use Think Aloud Break-Downs to encourage kids to enter into conversations with you.

40. Thinking Aloud: Practice Activity with Objects Talk about what you see Talk about what you feel and hear Talk about actions Talk about emotions Talk about the future Talk about the past Give each teacher a toy or object. Suggestions: wind up toys, plastic food or animals, real foods, pictures can work as a last resort �What kinds of language (vocabulary, sentences, narrative (story telling) skills etc.) do you use when you Think Aloud about visual aspects of objects? How about emotions? Events in the future or past?� �How often do you think aloud in your classroom. Compare time spent thinking aloud to the time spent asking questions and giving directions�how is the language in questions and directions less complex/rich than the language used in Thinking Aloud?� Students that can talk about non-immediate events (future � past-tense) will need to use more sophisticated language structures (e.g. past and future tenses).Give each teacher a toy or object. Suggestions: wind up toys, plastic food or animals, real foods, pictures can work as a last resort �What kinds of language (vocabulary, sentences, narrative (story telling) skills etc.) do you use when you Think Aloud about visual aspects of objects? How about emotions? Events in the future or past?� �How often do you think aloud in your classroom. Compare time spent thinking aloud to the time spent asking questions and giving directions�how is the language in questions and directions less complex/rich than the language used in Thinking Aloud?� Students that can talk about non-immediate events (future � past-tense) will need to use more sophisticated language structures (e.g. past and future tenses).

41. Think Aloud and Model: (Analyze, Reflect on Main Ideas, Understand Underlying Themes,Learn New Concepts) How you Wonder Why How you Understand New Ideas How sometimes you Don�t Understand How you Summarize How you make Predictions How you Link New Concepts to Past Learning and Events Example from: The Mixed Up Chameleon:Eric Carle I am wondering why the chameleon in this story wanted to change to look like other animals� I am not sure what they mean by Mixed Up. Mixed up means confused. Let�s read and find out what he was confused about. I understand how that chameleon felt. I was the tallest in my class when I was eleven and I didn�t like looking different than all the other children. I predict that this chameleon will learn to appreciate the things that make him special and different, because, guess what, I found out that being tall is really helpful and now I really like being tall. I can reach things up high and I can shoot a basketball over the head of my brother! The chameleon was mixed up because he didn�t know that everyone is special and different and that it is great to be just who you are. Example from: The Mixed Up Chameleon:Eric Carle I am wondering why the chameleon in this story wanted to change to look like other animals� I am not sure what they mean by Mixed Up. Mixed up means confused. Let�s read and find out what he was confused about. I understand how that chameleon felt. I was the tallest in my class when I was eleven and I didn�t like looking different than all the other children. I predict that this chameleon will learn to appreciate the things that make him special and different, because, guess what, I found out that being tall is really helpful and now I really like being tall. I can reach things up high and I can shoot a basketball over the head of my brother! The chameleon was mixed up because he didn�t know that everyone is special and different and that it is great to be just who you are.

42. Expansions Expansions add meaning (semantic) or syntactic complexity to the things children say. Children learn more complex language quickly when adults expand the things that children say. Children need to use language to really understand language. Oral language expression is linked to written language expression.Children need to use language to really understand language. Oral language expression is linked to written language expression.

43. Expand these Sentences Syntactically I want a turn. I don�t get it. He hit him �cause he was mad. When you expand syntax try not to change the sentence�s meaning. Children will pay attention to the meaning change and not the more complex syntax. Possible examples: I would like a turn please. May I have a turn next? I don�t understand the directions. Can you explain? I am not sure what that means. I didn�t hear you could you please tell me again? He hit him because he was mad. Mark hit Jose because he was mad that Jose took his ball away. When you expand syntax try not to change the sentence�s meaning. Children will pay attention to the meaning change and not the more complex syntax. Possible examples: I would like a turn please. May I have a turn next? I don�t understand the directions. Can you explain? I am not sure what that means. I didn�t hear you could you please tell me again? He hit him because he was mad. Mark hit Jose because he was mad that Jose took his ball away.

44. Why Build Up Syntax? Poor reading comprehenders who have good word recognition skills have underlying problems in the area of oral language comprehension. Poor comprehenders may have deficits in receptive vocabulary and semantic processing and they may also have trouble with the grammatical understanding of sentences. (Nation et al.,2004)

45. Why are Some Sentences Difficult to Understand? If we had gone straight home after school, we would not have missed our ride. Because it was difficult, he didn�t finish his homework. The boy who was hit by the ball was hurt. Sam, who pushed John, yelled for help. Sometimes it is difficult for children to understand complex sentences even if they know all the words in the sentence. Some sentences used in text may not be frequently used in oral language conversations so they may be unfamiliar to children. Some children, such as English language learners, need to learn to understand and use complex sentences through intentional and explicit teaching strategies. Sometimes it is difficult for children to understand complex sentences even if they know all the words in the sentence. Some sentences used in text may not be frequently used in oral language conversations so they may be unfamiliar to children. Some children, such as English language learners, need to learn to understand and use complex sentences through intentional and explicit teaching strategies.

46. Complex Sentences Kids Need for Reading and Writing Conjoined Sentences: when, since, so, as a result, if, until, however, before, after, while, because, therefore, although Passive Sentences: �The dog was chased by the cat.� Embedding: �The dog that was chased by the cat is angry.�

47. Modeling Cohesive Ties I need a break because� I need a break although� I need a break since� I need a break after� I need a break therefore� I need a break, however� Have a teacher orally finish these sentences� Or do as a table break-outHave a teacher orally finish these sentences� Or do as a table break-out

48. Identifying Difficult Sentences Harcourt Trophies: 2-2: �The Treasure� When the dream came back a third time, he said, �Maybe it is true,� and so he set out on his journey. Now and then, someone gave him a ride, but most of the way he walked. He walked through forests. He crossed over mountains. Finally he reached the capital city. Which sentences in this passage from Harcourt might be difficult for some children to understand. Why?Which sentences in this passage from Harcourt might be difficult for some children to understand. Why?

49. Identifying Difficult Sentences Harcourt Trophies: 2-2: �The Treasure� When the dream came back a third time, he said, �Maybe it is true, � and so he set out on his journey. Now and then, someone gave him a ride, but most of the way he walked. He walked through forests. He crossed over mountains. Finally he reached the capital city. The first sentence is difficult to process because you need to read ahead in the sentence for the action and then remember the event that initiated the action from the first clause: �When the dream came back a third time�. In addition, there is an embedded quote in the middle of the sentence that holds important information about the cause of the action. This complexity means that it might it be difficult for a child to answer the question �What caused him to set out on his journey?� (he had a dream 3 times and decided that the dream might be true so he set out to find out if the dream was true) 3. The second hi-lited sentence might also be difficult for some children because of the modification of the action �most of the way he walked� by the initial phrase �now and then� and the clause �someone gave him a ride� and the cohesive tie �but�. The first sentence is difficult to process because you need to read ahead in the sentence for the action and then remember the event that initiated the action from the first clause: �When the dream came back a third time�. In addition, there is an embedded quote in the middle of the sentence that holds important information about the cause of the action. This complexity means that it might it be difficult for a child to answer the question �What caused him to set out on his journey?� (he had a dream 3 times and decided that the dream might be true so he set out to find out if the dream was true) 3. The second hi-lited sentence might also be difficult for some children because of the modification of the action �most of the way he walked� by the initial phrase �now and then� and the clause �someone gave him a ride� and the cohesive tie �but�.

50. Identifying Difficult Sentences:Activity Look in your core program and find a story you will be teaching soon. Read the story and find some sentences that have complex syntax that may be difficult for some of your children. Briefly discuss with your partner. The purpose of this activity to get teachers to notice the structure of sentences in the core that may give students difficulty.The purpose of this activity to get teachers to notice the structure of sentences in the core that may give students difficulty.

51. Teaching Syntax Skills Give many examples of the sentence type over and over Have children repeat the sentence or form many times

52. Higher Order Thinking and Reading Comprehension The development of higher order thinking skills is linked to strong language and reading comprehension Higher order thinking is linked to language through the semantic system Oral language and thinking develop together. Strong reading comprehenders have both strong oral language skills and strong thinking skills as well as broad knowledge in many areas.Oral language and thinking develop together. Strong reading comprehenders have both strong oral language skills and strong thinking skills as well as broad knowledge in many areas.

53. Questions that Facilitate Higher Order Thinking Questions that ask children to analyze, reflect, and think about main ideas and concepts help children develop vocabulary and language Questions that test whether children remember names and facts are are not powerful facilitators of language development Questions are an important classroom teaching tool, however; too often teachers use questions to test rather than teach by asking Who, What, When type factual questions. Questions become a tool for maintaining attention and finding out who is listening rather than asking children to process information deeply and think about the language and ideas embedded in the lesson.Questions are an important classroom teaching tool, however; too often teachers use questions to test rather than teach by asking Who, What, When type factual questions. Questions become a tool for maintaining attention and finding out who is listening rather than asking children to process information deeply and think about the language and ideas embedded in the lesson.

54. Using Questions to Facilitate Language Growth Choose the best questions: �A Hat for Minerva Louise� Who had a hat in this story? What kind of animal is Minerva? Why would she think a hose is a scarf? What did she find next? A flower pot does not make a good hat. Why not?

55. Using Questions to Facilitate Language Growth Choose the best questions: �A Hat for Minerva Louise� Who had a hat in this story? What kind of animal is Minerva? Why would she think a hose is a scarf? What did she find next? A flower pot does not make a good hat. Why not?

56. Building Up Language: Activity Think of a time of day other than Language Arts when you could Build-Up oral language. Choose a common phrase or routine. How might you Build-up the vocabulary and the syntax that you typically use?

57. Building Up Language: Example Transitions �Line up at the door� Build-Up Vocabulary: Line up next to the classroom entrance. Line up next to the classroom portal. Line up beside the door. Line up adjacent to the door.

58. Building Up Language: Example Circle Time/Morning Meeting �Weather discussion� Build-Up Syntax: I wore my warm coat because it is cold today. Since it is cold, I wore my warm coat today. It is cold today, therefore, I wore my warm coat. It is cold today, as a result, I wore my warm coat.

59. Remember� Sometimes the most important higher order thinking concepts/themes and language that you should Build-Up to are not right there in the words in the text but are deeper in the core and must be �discovered� by explicit teaching. Other oral language presentations will go more deeply into how to teach explicitly to underlying themes.Other oral language presentations will go more deeply into how to teach explicitly to underlying themes.