Transcript Early Literacy and Oral Language Development
Early Literacy and Oral Language Development
Dr. Mary Abbott ERF Professional Development August 14, 2008 Information in this presentation is available for noncommercial use only. You may use the information provided that: (a) you do not modify or delete any content; (b) you do not redistribute content without identifying the website and author as the source of content; (c) the use of content does not suggest that our ERF project promotes or endorses any third party causes, ideas, Web sites, products or services.
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Phonological Awareness
•
Phonological Awareness:
A sensitivity to the sounds in spoken language. •
Phonemic Awareness:
Part of phonological awareness. –The ability to manipulate phonemes or the sounds of English.
Phonological Awareness Continuum
Early Developing
Sentence segmentation Syllable blending and segmentation Rhyme/alliteration Onset-rime blending and segmentation
Later Developing Phonemic Awareness
Phoneme blending, segmenting, and manipulation
Sentence Segmentation
• Breaking up sentences into separate words – I want ice cream (4 words) – Jack goes to the zoo (5 words) • How many words do you hear in the following sentence?
Rob went to school. 4 words
Syllable Blending and Segmenting
• Syllable: unit of spoken word larger than a phoneme (individual sound) • Syllable blending what word do
cup
[pause]
cake
make? Cupcake • Syllable segmenting what words are in baseball? Base, ball
Rhyme
• Words having the same ending sound – Bat, mat, cat, hat – Mop, stop, top, pop
Alliteration
• Words beginning with the same sound – Hat, hair, head – Ball, bat, bed – Cat, camp, kite – Jump, giraffe, jam
Onset Rime Blending and Segmenting
• Word parts that are larger than phonemes but smaller than syllables • Onset: initial consonant /h/ ill (hill) /m/ at (mat) • Rime: vowel and following consonants -ill (hill) -at (mat)
Phonemic Awareness
• Phoneme isolation What is the first sound in van? /v/ • Phoneme identity What sound is the same in
fix
,
fall
, and
fun
? /f/ • Phoneme categorization Which word does not belong:
bus
,
bun
,
rug
? rug • Phoneme substitution The word is
bug.
Change /g/ o /n/. What’s the new word? bun
Phonemic Awareness
• Phoneme blending What word is /b/ /i/ /g/? big • Phoneme segmentation What sounds are in
grab
? /g/ /r/ /a/ /b/ • Phoneme deletion What is
smile
without the /s/? mile • Phoneme addition What word do you have if you add /s/ to the beginning of
park
? spark
Print Knowledge
Print Knowledge:
The understanding that words are represented by print (concepts of print), that letters of the alphabet are represented in different ways (alphabet/letter knowledge), and that letters can represent multiple sounds or the same sound represented by different letters (phonics).
Concepts of Print
• Difference between print and picture • Print has meaning • How to hold a book and turn pages • Parts of a book • Directionality of text reading (left to right) • Difference between letter and numbers
Letter Knowledge
The ability to identify the names and shapes of the letters of the alphabet.
Letter Knowledge
• Ability to point to the letter that the teacher says (receptive) • Ability to say the name of the letter that the teacher points to (expressive)
Phonics
• Letter/sound correspondences – Letter B = /b/
Făt Ĕd ĭs nŏt ŭp.
Let’s practice the sounds of these letters b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, y, z
Examples of Difference between Phonological Awareness and Alphabet Knowledge • Do hit and knit rhyme?
• What letter is this?
• Can you find the letter r on this page?
• Can you tell me the words that begin with the same sound in the sentence. Mattie makes mashed potatoes?
• Let’s clap the syllable in your name.
• There is a word on this line that has two Bs in it. Can you find them?
• Can the spell your name?
• What is the first sound in hat?
• Let’s say each sound in hat.
• Read the letters in this word.
• Sing your alphabet.
• What is the last sound you hear in hat?
• Do hit and hat rhyme?
• Everyone whose name starts with the letter b, please stand up.
• Everyone whose name starts with the /b/ sound, please stand up.
Oral Language
The receptive and expressive aspects of language that involves listening and speaking.
Language Acquisition
• Language occurs through an interaction of: – Genes (most animals have innate tendencies to communicate and be sociable), – Environment, – Individual thinking abilities.
Breadth and Depth of Vocabulary
• Breadth – number of words known & understood – Breadth is more important than depth for reading comprehension • Depth – multiple meanings, level to which words are understood – Depth is also important & aids in reading comprehension
We also know that the recipe for low vocabulary includes:
• One-way speech from adult to child • Short, curtailed adult to child communication (usually a reprimand or threat) • Adult watching instead of interacting
Spoken Language Skills
Encourage Language Use: – Increase the number of conversations – Repeat words and have children practice with you – Check for comprehension – Use big words and synonyms • Systematically teach weekly vocabulary and add related words • Big – large, huge, gigantic, giant, immense, great, enormous, whopping, substantial, massive, tall, spacious
Literacy Environment
• AVOID having children just sit and wait for more than a minute or two.
– Have books or placements available • Books and writing material in EVERY center • Children’s work at eye level throughout room • During transitions and in bathroom – Practice letters, nursery rhymes, vocabulary cards • During meals – Constant conversation
Practice a 4-5 round conversation
• 1 .Teacher (T) says, “What is this?” • 1. C (C) says, “It is a cat.” • 2. T says, “Yes, it is a cat. What do you think it is doing?” • 2. C says, “Looking” • 3. T says, Looking at what?” • 3. C says, “I don’t know.” • 4. T says, “If I were a cat and looking toward the sky, I might see a bird. What do think the cat might see?” • 4. C says, “a tree.” • 5. T says, “He might be looking at a tree. Cats love to climb trees.