Developing Oral Language Presentation by: Marci Barrientos.

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Transcripción de la presentación:

Developing Oral Language Presentation by: Marci Barrientos

Oral Language is the Building Block of Literacy Children need intentional oral language supports to help them learn … language (Castro et al., 2006). In the same way that children acquire their L1, dual language learners engage in linguistic stages through 2 languages.

Why should we do this? Success for students in culturally diverse classrooms depends on the degree to which there are strategies that encourage all students to talk and work together. Mohr and Mohr Reading Teacher 2007 As the child develops both cognitively and linguistically, they become more aware of similarities and differences between the 2 languages.

Dual language learners continually and automatically construct knowledge and make connections between the 2 languages and they incorporate their prior knowledge of many experiences.

Critical bridge to academic literacy Childrens oral Language emerge when: they are the constructors of language adults serve as facilitators, not transmitters language is embedded in the context of the day they are seeking meaning and comprehension social interaction is foundational they understand the functions of language language is learned in a child initiated manner

How to facilitate language development Print rich classroom, with students own work Children use available print when becoming readers and writers Children understand the functions of language when they see and hear themselves and other participating Self selection of books Setting provides areas for retellings, reenacting stories Scheduled times for social interaction and talk Converse about the day, songs, poems

Literature & Content Areas Reading aloud Wordless picture books Talking mathematics Inside – outside circle Numbered – heads-together Think-pair-share Jigsaw Pictures Make a Story

Language Objectives Focus planning by identifying the functions, structures and vocabulary that students need. Examples: orally defend a position on… (relate to content) discuss the difference between…(relate to content) use the language of > and < to identify the symbol used to show the relationship between two numbers.

Content Objectives Content objectives define the essential intended knowledge of the discipline. These are characterized by facts, concepts and/or skills.

Review Cross-Curricular Student Expectations (Examples) 1. Strategies c(1)(h) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, … 2. Listening c(2)(c) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; 3. Speaking c(3)(c) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease … 4. Reading c(4)(b) recognize directionality of English reading… 5. Writing c(5)(d) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses…

Remember to … Make adjustments to speech so that the message to the student is understandable. Use speech that is appropriate to the students proficiency levels. Enunciate and speak more slowly Repetition may be needed Avoid jargon Avoid idiomatic speech Use speech that is appropriate to the students proficiency levels. Enunciate and speak more slowly Repetition may be needed Avoid jargon Avoid idiomatic speech

Hoy me siento tonta y otros estados de ánimo tonta mal humor enfadada contentaconfusa sensible inquietano estoy animada muy solamuy feliz no me sale nada muy triste contentamuy tonta

Preguntas y Conversación ¿Cómo te sientes después de leer esta parte del cuanto? ¿Qué problema había que resolver en esta historia? ¿Qué tu harías para resolver este problema? ¿De qué otro libro te hace pensar este libro? ¿Cómo son similares? ¿Cómo son diferentes? ¿Qué carácter te gustaría ser? ¿Qué harías tú? ¿Cómo conecta este cuanto a algo de tu vida real?

Haga las conexiones por los medios de representaciones multiples Obras de arte, la música, la poesía, la danza, el drama y el teatro de los lectores ¿Qué ideas piensan que el artista está intentando a transportar? ¿De qué te recuerda la obra de art? ¿Cómo se siente? ¿Cómo utilice el artista el color, líneas, y el espacio en la obra? ¿Qué nos dicen las pinturas sobre la cultura?

Otras actividades Artículos autoseleccionados traídos a la escuela o objetos en un bolso Lectura compartida (lectura repetida de las historias) Noticias diarias - dictado para la escritura interactiva Caminatas del cuadro Activar conciencia previa sobre los libros

Marcos de la oración - Marcos para la fluidez Me siento _____ porque _______. Ayer me sentí _____ por que _______.

Expresar humor Yo debo ______________. Yo podría ______________. Yo haría ________________. Usted debe ____________. Usted podrá ____________. Usted deberá ____________.

Sustantivos/ Nombres propios Este es un ____________. Este animal come __________ y _________. Este animal es un ___________ y vive en el ____________. Este animal es un ____________ y vive en la __________. El ___________ es una buena mascota porque ______________. El ___________ no es una buena mascota porque ___________.

Comparar y contrastar El ____ es más _____ que el ______. Los _______ caminan como los _______. El ______ corre, y el niño _________. Ellos son _____________ y los son _______________.

Futuro – Describiendo acciones ¿A dónde iras ____________? ¿Cómo iras _______________? ¿Qué iras hacer____________? ¿Qué hare ___________________?

Describir cuando A mí me da miedo cuando se apagan las luces. ____________ cuando _________. ___________ en cuanto________.

Predecir Yo pienso que este libro se trata ______. Yo pienso que este libro toma lugar en _______. Yo pienso que el cuento va a ser de____. Me va a gustar el cuento, porque ______. Secuencia Primero, _______________. Segundo, _______________. Tercero, ________________. Después, _______________. Entonces, ________________. Finalmente, _________________.

Sustantivos y adjetivos El _______es __________. Los _________ son _________. Esto es un ______________. Estos son _______________________. (should) ______ debe ____________. (could) _____ podría _____________. Describiendo cuando - (wherever) ________ siempre que _________. (as soon as) ______tan pronto como _______.

homófonos Preposición que indica rumbo ora continente asiático Asia Unidad de 60 minutos hora Ellos oran por lluvia vello no admitir alguna cosa coser volver a usar algo reusar Preparar comida por medio del fuego cocer dar puntada a una tela rehusar Hermoso bello Pelo bota Calzado que cubre el pie y la pierna hacia Acción de votar, sufragar vota

Formando Palabras nieta tanque quinta tenia quien tuna quieta unta quinta unte quitan quiten Inquieta

Review and Summary I feel… I wonder… I think… I cant wait to implement…

References Gibbons, (1991) Learning to learn in a Second Language. Hornsby, D. & L. Wilson. (2010) Teaching phonics in context. Izquierdo, E. (2009) Biliteracy: A journey or a destination. Soleado. McMann, Dee, … (2009) Oral Language Development -. Soleado. Maestra Dowling & Maestra Suarez, Sacramento, CA teachinghttp://home.wsd.wednet.edu/?q=content/learning-and- teaching