1. Welcome!
LANGUAGE ARTS IN PRE-K
PART I
ORAL LANGUAGE
DEVELOPMENT
Presenters:
Nancy Aliano
Ana Zepeda

2. FUNCTIONS
 Oral language is the foundation of literacy.
 Building a child's oral language skills will
ultimately improve his reading skills as well.
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3. SIGNIFICANCE OF ORAL LANGUAGE
 Languageskills are important in order to
make connections with others and
understand experiences.
 Majorityof vocabulary derives from
experiences.
 Teach the essentials of oral language to build
upon it for a higher mental development.
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4. LANGUAGE: A MENTAL TOOL
 When children use symbols (letters) and concepts
(rhyming) to think, they no longer need to have
an object in order to think about it.
 Language allows children to imagine,
manipulate, create new ideas and share those
ideas with others.

5. THE MIND
 Society contributes to the way a child’s mind
work.
 According to Vygotsky; children could not
learn logical thinking without having
mastered language.

6. RECEPTIVE & EXPRESSIVE LANGUAGE
 They are different but equally important!
Phonological awareness includes
attending to speech, discriminating
between sounds, holding sounds in 5
memory.

7. LISTENING EXERCISE
♦ II.D.6 CHILD INCREASES LISTENING VOCABULARY AND BEGINS TO DEVELOP VOCABULARY
OF OBJECT NAMES AND COMMON PHRASES IN ENGLISH (ELL).

8. LISTENING
 Listening is a two-way street.
 Strategies
 “Story Time” with no pictures. Ask what they
understood at the end.
 Singing songs with no music gives students the
chance to hear and produce the words of the song.
 Taking it home: Ask students to sing the song to
their parents and have parents write what the child
sings.
II.B.3 Child provides appropriate information for
various situations.

9. PURPOSEFUL TALK
 Parallel Talk: an adult describes what the child is
doing
 Self-Talk: an adult talks about what he or she is
doing, using short sentences.
 Example: At snack time, an adult says, “I am crushing up
crackers and putting them in my chicken noodle soup.”
 Expansion: An adult adds more information to
the sentences that the child expresses.
 Example: A child says, “A fire truck!” An adult responds, “There is
a big, yellow, fire truck with a siren!”
Hart Paulson, Lucy, Ed.D.,CCP-SLP & Louisa C. Moats, Ed.D.
LETRS for Early Childhood Education. 2010

10. YOU TRY IT!
 Work with the people at your table to expand
these utterances.
1. “Ball.”
1. “A dog a bone.”
1. “Her falled down.”
1. “He made a big bubble.”

11. WHAT IS A WORD?
 Recognizing what a word is
 What does it look like?
 What does it sound like?
 What are the characteristics of a word?
 After students know what a word is then you can
expand to teach them what a sentence is.
♦ II.E.1 Child typically uses complete
sentences of four or more words and
grammatical complexity usually with
subject, verb, and object order.

12. ALLITERATION
 Comparing Sounds
 Guess What I am thinking/Adivina lo que estoy
pensando (Mystery Bag)
 Animal Sounds (Think of a word that starts with
the sound as your name)

13. RHYMING
 Rhyming with our bodies
 Rhyming Train
 Rhyme “Hola, Hola, Coca Cola.”
 Rhyming Names/Nombres que Riman
 Start with made up words
 We want them to understand the concept not
memorize the cards

14. Let’s have a mental break

15. ANYTIME IS A GOOD OPPORTUNITY TO PROMOTE
ORAL LANGUAGE
♦ II.D.1 CHILD USES A WIDE VARIETY OF WORDS TO LABEL AND DESCRIBE
PEOPLE, PLACES, THINGS, AND ACTIONS.
♦ II.E.7 CHILD ATTEMPTS TO USE NEW VOCABULARY AND GRAMMAR IN SPEECH (ELL).

16. STUDENTS ENGAGING IN MEANINGFUL
CONVERSATIONS
II.B.1Child is able to use
language for different
purposes.

17. CHILDREN ACTING IS AN
ORAL LANGUAGE OPPORTUNITY

18. CENTERS A BIG PLACE FOR
ORAL LANGUAGE OPPORTUNITY

19. ORAL LANGUAGE PRACTICE HELPS
STUDENTS TO BECOME LEADERS

20. MODELING HOW TO PLAY IN CENTERS

21. MUSICAL CHAIR ACTIVITY
II.A.2 CHILD SHOWS UNDERSTANDING BY FOLLOWING TWO-STEP ORAL DIRECTIONS
AND USUALLY FOLLOWS THREE-STEP DIRECTIONS.

22. I.B.2B CHILD IS AWARE OF FEELINGS MOST OF THE TIME.
I.C.4 CHILD INCREASINGLY INTERACTS AND COMMUNICATES WITH PEERS TO INITIATE PRETEND PLAY
SCENARIOS THAT SHARE A COMMON PLAN AND GOAL.
VII.B.1 CHILD DEMONSTRATES THAT ALL PEOPLE NEED FOOD, CLOTHING, AND SHELTER.
VII.B.3 CHILD DISCUSSES THE ROLES AND RESPONSIBILITIES OF COMMUNITY WORKERS.

23. GOALS
 Think about your students. What are your goals
this year regarding Oral language development?.
 Make sure you differentiate the different levels
they bring to school.
 Turn to a person and share

24. WHEN CAN I PROMOTE ORAL
LANGUAGE?
 Asking and answering questions
 Pair conversations
 Transitions
 Center time/activities
 Singing songs and rhymes
 Giving students opportunities to speak at
anytime
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25. TEACHING THE RULES OF LISTENING AND
SPEAKING IN YOUR CLASSROOM.

26. SO HOW DO YOU FEEL NOW?
 Do you feel you will have more things to do now?
 Or you think that now you have a better idea of
how to plan for a purposeful time to engage
students in meaningful conversations that will
enrich their experience in your classroom?

27. ORAL LANGUAGE DOESN’T HAVE TO COST
MUCH BUT YES, IT NEEDS TO BE PLANNED

28. ORGANIZE YOUR IDEAS = MENTAL TOOL


29. What strategies will you be using in your
classroom to fill in the gap?
Turn and discuss with your neighbor

30. MAKE AND TAKE
 Songs
 Alliteration chart
 Conversation starters for centers
 Syllable clapping
 Rhyming sheet and pictures
 Questions what where when what...
 KWL anchor chart
 Feeling faces vocabulary
 Phonics for English and Spanish
 Problem and solution

31. Choose a song that you would like to start working
with your kids.
Get creative and put it on chart paper.

32. THANK YOU FOR COMING!
We enjoyed having you today 
Next session will be January 24
“Read Aloud and story time, the advantages”
Can my students read?
Thank you!
Ms. Aliano and Ms. Zepeda 