Competency+001

Competency 001

** MRT STUDY GUIDE ** ** Domain 001 – Oral Language Skills ** ** Submitted by: //Brenda Vernon// ** //**__ Oral Language and Early Literacy in Preschool __**// by Kathleen A. Roskos, Patton O. Tabors and Lisa A. Lenhart 5 areas of Oral Language Three fundamental concepts:
 * Explanation: (Important Ideas, Concepts, Strategies) **
 * Oral Language is used to explore oral exchanges
 * Literacy is used for exploring the world through print
 * Semantics – meanings of words
 * Syntax – grammar; learning the rules of how words are linked together
 * Morphology – manipulating morphemes (smallest unit of meaning)
 * Phonology - the sound structure of language; phonemes
 * Pragmatics – social uses of language and social rules
 * 1) Talk and print are alike – children rely on speech experiences to help with print experiences
 * 2) Talk and print are different – print is a code for speech (reading shows how to do what is needed to comprehend the print code; speech has sensory clues as to what the talk is referring to; print is silent and still
 * 3) Speaking, Listening, Reading and Writing share skills- predictions, asking/answering questions, telling and retelling, sense of story and phonological awareness (learning to read and write depends heavily on phonemic awareness)
 * Assessment system should include: **
 * Accountability ** (looking back; //evaluate//) **Screening (**looking at; //what is//) **Instruction** (looking ahead; //what can be//)
 * Five Best Practices: **
 * 1) ** Shared book reading **
 * 2) ** Songs, rhymes, and word play **
 * 3) ** Storytelling **
 * 4) ** Circle time **
 * 5) ** Dramatic play **


 * ACTIVITY #1 : **** Say-Tell-Do-Play Source: O.L. and E.L. Page: 58 **
 * Target: **** Helps develop oral language comprehension and print knowledge **
 * Procedure: **** //Select 5 words to teach over 1-2 days. Before reading, SAY the word and then children SAY the word. Next, TELL the meaning of the word using a child-friendly definition and students TURN AND TELL a friend what the word means. During the reading stopping when encountering the new word and DO have students use a gesture or action to add meaning to the word. PLAY a short game or role play using the new words.// **


 * ACTIVITY #2 : **** S. E. E. R. Source: ORAL Lit. and EARLY Lit. Page: 60 **
 * Target: **** Technique for guiding Vocabulary Instruction **
 * Procedure: **** Same elements as SAY-TELL-DO-PLAY **
 * S. Say the word in a context that sheds light on it meaning (photo, sentence, props) **
 * E. Explain the word using child-friendly definition **
 * E. Exemplify the word by giving an example from your own or the children’s experiences **
 * R. Repeat the word by asking children to say the word after you **


 * ACTIVITY #3 : **** Storytelling Source: ORAL Lit. and EARLY Lit. Page: 66-70 **
 * Target: **** Develops active listening and oral expression **
 * Procedure: **** Three parts: **
 * Model storytelling for students: use flannel board figures, props, objects or pictures **
 * Guides the development of storytelling skills: emphasize repetitive phrases, vary tone, speed and volume of teller’s voice **
 * Supports students as storytellers: students take stage as story tellers and teacher offers prompts and reminders as needed **


 * ACTIVITY #4 : **** Circle time Source: ORAL Lit. and EARLY Lit. Page: 73 **
 * Target: **** Develops social interaction and acquisition of vocabulary for daily routines **
 * Procedure: **** Ex. Present opportunities for children to explain events captured in family photographs **


 * ACTIVITY #5 : **** Dramatic Play Source: ORAL Lit. and EARLY Lit. Page: 75-79 **
 * Target: **** To Use Vocabulary and Oral Language in a structure so children organize their thinking for play activities **
 * Procedure: **** BEFORE play build background by reading books, virtual field trips though technology and then set up dramatic play area related to the theme. DURING model mature play elements by introducing new words, new roles, and new routines. AFTER play work in small groups to allow children to remember and connect their play to learning activities in the classroom. **