STRATEGIES FOR

ORAL LANGUAGE
DEVELOPMENT
Introduction
Children succeed when they are provided with
learning conditions that nurture their language discoveries,
their different uses of language, and their first attempts
to read and write. Such supportive learning
environments reflect three important elements: good
conversation, effective conversational strategies,
and interesting instruction.
What is Oral language?
Oral language is the system through which we use
spoken words to express knowledge, ideas, and
feelings. Developing oral language, then, means.
Developing the skills and knowledge that go into
listening and speaking – all of.
 Strategies for oral language development
1. Substantive Conversation

- this is a form of talk adults can use to engage children

in long and rich dialogues about important topics. Rich
talk and compelling themes are two top-notch ways to
encourage substantive talk in the classroom setting.
 Children are more likely to engage in rich talk for example when engaged in
familiar routines and activities. Therefore, routine activities are foundation for
engendering rich talk between children.
Example:
Bea: See my drawing of a butterfly. What did you draw?
Kobi: An ant. I am now coloring it red.\
Bea: This morning I saw some black ants in the kitchen.
Kobi: But I want my ant red.
Bea: I often see ants carrying some bits of food. Where do you think are they
going to take them?
Kobi: To their home, I suppose, Grandma says ants live in anthills.
Bea: I saw an anthill in the backyards.\
Kobi: Do you like ants?
Bea: No. An ant bite is painful.
 Rich talk is also more likely to occur in dramatic play. This
activity enables children to use language to imagine, to negotiate
roles, to describe actions, and to explain the rules of play.
Strategies for oral language development
2. Effective Conversational Strategies
- good conversation is an art. It is especially the case when
adults seek to have substantive conversations with young children.

Here are three conversational strategies that should be a part of

every teacher’s communication skills repertoire: (1) Clarify –
Extent, (2) Question – Tell, and (3) Think Aloud.
Clarify - extent
Research tells us that when adults define words, when they
disentangle confusing ideas and terms, and when they add details to
conversations, children learn more language and are exposed to more
new words (Bloom, 2002). Here’s how it works:
• Listen to what a child says.
• Pick up an idea on the child’s talk.
• Add to it, explain it further, and disentangle any confusion.
Example:
Donna: I saw dolphins at the Manila Ocean Park.
Fred: I love dolphins. They are playful fish.
Donna: Mama says dolphins are not fish.
Fred: But they live in the sea and they swim.
Teacher: Your mother is right, Donna. Dolphins aren’t fish. They
are mammals like dogs and cats. A mother dolphin gives
birth to a baby dolphin. It feeds the baby dolphin with its
milk.
Question - tell
Asking questions and telling answers are effective ways to interact
with young children as long as these talk strategies are built upon the
child’s interests and efforts (Wood, Mc Mahon, and Cranstour,
19800). Here’s how the strategy works.
• Join the child in an activity.
• Draw attention to parts and details.
• Maintain interest with talk contingent on the child’s effort.
• Offer praise and encouragement.
Example:
Daniel is completing a puzzle in which the teacher is helping him.
Daniel: Are there pieces missing here?
Teacher: You’ll have to start the right way up. You have to get them all
turned over the right way.
Daniel: Does this go at the top?
Teacher: Yes, Daniel. Look at the top of the clock again and that’s the one
that comes right at the very top. Can you see the big hand on it?
Right, start off with that, all right.
Daniel: This piece at the top.
Teacher: No, that one comes next, doesn’t it?
Daniel: Then… that one goes in there and this one goes in here!
Teacher: That’s right. Now you’ve got the ideas.
Think Aloud
Teachers instill a sense of inquiry in children when they frequently
show how they are thinking and wondering about things around them.
When they model curiosity and think aloud, they expose children to
the abstract uses of language, such as imagining and demonstrating
an attitude of learning (Tough, 1981). Here’s how it works:
• Involve the child in what you are doing.
• Verbalize your thoughts.
• Model how to think through a task or problem to a conclusion.
Example:
Pay attention to how the teacher talks about what she is thinking, as in, “You
know, I can observe this mango with all my senses.” She then continues to “think
aloud” as she describes the attributes of the mango.
Miss Ocampo is introducing the children to the vocabulary and methods of
observe, predict, check in science. She shows them the mango and says, “You
know I can observe this mango with all my five senses. I can feel that it is
smooth on the surface. I can even smell its distinct odor. I can shake it, but it
does not make a sound. But I cannot see inside the mango right now. So I can
predict what is inside, maybe yellow stuff and a big seed. And it is ripe and
delicious. How can I check that out, I wonder?” She then asks the children how
they might check her predictions.
 Strategies for oral language development
3. Effective Instructional Strategies
- to master the less obvious oral language skills that are the foundation of
literacy, children need to be given oral language instruction. They need to be
taught, for example, to pay attention to how words rhyme, to manipulate
morphemes (e.g., plurals), and to listen for main ideas.
- they need guidance in what to say in social situations.
- oral language instruction should be direct and explicit.
- interactions need to be sensitive, responsive and playful
 Strategies for oral language development
Some instructional techniques that are geared to teaching oral language skills:
• The Dialogic Reading Technique
- this is a conversation between a teacher and children about a book. Some
prompts are needed to have a substantive conversation that extends children’s use
of language. You can remember this prompts with the acronym CROWD
(Bowman, Donovan, & Burns, 2001)
C – Completion prompts: Leave a blank at the end of a sentence for children to fill
in. For example, “Jack and Jill went up the hill to fetch a pail of .”

R – Recall prompts: These prompts encourage children to remember what

happened in the book. For example, you say “The monkey and the turtle found a
banana plant floating in the river. Do you remember what happened afterwards?”

O – Open-minded prompts: These prompts focus on the pictures in the book. You
might say, “It’s your turn to tell the story. Look at the picture on the page. What’s
happening?”
W – What, where, when, and why prompts: Still focusing on the pictures in the
book, you might ask, “What’s this? Or “Why do you think the puppy is sad?

D – Distancing prompts: These prompts guides the children to make connections

between the book and their experience. Distancing allows them to practice their
conversational and storytelling skills.
• The Language Experience Approach
- the language experience approach (LEA) involves child dictation of a
common experience with the teacher as the scribe. All the skills of listening,
speaking, reading, writing, and thinking are included in this approach. The
philosophy of this approach is best described by this rationale (Lee Allen, 1963).
• what a child thinks he/she can talk about.
• what one talks about can be expressed in writing.
• anything a child or a teacher writes can be read.
• what child has to say is as important to him/ her as what other people have
written for him/her to say.
Language experience dictation holds a wealth of opportunity for children to use
language and see literacy in action modeled by the teacher.
 The basic procedure for LEA is given below:
Step 1. Motivational Activity
- share a common experience with children, such as nature walk, field trip,
picture, experiment, holiday or special event, poetry, song, tall tale, family, pets,
friends, recipe, movie, hobby, or the weather.
Step 2. Discussion Time
- provide a discussion time so children can think exchange, expand, and clarify
ideas before writing.
Step 3. Dictation Time
- ask the children to help you remember the event by writing about it. Have them
recall highlights and write their comments on chart paper.
4. Reading the story
- Read the story back to the children. Trace each word with your hand and
allow them to verify that this exactly what you said. Then read it again and invite
the children to read along with you as you re-read the text. Finally, read it one
more time. This time pause to let individual children read portions of the story.
5. Reinforcement
- help them search and find specific alphabet letters and words. Help them
listen for sounds in keywords. Or you can introduce a role playing activity about
a problem learned or resolved in an experience story. Post the story on board for
reading again at later time. At each return to the story, make instructional points
related to oral language comprehension, vocabulary, phonological awareness and
alphabet letters.
 Sing, Sang, Read, and Write Pocket Charts

In one occasion you may capture the spirit of songs, rhymes, and poems by
writing them down and displaying them in pocket charts for children to sing, say
read, and write on their own. These playful ways with words improve children’s
memory, phonological awareness, vocabulary, and creative uses of language.
Here’s what to do over time:
1. Choose a song, verse, chant, nursery rhymes and short poem.
2. Sing, chant, or say the selection with the children. Have them repeat phrases to
help them learn the piece.
3. Write the words on sentence strips in front of the children. Say each word as
you write the phrases and sentences. Then sing, chant, or say each phrase or
sentence as the children watch.
4. Have children close their eyes and mix up the sentences. After they open their
eyes have them help you put the strips back in order.

Wall Calendar for Daily News

A wall calendar is a way to enrich your setting with print and provide
opportunities for children to talk, read, and write on topics of special interests to
them. It includes the Daily News and increases children’s participation in calendar
activities. Here are involved:
5. Select a wall space to display five 8 ½ x 11-inch sheets of Manila paper, one
for each day of the week.
6. Following the calendar routine, work with children to record the following
information on the Manila paper: day of the week, date, weather, and one
newsworthy item.
3. Ask for a volunteer or two to make a drawing for the calendar page. Talk about
what the drawing might be ang what the colors to use. Be sure to make a note
of who is illustrating the page for the day.

4. Collect the calendar page at the end of the day. Put other additions, such as
photos or three-dimensional items that will increase the interest and add visual
detail. Attach the page to the wall in sequence as the days of the week pass.

5. Each day, review the calendar wall. This will help the children to remember
past events and recall details for each day.
6. Repeat each steps 1-5 for each week of the month. If possible display each
week, moving each passing week further up the wall to create a giant calendar
of the month.
6. Repeat each steps 1-5 for each week of the month. If possible display each
week, moving each passing week further up the wall to create a giant calendar
of the month.

7. After the month, assemble the pages into a book. Make a cover (e.g, Fun Days
of July) Display it in the library corner for children to look at and read on their
own.
TEACHING READING IN THE MOTHER
TONGUE

- The five areas or domains of reading instruction

have been reported by the National reading Panel as
contributory to reading success of children in K to 3.
Phonemic Awareness Instruction
- is the ability to notice, think about, and look with the individual
sounds in spoken words.
Children can show us that they have phonemic awareness in several
ways, including:

• recognizing which word in a set of words begin with the same sound
(Bat, bike, and boy all have /b/ at the beginning)

• isolating and saying the first of last sound in a word

• Combining or blending the separate sounds in a word to say the word.

/m/, /a/, /p/ = map

• Breaking or segmenting a word into its separate sounds

(up = /u/, /p/)

Phonics Instruction
- to help children learn and use the alphabetic principle. The
understanding that there are systematic and predictable relationship
between written letters and spoken words.
Below are several approaches to phonic instruction:
• Synthetic Phonics:
• Analytic Phonics
• Analogy
• Phonics
• Embedded Phonics
• Onset
Fluency
-refers to the ability to read a text accurately and quickly. fluency
provides a bridge between word recognition and comprehension.
Several effective strategies related to repeated oral reading:
• Students read and reread a text several times until a certain level
of fluency is reached.
• Oral reading practice is increased through the use of
audiotapes, tutors, peer guidance, or other means.
• Mode fluent reading and then have students reread the text on
their own.
• Have students repeatedly read passage aloud with guidance.
Vocabulary Instruction
Vocabulary refers to the words we must know to
communicate effectively.

- Vocabulary instruction aims to engage students

in actively thinking about word meanings, the
relationship among words, and how we can use
words in different situations. This plays an
important role in reading comprehension.
Research reveals that most vocabulary is learned indirectly
and some vocabulary must be taught directly.

Children learn word meanings indirectly in three

ways:
• They engage in daily oral language
• They listen to adults read to them
• They read extensively on their own
Word Learning Strategies
-students need to be able to determine the meaning of
words that are new to them but not taught directly to them.
They need to develop effective word learning strategies that
include:
• Using dictionaries and other reference aids such as
thesauruses, glossaries, and the like.
• Using word parts
• Using context clues
Comprehension Instruction
- comprehension is the reason for reading. If readers can read the
words but do not understand what they are reading, they are not
really reading.
• Good readers are purposeful. They have a purpose for reading.

• Good readers are active. They think actively as they read. To make
sense of what they read, good readers engage in a complicated
process.
Strategies to Improve Text Comprehension
• Monitoring comprehension – this teaches the students to:
-be aware of what they do understand.
-Identify what they do not understand.
-use fix-up strategies to resolve problems in comprehension.
• Using graphic and semantic organizer
• Answering questions
• Generating questions
• Recognizing story structure
• Summarizing
 BEST PRACTICES IN ORAL LANGUAGE AND LITERACY
LEARNING
- The key phases of instruction are organized around the
BEFORE-DURING-AFTER(BDA) instructional framework.
(Roskos, et al., 2009)
BEFORE PHASE – teacher prepares for learning by building on
their prior knowledge.
DURING PHASE – monitors oral language comprehension and
literacy skills.
AFTER PHASE – helps pupils to make connections and
consolidate their learning until next period.
 The Two-track approach: Story Track and Primer
Track

- Primary track or word track stresses accuracy

and confirms that letter-recognition facility,
phonemic awareness and knowledge of phonics are
necessary early code requisites for beginning reading
success. Story track stresses meaning.
The table below illustrates how the two-track approach balances the literacy
tasks in beginning literacy instruction.
Story Track Lesson
1.Before Reading

– Show the cover of the book and read the title of the story and
the name of the author.
- Ask the students “What did you see in the book cover? What do
you think is the story all about?”
- For vocabulary development, select the unfamiliar words.
Story Track Lesson
2. During Reading

- Make sure that all or your students are attentive

listening.
- After reading the first page, always ask for follow up
question to make sure that they really understand the story.
Story Track Lesson

3. After Reading
- after reading the story, ask the students
some questions to check comprehension.
Example questions:

• What happened in the story?

• Why do you think that happened?
• What part of the story did you like the most?
• Why did you like that part?
 - You can also ask the students about people and events from
their own lives that are related to the story.
- For engagement activities, you may ask the students to work in
groups to do any of the following:
• Act out or role play the part of the story they like the most.
• Draw their favourite part of the story
• Other activities such as letter writing and retelling the story

For the whole class activity do the following:

• Do the matching word activity
• Do the Hide-A-Word activity
Teaching Vocabulary during Shared Book Reading

- even the single reading of a storybook can have an

impact on children’s vocabulary (Senechal & Cornell,
1993). Here are three techniques you may find helpful in
vocabulary instruction.
1. Say-Tell-Do-Play – this technique is easily inserted into the
shared book reading routine. Select five words to teach that the
children probably do not know and that they need for school
learning.

2. Tier 2 Word Technique – this technique is used after reading a

text. Select 2 or 3 words that are important and useful to children
to know, powerful for making connections to other words or
ideas, and knowledge-builders in that they expand word
meanings.
The steps that follow outline how to use the Tier 2 Technique:

Step 1: Remind children how the word was used in the story.
Step 2: Ask them to repeat the word so that they create a sound impression of
the word using child-friendly language.
Step 3: Give the meaning of the word using child-friendly language,
Step 4: Provide examples in sentences different from the story.
Step 5: Ask children to provide their own phrases or sentences with your
support.
Step 6: Ask them to say the word again to establish phonological awareness of
it.
Step 7: Repeat the above steps for each new word.
Step 8: End by using all the new words together.
3. SEER – the instructional protocol for vocabulary is a four-step routine
develop by Shelley Gray of Arizona State University. It contains many if the
same elements as Say-Tell-Do-Play and the Tier 2 Word Technique. It is
easier to remember and to “slip into” a shared book reading or read aloud.
Here’s how it works:

S – say the word in a context that gives clue to its meaning (picture;
sentence; action; real object)
E – explain the word using a child-friendly definition.
E – exemplify the word by giving an example from your own or the
children’s experience.
R – repeat the word by asking the children to say the word after you.
An Authentic Shared Book Reading Lessons

- book reading provides instruction that helps

children to use their minds well in a meaningful
context. It is authentic because it helps children in
children in constructing knowledge, in using essential
language and literacy skill, and in engaging in
meaningful activity (Newman)
Storytelling
- storytelling is the oldest from of teaching. It
bonded the early human communities, giving
children the answers to the biggest questions of
creation, life, and the afterlife.
- students develop their own storytelling talents,
apply the techniques of storytelling, create
storytelling guides, and perform a story for an
audience.
“Before” strategies activate students’ prior knowledge and
set a purpose for reading. And tell the students the title of
the story.
“During” strategies help students make connections,
monitor their understanding, generate questions, and stay
focused.
“After” strategies provide students an opportunity to
summarize, question, reflect, discuss, and respond to text.
 THANK YOU !
MAM’NOON XIEXIE KAMSAHAMNIDA ARIGATO OBRIGADO
KHOB KHUN KHA GRACIAS MERCI SALAMAT GRAZIE MAHALO

PRESENTED BY: ZAMORA,

SOLOMON, PAGAYON, SANONG,
ESCUBIN, DELA PENA, AMOR,
MERCADO, ESCOTON