Kaitlin Jenkins Oral Language Functions: Classroom Observation Place a check by the functions that are regularly present

in your classroom. Place a star by those that occur in various contexts and settings. Indicate the extent to which languages other than English are used to serve the varying functions. Sharing stories Retelling events Reporting information Explaining how to do or make something (Indian and Chinese) Expressing language and literacy knowledge Building productive learning relationships with peers and adults __ Creating imaginative worlds (during play; through writing or drawing; while singing) Taking social action __ Planning events Enjoying language for its aesthetic value (poetry; language play) Describing sensory experiences (sights, smells, sounds, touches, tastes) __Expressing feelings, empathy, emotional identification __Expressing points of view Taking leadership Asking questions; requesting information Building collaborative relations (Indian and Chinese) Responding to peers and teachers questions and requests for information -The checkmarks indicate that students do these functions in their classroom during reading time, but I have not seen them in various contexts and settings. The stars indicate that students do these

functions in their classroom as well as in math, library and gym time. The functions that are blank, I have not yet seen in the classroom. Some students speak Indian or Chinese and they speak to one another in their language when they are building collaborative relations. They also use Indian or Chinese when they are explaining how to do or make something. Typically a student will revert to his or her native language when another student is unsure of what is being said in English.

Oral Language Functions: Individual Observation Childs Name: Elsa Share stories: Elsa does not easily share stories on her own, but with guidance and support she is willing to share. I asked her, Where did you get your bracelet? She responded, I got it at my friends birthday party. I like the color pink, so I picked the pink bracelet. Her birthday was at her house and it was fun. I was surprised to hear that by just asking one question, Elsa provided a few responses and was able to express not only where she got her bracelet, but also why she chose the bracelet, and where the birthday party took place. Although Elsa may not have shared this information with me if I had not asked, she is capable of sharing stories with others. Retells events: Elsa and I were reading the book, Monkeys Loose Tooth together and she told me about the one time she lost her tooth last month. She explained how her tooth fell out and how she placed her tooth under her pillow when she went to sleep. She recalled how she was so excited for the tooth fairy to come and give her money in exchange for her tooth. She barely slept at all that night because she was so excited, but when she woke up the next day she found $1.00 under her pillow. She was so happy that the tooth fairy came and left her $1.00. Elsa retold this story very well, for she was able to describe the event and the emotions she felt at the time of the event. In regard to oral language, retelling stories is one of her strengths. Explains how to do or make something: Elsa had some difficulty with explaining how to make a birthday cake for her dad. She told me, I put the ingredients in a bowl and my mom put the cake in the oven. When I asked Date: February 25, 2014 Age: 6

her, What ingredients did you use to make the cake? she was unable to discuss the ingredients. Even though she was able to express the overall idea of how to make a cake, she missed some of the important details when telling someone how to make a cake from beginning to end. Creates imaginative worlds (during play; through writing or drawing; while singing): Elsa was playing with her friends at snack time and one of her classmates asked, What kind of animal would you like to be? Elsa responded, A bee because I could fly all around the world. She then proceeded to act like a bee and try to sting her friends. Through play, Elsa was able to demonstrate her understanding of being something outside of herself and expressing that in language and play. Plans events: Although Elsa is able to retell events, I did not hear her plan events. When I tried to ask her about upcoming events, she was unsure of what she would be doing in the future. Enjoys language for its aesthetic value (poetry; language play): Elsa read the story The Red Hen to me and was intrigued by the rhyming words at the end of each sentence. She said, I can tell the word that is coming up will sound like the word before it. She was able to easily read the book after a few pages because she picked up on the rhyming pattern. If they were isolated, Elsa may not have been able to read the rhyming words as easily. Expresses feelings, empathy, and emotional identification: During reading, Elsa was reading with her partner and she became angry when her partner wanted to read a different book than her. Elsa wanted to keep reading the same book and

said, No! I want to read my book again. I like it better. Being that she is a kindergartner, this is typical behavior. Takes leadership: I have not seen Elsa be a leader. She responds when asked a question, but does not usually initiate a conversation. Since she does not usually begin a conversation, she is not yet able to be a leader.

Kaitlin Jenkins February 26, 2014 Emergent Literacy Oral Language Assessment The purpose of the oral language assessment was to examine how well an individual student can verbally express her ideas, thoughts and feelings. I observed and made notes regarding what I heard from Elsa. Elsa is a six year old girl in Mrs. Bostwicks P.M. Kindergarten class at Maurice Hawk Elementary School, in West-Windsor, New Jersey. Since Elsa comes from a Chinese background, she at times has difficulty initiating conversation with others. If prompted, she will speak willingly, but she does not speak much on her own. Elsas classmates are highly verbal and are almost always talking with either the teacher or their friends. Mrs. Bostwick fosters oral language development in her classroom during morning meeting each day when the students greet one another and share any thoughts. Also, Mrs. Bostwick sings various songs with the students, which promotes their language skills through repetition. In addition, Mrs. Bostwick uses turn and talk frequently, which allows the students to verbally express their ideas. Based on my observations of Elsa, I have seen her speak quite well, but she needs to work on expressing her language with others. In order to observe Elsas oral language abilities, I used a chart with key components of oral language. Some examples include: sharing stories, retelling events and explaining how to do or make something. Being that Elsa does not speak much if not spoken to first, I was the leader of the conversation and carefully listened to her responses. I guided a majority of my conversation by incorporating the components of oral language into the various books she was reading during reading time. By asking questions related to the books, I was able to gauge Elsas use of oral language.

By listening to Elsa I was able to recognize her strong ability to retell events. She was able to describe what happened and how she felt during the event. She was able to express her feelings about the book that she liked and how she did not want to read a different book with her partner. She was able to share a story with me and create an imaginative world during play. Also, she was able to enjoy language for its aesthetic value. Elsa was unable to be a leader and initiate the conversation with me. She was unable to plan events, for she had a difficult time understanding how to plan. She was unable to explain how to do or make something entirely. Although Elsa told me the beginning and end of how to make a cake, she did not provide the details and step by step instructions of how to make a cake. To improve instruction for Elsa I would focus on teaching her about the future tense and how she can plan future events. She is great at retelling events, but she needs to work on being able to plan the events. Since she is struggling with explaining how to do or make something, I would expose her to various how-to books, so that she could gain a better understanding of step by step instructions. By hearing how others create instructions for how-tos, Elsa will be able to create her own instructions.

Lesson Plan Subject/Topic: Reading/Kindergarten Rationale: I am teaching this lesson because Elsa needs to know how to explain to do or make something, so that others can learn from her. By her learning to verbalize a step by step process, she can take her knowledge and tell others what she knows. I chose to read Benny Bakes a Cake with Elsa because we previously talked about how she made a cake; and I would like her to extend her instructions to explain how to make a cake. Standard: S.L.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. R.L.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Objective: SWBAT verbalize step by step instructions for how to do or make something. Materials: Benny Bakes a Cake by Eve Rice Procedures: Engagement/Anticipatory Set: Elsa, do you remember when you began to tell me about how you made your dads birthday cake? Well, today we are going to read Benny Bakes a Cake and focus on the different steps Benny goes through to make a cake. Then we will see how Bennys instructions are similar or different to your instructions. Good speakers explain each step when making a cake and provide details.

Read aloud: Elsa I am going to read the story to you and follow along to see if you can pick up on the instructions Benny uses to make the cake. I will read the first page and say, What is the first step Benny does to prepare to make the cake? I am expecting Elsa to tell me the first step. I will read the second page and say, What is the second step Benny does to prepare to make the cake? I am expecting Elsa to tell me the second step. I will continue this process for the rest of the book. Can you recognize what is similar and different about how you told me you made a cake compared to Benny? Is there any way you can change your explanation, so that your instructions are clearer? Did Benny tell the beginning, middle and end step of how to make the cake? Did you? Closure: Elsa, today we compared and contrasted how your instructions were different from Bennys and we built on your explanation of how to make a cake. Assessment: I want to assess Elsas ability to verbalize how to do or make something and explain the process from beginning to end. I will be listening to the difference between Elsas original how-to make a cake compared to her explanation of how-to make a cake after reading Benny Bakes a Cake. Elsa will verbally convey how to make a cake after reading and discussing the instructions in Benny Bakes a Cake.