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Enhancing the Language

Development of Kindergartners

Chapter 9 Language Acquisition ECED 413/513

Enhancing the Language Development of Kindergartners Chapter 9 Language Acquisition ECED 413/513
Enhancing the Language Development of Kindergartners Chapter 9 Language Acquisition ECED 413/513
Enhancing the Language Development of Kindergartners Chapter 9 Language Acquisition ECED 413/513

Overview of Kdg Curricula

Higher expectations for children‟s use of language

Decrease in time for exploratory, independent activities

Increase in time designated for large and small group activities

“Seatwork” may be expected

Developmental vs. academic approach

Overview of Kdg Curricula • Higher expectations for children‟s use of language • Decrease in time
Overview of Kdg Curricula • Higher expectations for children‟s use of language • Decrease in time
Overview of Kdg Curricula • Higher expectations for children‟s use of language • Decrease in time

What is a developmentally appropriate

curriculum in kindergarten?

A curriculum that:

Is sensitive to the range of developmental levels of children in each classroom

Has a balance of teacher-directed and independent, exploratory activities

What is a developmentally appropriate curriculum in kindergarten? • A curriculum that: – Is sensitive to
What is a developmentally appropriate curriculum in kindergarten? • A curriculum that: – Is sensitive to
What is a developmentally appropriate curriculum in kindergarten? • A curriculum that: – Is sensitive to

Language-Related Curricular

Goals

Provide direction to the selection and implementation of learning activities

Goals

Increase children‟s ability to communicate orally in instructional and conversational settings

Encourage an awareness of the purposes of reading and writing

Language-Related Curricular Goals • Provide direction to the selection and implementation of learning activities • Goals
Language-Related Curricular Goals • Provide direction to the selection and implementation of learning activities • Goals
Language-Related Curricular Goals • Provide direction to the selection and implementation of learning activities • Goals

Language-Related Curricular

Goals

Increase listening comprehension

Increase vocabulary through conceptual development

Increase children‟s awareness of the process of communicating by using written language

Language-Related Curricular Goals – Increase listening comprehension – Increase vocabulary through conceptual development – Increase children‟s
Language-Related Curricular Goals – Increase listening comprehension – Increase vocabulary through conceptual development – Increase children‟s
Language-Related Curricular Goals – Increase listening comprehension – Increase vocabulary through conceptual development – Increase children‟s

Conceptual development

Conceptual development • What do kindergartners know about “apples”?

What do kindergartners know about

“apples”?

Conceptual development • What do kindergartners know about “apples”?
Conceptual development • What do kindergartners know about “apples”?
Conceptual development • What do kindergartners know about “apples”?

Guidelines for Teachers’

Interactions with Kindergartners

Develop a oral language environment that nourishes language development

Use key interaction patterns

Linguistic scaffolding Questioning Verbal mapping Mediation

• Use a variety of questioning strategies
• Use a variety of questioning strategies

Linguistic Scaffolding

Linguistic Scaffolding “I‟m making pizza!” “I‟m making Christmas trees!” “I made a magic wand!” What kind

“I‟m making pizza!”

“I‟m making Christmas

trees!”

“I made a magic wand!”

What kind of

questioning strategies would you use?

Linguistic Scaffolding “I‟m making pizza!” “I‟m making Christmas trees!” “I made a magic wand!” What kind
Linguistic Scaffolding “I‟m making pizza!” “I‟m making Christmas trees!” “I made a magic wand!” What kind
Linguistic Scaffolding “I‟m making pizza!” “I‟m making Christmas trees!” “I made a magic wand!” What kind

Guidelines for Fostering

Instructional Conversations

Recognize children as conversational partners

Plan activities that draw on children‟s prior knowledge as well as new knowledge presented in class

Establish communication loops that evolve into new understandings for children Listen actively to each child‟s response Preplan questions while remaining flexible to incorporate children‟s responses and comments

Guidelines for Fostering Instructional Conversations • Recognize children as conversational partners • Plan activities that draw
Guidelines for Fostering Instructional Conversations • Recognize children as conversational partners • Plan activities that draw
Guidelines for Fostering Instructional Conversations • Recognize children as conversational partners • Plan activities that draw
Guidelines for Fostering Instructional Conversations • Recognize children as conversational partners • Plan activities that draw
Guidelines for Fostering Instructional Conversations • Recognize children as conversational partners • Plan activities that draw

Morning Message

Morning Message • Morning Message Opportunities to guide what is going to be taught. Gather information

Morning Message Opportunities to guide

what is going to be taught.

Gather information to

use later when

comparing opinion to

fact

Morning Message • Morning Message Opportunities to guide what is going to be taught. Gather information
Morning Message • Morning Message Opportunities to guide what is going to be taught. Gather information
Morning Message • Morning Message Opportunities to guide what is going to be taught. Gather information

Ways to Support English Language

Learners in Kindergarten

Provide time and opportunities for meaningful talk

Take time for one-on-one conversations Provide a welcoming environment

Acknowledge and build upon children‟s prior knowledge and experiences

Provide content-rich, engaging activities

Ways to Support English Language Learners in Kindergarten • Provide time and opportunities for meaningful talk
Ways to Support English Language Learners in Kindergarten • Provide time and opportunities for meaningful talk
Ways to Support English Language Learners in Kindergarten • Provide time and opportunities for meaningful talk

Language-Enhancing

Exploratory Activities

Opportunity to engage in informal learning at their own pace

Open-ended and experiential

Examples of Learning Centers

Drawing/Writing Center Classroom Library Center Science/Math Center Computer Center Drama Corner

Language-Enhancing Exploratory Activities • Opportunity to engage in informal learning at their own pace – Open-ended
Language-Enhancing Exploratory Activities • Opportunity to engage in informal learning at their own pace – Open-ended
Language-Enhancing Exploratory Activities • Opportunity to engage in informal learning at their own pace – Open-ended

Legos Center

Legos Center • Building, creating scenarios, patterning, sharing, collaborating, etc.

Building, creating scenarios, patterning,

sharing, collaborating, etc.

Legos Center • Building, creating scenarios, patterning, sharing, collaborating, etc.
Legos Center • Building, creating scenarios, patterning, sharing, collaborating, etc.
Legos Center • Building, creating scenarios, patterning, sharing, collaborating, etc.

Drawing/ Writing Center

Drawing/ Writing Center • Open ended area to create art projects • Explore wide variety of

Open ended area to create art projects

Explore wide variety of functions for writing

such as books, lists,

surveys, recipes, etc.

Drawing/ Writing Center • Open ended area to create art projects • Explore wide variety of
Drawing/ Writing Center • Open ended area to create art projects • Explore wide variety of
Drawing/ Writing Center • Open ended area to create art projects • Explore wide variety of

Dry erase Boards and paper

What stage of writing do you see?

Dry erase Boards and paper What stage of writing do you see?

Classroom library center

Classroom library center • Reading and sharing with partners • Students take turns reading books with

Reading and sharing with partners

Students take turns reading books with

simple texts to each

other

Fosters receptive and expressive language

development

Classroom library center • Reading and sharing with partners • Students take turns reading books with
Classroom library center • Reading and sharing with partners • Students take turns reading books with
Classroom library center • Reading and sharing with partners • Students take turns reading books with

Additional Language-enhancing

Exploratory Activities

Additional Language-enhancing Exploratory Activities • Outdoor Play – Opportunities for extended, informal conversations • Peers •

Outdoor Play

Opportunities for extended, informal conversations

Peers Teachers

Sand/Water Table

Provides direct experiences that

enhance science-related concepts

* Acquire new vocabulary

* Experience cause-effect connections * Predict outcomes * Use language to describe and

question

Simple games enhance receptive and expressive

language

Additional Language-enhancing Exploratory Activities • Outdoor Play – Opportunities for extended, informal conversations • Peers •
Additional Language-enhancing Exploratory Activities • Outdoor Play – Opportunities for extended, informal conversations • Peers •
Additional Language-enhancing Exploratory Activities • Outdoor Play – Opportunities for extended, informal conversations • Peers •

Exploration/Science Table

Exploration/Science Table • Discover, explore, ask questions, learn new vocabulary, describe, weigh, measure, record, draw, etc.

Discover, explore, ask questions,

learn new vocabulary, describe, weigh, measure, record, draw, etc.

Exploration/Science Table • Discover, explore, ask questions, learn new vocabulary, describe, weigh, measure, record, draw, etc.
Exploration/Science Table • Discover, explore, ask questions, learn new vocabulary, describe, weigh, measure, record, draw, etc.
Exploration/Science Table • Discover, explore, ask questions, learn new vocabulary, describe, weigh, measure, record, draw, etc.

Teacher-guided Activities

Teacher organizes and directs Small or large group Engages children in instructional conversations

Teacher-guided Activities • Teacher organizes and directs – Small or large group – Engages children in
Teacher-guided Activities • Teacher organizes and directs – Small or large group – Engages children in
Teacher-guided Activities • Teacher organizes and directs – Small or large group – Engages children in

Show-and-Tell

Encourages children in audience to

Listen carefully Ask questions

Encourages child who shares to

Focus on describing object Tell about an event or experience

Show-and-Tell • Encourages children in audience to – Listen carefully – Ask questions • Encourages child
Show-and-Tell • Encourages children in audience to – Listen carefully – Ask questions • Encourages child
Show-and-Tell • Encourages children in audience to – Listen carefully – Ask questions • Encourages child

Storybook Time

Student reads to class

The other students are engaged and

listen well to their

friend Encourages other

students to want to

read to their friends

Storybook Time • Student reads to class • The other students are engaged and listen well

Storybook Time-teacher directed

Strategies:

Select appropriate books

Content Format Supportive illustrations

Add use of puppets or flannelboard characters Repeat readings of favorite books Activate prior knowledge Encourage children‟s predictions of story events Review major events after sharing book

Storybook Time-teacher directed • Strategies: – Select appropriate books • Content • Format • Supportive illustrations
Storybook Time-teacher directed • Strategies: – Select appropriate books • Content • Format • Supportive illustrations
Storybook Time-teacher directed • Strategies: – Select appropriate books • Content • Format • Supportive illustrations
Storybook Time-teacher directed • Strategies: – Select appropriate books • Content • Format • Supportive illustrations
Storybook Time-teacher directed • Strategies: – Select appropriate books • Content • Format • Supportive illustrations

Story Retelling

Engage children in retelling story

Based on story illustrations May include actions and gestures

Benefits:

Increases awareness of story event sequences

Enhances comprehension of story

Story Retelling • Engage children in retelling story – Based on story illustrations – May include
Story Retelling • Engage children in retelling story – Based on story illustrations – May include
Story Retelling • Engage children in retelling story – Based on story illustrations – May include

Velcro Board characters

Velcro Board characters • Gives story another dimension • Allows students to retell the story using

Gives story another dimension

Allows students to retell the story using

the props

Students can use props to create a new

story centered around

original characters

Velcro Board characters • Gives story another dimension • Allows students to retell the story using
Velcro Board characters • Gives story another dimension • Allows students to retell the story using
Velcro Board characters • Gives story another dimension • Allows students to retell the story using

Story Re-enactment

Re-enact story through dramatization Children assume individual or unison parts

Dialogue Narration

Can also be used with children‟s dictated stories

Story Re-enactment • Re-enact story through dramatization • Children assume individual or unison parts – Dialogue
Story Re-enactment • Re-enact story through dramatization • Children assume individual or unison parts – Dialogue
Story Re-enactment • Re-enact story through dramatization • Children assume individual or unison parts – Dialogue

Story-based Writing and Drawing

Involves children‟s responses to shared books

Story extensions Story adaptations Responses to events or characters

Enhances listening comprehension and emergent writing

Story-based Writing and Drawing • Involves children‟s responses to shared books – Story extensions – Story
Story-based Writing and Drawing • Involves children‟s responses to shared books – Story extensions – Story
Story-based Writing and Drawing • Involves children‟s responses to shared books – Story extensions – Story

More Teacher-guided

Activities: Dictated Writing

May be picture-based or experience- based

Increases awareness of relationship between speech and print

Letter-sound connections Punctuation and capitalization

• Enhances syntactic knowledge • Encourages expressive language
• Enhances syntactic knowledge
• Encourages expressive language

More Teacher-guided

Activities: Interactive Writing

Teacher models use of specific language concepts during group dictation

Letters, letter-sounds, capitalization, punctuation, directionality

Children take turns contributing to writing process

Enhances metalinguistic knowledge

More Teacher-guided Activities: Interactive Writing • Teacher models use of specific language concepts during group dictation
More Teacher-guided Activities: Interactive Writing • Teacher models use of specific language concepts during group dictation
More Teacher-guided Activities: Interactive Writing • Teacher models use of specific language concepts during group dictation

Star of the Week activity

A student is highlighted each week

Outline is drawn and the other

students are encouraged to dictate something nice about the Star

Teacher models specific

language concepts as she

writes on outline

Students begin to help with beginning sounds, punctuation, recognizing patterns of sentences, spelling

friends‟ names, etc.

Star shares a home-made poster telling all about him/her

Star of the Week activity • A student is highlighted each week • Outline is drawn

More Teacher-guided Activities:

Word Study

Direct children‟s attention to language

units

Syllables Phonemes

Activities involving the manipulation of language units

Rhyming Teacher-created „morning messages‟

More Teacher-guided Activities: Word Study • Direct children‟s attention to language units – Syllables – Phonemes

Routine Activities

Occur on a daily or weekly basis Enhance pragmatic knowledge Enhance receptive and expressive knowledge Examples:

Arrival and departure Special Classes

Art

Gym

Music

Library

Routine Activities • Occur on a daily or weekly basis • Enhance pragmatic knowledge • Enhance
Routine Activities • Occur on a daily or weekly basis • Enhance pragmatic knowledge • Enhance
Routine Activities • Occur on a daily or weekly basis • Enhance pragmatic knowledge • Enhance

Arrival Activity

Students locate their

name and make their

lunch choice each morning

This becomes a habit that doesn‟t require a

reminder after a month of school

Arrival Activity • Students locate their name and make their lunch choice each morning • This