Cox Campus Session 2: Oral Language Reflection

What are the biggest takeaways from this module about the connection between oral language and later literacy success?

• Oral language is the single most important foundation for later reading and writing success.

• The quantity and quality of language children hear deeply impacts their vocabulary, comprehension, and cognitive development.

• Exposure to language at an early age is not an essential connection for later literacy success.

• Children need back-and-forth interactions (“serve and return”) to build brain architecture and language skills.
  

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

Did any ideas or research findings challenge what you previously believed about oral language development?

• • Some teachers may have underestimated the role of conversational turns compared to simply reading books or teaching letters.

• Vocabulary and oral comprehension are not important in a student's development.

• • The idea that vocabulary and oral comprehension predict reading comprehension more strongly than decoding alone can be surprising to some.

• Early conversation is not important in language development.

Tags

CCSS.RI.1.1

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

What are examples of ways to support oral language development in your classroom

• Reading aloud daily.

• Asking open-ended questions.

• • Engaging in conversations during play.

• Introducing and repeating rich vocabulary words.
  

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

• In what areas do you feel you could strengthen your approach to promoting rich conversations?

• • Increasing the number of conversational turns with each child.

• More intentional planning of vocabulary and oral language experiences.
  

• Ask more yes/no questions.

• • Ask more open ended questions.

Tags

CCSS.L.11-12.6

CCSS.L.9-10.6

CCSS.W.11-12.2D

CCSS.W.8.2D

CCSS.W.9-10.2D

• How do you intentionally build children’s vocabulary throughout the day?

• • Using novel words during read-alouds.

• • Repeating words in multiple contexts.

• • Connecting new words to children’s experiences.

• Use simple and limited vocabulary.

Tags

CCSS.L.11-12.6

CCSS.L.9-10.6

CCSS.W.11-12.2D

CCSS.W.8.2D

CCSS.W.9-10.2D

How does your classroom environment invite children to use and grow their language skills?

• • Cozy reading spaces.

• • Labeling materials.

• Visual supports for language learners.

• Materials that spark conversation and pretend play.
  

What types of questions or prompts do you use most often with children—and how might you vary them to deepen oral language?

• • Questions that are answered with a yes or a no.

• • Factual questions (“What color is this?)

• Simple recall questions.

• To deepen language, use more open-ended, inferential, and predictive questions (“Why do you think she felt sad?”).
  

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.1.1

CCSS.RL.2.1

CCSS.RL.3.1

• How do you ensure all children, including English Language Learners and quieter students, have opportunities to express themselves?

• Require participation in sharing to the whole class.

• • Pairing shy or English language learners with supportive peers.

• • Using gestures, visuals, and first-language supports.
    Being intentional about inviting all children into conversation.

• Assume students understand if they aren't asking for clarification.

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.1.1

CCSS.RL.2.1

CCSS.RL.3.1

How do you validate and incorporate students’ home languages and cultures into oral language learning?

• • Encouraging children to share words and stories from home.

• • Displaying books and materials in multiple languages.

• Learning basic words in children’s home languages.
  

• Fail to learn about students’ backgrounds or pronounce their names correctly.

Tags

CCSS.RI.11-12.7

CCSS.RI.9-10.7

CCSS.RL.11-12.7

CCSS.RL.8.7

CCSS.RL.9-10.7

Select strategies from the training that you could try in your classroom to include all learners.

• • Using visual supports and gestures.

• • Modeling language without correcting harshly.

• Interrupt students to make language corrections.

• • Valuing all contributions, regardless of language level.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10