Transcript The Language Domain

The Language Domain
Chapter 10
Red Flags for a preschool ager
 Does not turn when spoken to, recognize words
for common items or use sounds other than
crying for attention.
 Does not respond to changes in tone of voice, or
look around for sources of sounds, such as a
doorbell
 Cannot point to pictures in a book that are named
or understand simple questions,
Red Flags continued
 Cannot understand differences in meaning (up
and down) follow 2 requests, string together 2 of
more words or name common objects
 Does not answer simple “who”, “what”, and
“where” questions
 Cannot be understood by people outside the
family
 Cannot use four word sentences or pronounce
most individual sounds in words correctly
Phonological Awareness skills
 Separate words into syllables or beats
 Recognize rhyming words
 Generate rhyming words
 Recognize words that start or end with the same
sound
 Generate words that start or end with the same
sounds
 Blend sounds into words
Phonological skills continued
 Segment words into sounds
 Move sounds around to create new
words
To assist in the development of these
skills we should:
 Include activities in which children hear, say
and see language simultaneously.
 Encourage word play by planning for
rhyming activities using stories, games and
songs so children can hear the sounds of
language and manipulate them orally,
 Design segmentation activities.
Continued
 Use alliteration activities often, by making up or
writing silly poems and reading alliteration books
(a poetic or literary effect achieved by using
several words that begin with the same or similar
consonants, as in “Sally the snake slithers
sideways”.
 Encourage children to use inventive spelling.
Teaching Strategies
 Structure a communication rich environment
 Model appropriate rich language usage
 Listen to and talk with each child daily
 Take advantage of spontaneous events to
promote children’s language development
through discussion
 When a child states something, enhance
language by repeating it and using a new term
or adding an appropriate clause
 Plan the learning environment and the curriculum to
provide opportunities for children to communicate
informally with one another.
 Plan activities each day in which the primary goal is for
children to use language to describe events, make
predictions or evaluate phenomena
 Purposely build enjoyable listening activities into the
day to enhance auditory skills through listening and
response interactions.
 Create a print rich environment
 Model and teach the importance of developing
and using good listening skills
 Model good listening behavior
 Give children appropriate cues to help them
listen better
 Introduce sound discrimination
 Maintain children's interest
Involve children EVERY day in reading
experiences
 Read to the children
 Choose books that are developmentally
appropriate and varied
 Use a variety of literary forms
 Draw attention to story sequence,
development, characters, cause and effect,
main ideas, and details
 Involve children in chants, poems, finger
plays, etc
 Involve children every day in enjoyable writing
experiences
 Write in front of them every day
 Provide daily opportunities for children to draw
and write
 Allow inventive spelling
 Provide writer’s workshops or mini lessons
 Plan literacy games, songs, and other play
oriented activities to enhance children's
phonological and print awareness.
 Accept children's risk taking in their
listening, speaking, writing and reading
 Structure useful assessment strategies to
ensure that children are making progress in
every area of the language domain,.