1. Beginning Oral Language and Vocabulary Development
This publication is based on Kindergarten Teacher Reading Academy, ©2002 University of Texas System and the Texas Education Agency, which has been reprinted and modified with their permission. 1

2. Oral Language and Vocabulary Development
“Research consistently demonstrates that the more children know about language the better equipped they are to succeed in reading.”
—Burns, Griffin, & Snow, 1999, p. 8
Oral language involves both speaking and listening and includes vocabulary development
Children need opportunities to engage in frequent conversations—to talk and listen to responsive adults and to their peers

3. Essential Language Systems
Phonology
Vocabulary
The basic sound units of language
Knowledge of words and their meanings
Grammar
Pragmatics
System for combining words into phrases and sentences that make sense
Appropriate use of language to communicate effectively (includes extended discourse)

4. The Language-Literacy Connection
Oral Language
Reading and Writing
Alphabetic principle (how sounds in spoken words are represented by letters in written words)
Phonology
Listening comprehension
Word recognition
Reading comprehension
Vocabulary
Listening comprehension
Reading comprehension
Grammar
Listening and reading comprehension
Written composition
Understanding what teachers say
Pragmatics

5. Features of Oral Language
Typical five-year-olds are learning:
Vocabulary
Pragmatics (extended discourse skills)
Oral Language Accomplishments

6. A Language-Centered Classroom
Teachers
Engage children in extended conversations
Encourage children to tell and retell stories and events
Discuss a wide range of topics and word meanings
Use new and unusual words
Ask open-ended questions
Give explicit guidance in vocabulary, grammar, and pronunciation
Encourage language play
Children
Explore and experiment with language
Name and describe objects in the classroom
Ask and answer wh- and how questions
Hear good models of language use
Discuss topics of interest to them

7. Grouping for Instruction
Provide many opportunities for children to interact with:
Teachers and other adults
Each other one-on-one, in small groups, and in the whole group
Provide activity settings that incorporate a variety of grouping formats to encourage more language and literacy-related interactions.

8. Vocabulary Development
Generate interest in new words
Relate new words to children’s personal experiences
Help children make connections and attach meanings to new words and concepts that go beyond a label or definition

9. Explicit Vocabulary Instruction
Naming:
Name objects related to theme
Name objects by category
Name objects by attributes
Describing:
Name object and its category
Describe object’s function(s)
Describe object’s attributes
Compare with other objects
Build vocabulary and descriptive skills.
Adapted from Neuhaus Education Center, Bellaire,Texas

10. Diverse Experiences Scaffold
Adjust instruction to account for the differences in children’s knowledge and experiences.
Scaffold
Teacher
Amount of Support
Independent
Introduced
Learned
Knowledge

11. Scaffolding Children’s Language
Model the use of extended language
Use questions and prompts (or cues)
Restate and expand ideas using new vocabulary and sentence patterns
Request clarification and elaboration
Promote questions among children
Provide feedback to encourage, explain, and evaluate responses

12. Progress Monitoring
Monitor oral language development by listening to individual children’s language
Adapt instruction to meet individual needs

13. Remember . . .

14. Vocabulary
This publication is based on the K-2 Teacher Reading Academy, ©2002 University of Texas System and the Texas Education Agency, which has been reprinted and modified with their permission. 1

15. Vocabulary
“. . . vocabulary is the glue that holds stories, ideas, and content together making comprehension accessible for children.”
—Rupley, Logan, & Nichols, 1998/1999, p. 339

16. Four-Square Vocabulary Map
Survey of Knowledge
Four-Square Vocabulary Map
What are some
examples?
Word
(Picture can be added)
What is it?
What is it like?

17. Vocabulary
Speaking
Listening
Writing
Reading

18. What We Know from Research
Students develop vocabulary through:
wide reading
explicit vocabulary instruction
— reading a lot
— reading different types of texts
— focusing on specific words and their meanings

19. Planning Vocabulary Instruction
Before reading, select specific words to teach:
Preview the passage
List words that you predict will be challenging for your students
Prioritize these words by their importance

20. Explicit Vocabulary Instruction Includes . . .
Expanding word knowledge through definitions and contexts
Actively involving students
Teaching independent word-learning strategies

21. Expanding Word Knowledge
Vocabulary Words
Definitions
(what words and word parts mean)
Contexts
(how words are used)
Reword definitions and analyze
Create sentences or stories using new vocabulary
Synonyms
Examples
Discuss multiple
meanings
Antonyms
Non-examples

22. Actively Involving Students Concept-of-Definition (Word) Maps
Help students make connections
Concept-of-Definition (Word) Maps
Semantic Mapping
Graphic Organizers
Content Word Walls

23. Content Word Walls
Serve as a review of key concepts and spellings of content-related words and word parts (morphemes)
Encourage students to use the newly-learned words in their reading, writing, and speaking across content areas

24. Activity Find the Content Word Wall Planner (Handout 5)
Work in groups of two or three
Complete one of the word walls:
Decide on a content area
Choose a topic and create a word list
Include two vocabulary-building activities

25. Engage in Lively Discussions
Discussions of words and related concepts help students:
Learn meanings of words and word parts
Model analysis of words from word parts
Make connections between concepts and words
(morphemes)

26. Word Consciousness
helps students develop a deeper understanding of words
promotes an understanding of how words and concepts are related across different contexts
An awareness of and interest in words and their meanings . . .

27. Teaching Independent Word-Learning Strategies
how to analyze meanings of word parts in multi-syllabic words
how to determine the meaning of words based on their context
how to look up unknown words
how to read and understand a dictionary entry
how to recognize and use information about word parts to determine meaning
Model and help students learn . . .

28. Stop and Think About It Materials:
“Stop and Think About It: Vocabulary Development” handout
Teacher’s Edition of your reading program
Directions:
Select one of the stories in your Teacher’s Edition
Complete the chart

29. Monitoring Students’ Progress: Vocabulary Knowledge
Students know words to varying degrees
Three Levels of word knowledge:
Established
Acquainted
Unknown

30. Remember . . .
Explicit vocabulary instruction “can deepen students’ knowledge of word meanings” to help them “understand what they are hearing or reading” as well as “help them use words accurately in speaking and writing.”
—National Institute for Literacy, 2001, p. 36