Teaching Content
Through
Oral Language Development
TEACH Conference
Burnie Bond/Janet Mayotte
July 14, 2015
12:45-2:30
INTRODUCTIONS
Burnie Bond, Director of Programs at ASI
WORKSHOP SCHEDULE
12:45-1:00 Introductions (Burnie Bond)
1:00-1:05 Oral Language Foundations
1:05-1:35 Early Mathematics
1:35-1:45 Conversations about Mathematics
1:45-2:15 Early Science
2:15-2:25 Conversations about Science
2:25-2:30 Other Content Areas/Wrap-Up
WHAT WE KNOW FROM ADVANCES
IN COGNITIVE SCIENCE:
Young children are capable of much
more academically than was
previously imagined.
They naturally strive to build
knowledge and to develop language
to communicate about what they
learn.
They develop theories about how the
world works; they learn to solve
problems; and they ask questions in a
constant quest for more information.
WORKSHOP OVERVIEW:
We’ll discuss how to…
…take advantage of children's
natural learning processes to teach
academic content
…build background knowledge in
the academic domains of
mathematics and science and,
using strategies that are
developmentally appropriate
…aligned with the demands of the
Common Core Standards.
WORKSHOP RESOURCES
ECE
BROCHURE
LITERACY
LADDERS
PRESCHOOL
CURRICULUM
.
WORKSHOP RESOURCES
LET’S TALK MODULE SERIES
Oral Language
Development I & II
Early Mathematics
Early Science
ORAL LANGUAGE FOUNDATIONS
Janet Mayotte, Early Literacy Research
University of Michigan
APPLE!
What comes to
your mind when
you hear the
word APPLE?
11
ORAL LANGUAGE DEVELOPMENT
“The more children
know about
language, the better
equipped they are to
succeed in reading.”
FOUNDATIONS IN ORAL LANGUAGE
Children learn language as they
interact with responsive adults
and peers and experience
language use in meaningful
contexts.
OPTIMAL LANGUAGE
DEVELOPMENT OCCURS WHEN….
…children have opportunities to
use language frequently
“Children who are constantly exposed to an
environment rich in oral language and who
interact frequently with adults in a supportive
social and emotional environment will develop
more facility with oral language than children
lacking these opportunities”
13
14
BUILDING CHILDREN’S
VOCABULARY IS IMPORTANT!
Discuss Together:
If students need to know about 80,000 words in order
to be ready for college/careers by the end of high
school and, realistically, we can only teach about
300-500 words per year – how do we get there?
15
What do you intentionally
do to build children’s
vocabulary?
INSTRUCTIONAL PRACTICES FOR
ORAL LANGUAGE
Providing a Language-Rich Classroom
Involving Children in Shared Reading of
Challenging Books
Interacting & Engaging Children in
Conversations
Providing Phonological Awareness
Activities
SHARED BOOK READING:
17
GENERAL IDEAS FOR SHARED BOOK READING
USING PICTURE BOOKS
 Let young children be active participants as you read
 Use the language of math and science as you teach
Use explicit language when you teach
 Ask questions (that encourages application of concepts from
the book)
 Connect read-alouds to a hands-on activities
18
SHARED BOOK READING:
READING NONFICTION/INFORMATIONAL BOOKS
 Point out features that are commonly found in
informational books (discuss labeled pictures and diagrams)
 Show young children how to use the book to find
answers to their specific questions by using the table
of context, glossary, and/or index
 Explain new science vocabulary and concepts in
ways that children will understand
 Read the book multiple times to reinforce new
scientific ideas and vocabulary
+
MATH & SCIENCE
INTERACTIONS
Exploratory Play & Guided Play
Exploratory Play:
Involves exploring or examining; using play
to obtain sensory information from an object by interacting with it
to understand it better.
Guided Play:
Involves an adult helping children explore
during play by stimulating them to reflect upon their explorations.
EARLY MATHEMATICS
“Children have an intuitive interest
and understanding of mathematical
concepts long before they enter
school. They explore their worlds,
sorting, classifying, comparing, and
contrasting objects through playful
and daily activities.”
Nurturing Knowledge
(Neuman & Roskos, 2007)
+
EARLY MATHEMATICS DEVELOPMENT
Key foundational categories of what young
children need to know about mathematics:
 Numbers and Operations
 Patterns and Relationships
 Measurement
 Data Collection and Data Analysis
(The National Council of Teachers of Mathematics, 2000)
+
EARLY MATHEMATICS DEVELOPMENT
Key Instructional Practices for Mathematics:
Problem Solving
Mathematics Vocabulary
Mathematics Manipulatives
This relates to
both early
mathematics
& science
23
REASONING & PROBLEM SOLVING:
PROMOTING DEVELOPMENT
Engage children in concrete reasoning and
problem-solving that relates to real life experiences
 Use open-ended questions and encourage young
children to come up with a variety of answers and
solutions
 Incorporate problem-solving in play activities
Research indicates that young children, including infants, can problem solve.
PROBLEM-SOLVING:
WITH INFANTS/TODDLERS
Infants/Toddlers :
• Use all five senses to explore their
world and solve problems –
including taste and smell
• Observe adults and mimic
• Use trial and error to solve problems
24
PROBLEM-SOLVING:
WITH 3 YEAR OLDS
3 Year Olds:
 Remember past observations, experiences
and apply this to new situations
 Often try to solve problems through trial
and error; typically use senses instead of
reasoning to solve problems
 Typically enjoy using imagination to solve
problems
25
PROBLEM-SOLVING:
WITH 4 YEAR OLDS
4 Year Olds:
 Often exhibit more patience than younger
children to trying out different solutions
 Start using abilities to solve problems by
using reasoning
 Continue to develop a larger vocabulary
for negotiating with others and initiating
ideas for group decision making
26
PROBLEM SOLVING:
OPPORTUNITIES FOR GROWTH
27
• Provide daily opportunities for hand-on exploration
• Invite children to use classroom items in new and
creative ways
• Listen to ideas, suggestions, solutions generated by the
children
• Encourage children to find their own solutions and try
these solutions out
• Share books about book characters facing problems;
encourage children to make predictions
28
MATHEMATICS VOCABULARY
“Young children are able to learn correct
mathematics terminology, and teachers
help by purposefully introducing new
words.”
MATHEMATICS VOCABULARY
Words for Counting
Names of Shapes
Language to Compare Quantity
Comparing Length and Weight
Language Related to Time
Words Identifying Space & Location
MATHEMATICS VOCABULARY
CLASSROOM MATERIALS
oMathematic Books
(home-made and commercial)
oMath Puzzles
oNumber Blocks
oNumber Lotto
oNumber Cards
oMagnetic Numbers
& Shapes
oNumbers (at children’s
eye view)
31
MATHEMATICS MANIPULATIVES
DEFINITION:
• Mathematics manipulatives are
concrete objects that are easily
handled by children
• Examples include the following:
beads * puzzles * blocks * buttons
+
Math Play!
1. Write down one type of math
manipulative that you use with your
preschoolers.
2. Locate others in the room that listed
the same math manipulative and
discuss how this is used. What areas of
math are strengthened by using this
manipulative?
3. Explore other math manipulatives and
talk with others about the benefits.
BENEFITS OF USING
MATHEMATICS MANIPULATIVES
33
• Provides a way for children to work in ways to
help them understand deeper math concepts.
• Opens up opportunities for children to explore
mathematics concepts.
• Is active and engages young children in
playing with math concepts in a child-initiated
and motivating way.
+
MATHEMATICS MANIPULATIVES:
SPECIFIC SKILLS/ITEMS
Blocks
*Counting/Operations/Measuring
*Making & Extending Patterns
*Shapes
(sorting/identifying/vocabulary development)
Puzzles
*Problem-solving
*Spatial Reasoning
*Shapes
Counters
More/less/combining
*One-to-One Correspondence
*Making & Extending Patterns
*Sorting & Categorizing
*Operations
35
SHARED MATH ACTIVITIES:
BOARD GAMES
“Age-old board
games that
incorporate numbers
and counting have
led to better
understanding of
numbers by young
students.”
Quote from: Sean Cavanagh
(from Education Week)
+
PRESCHOOL MATH & SNACKS
Class baking projects,
snack, and shared
meal times can be
extremely beneficial for
reinforcing math skills
and concepts.
SHARED MATH ACTIVITIES:
MUSIC
37
“What happens when
you sing counting
songs at group
time? You make the
natural connection
between music and
math!”
Quote from: Ellen Booth
Church (from Scholastic
Early Childhood Today,
2006)
+
Math Songs and Chants
 Join together in a group to sing some counting and
math concepts songs/chants together.
 Discuss the benefits of sharing math songs together
with young children.
39
TECHNOLOGY & MATH CONCEPTS
“Students are living and
learning in an age of new
media. Using games to
teach math concepts
supports students’ needs
for engaging and
interactive instruction.”
-National Council of Teachers of Mathematics
CONVERSATIONS
about Early Mathematics
EARLY SCIENCE
“Scientific knowledge is
cumulative: To learn new
things, you must build on
what you already know.
So, it’s important that your
child starts learning
early…”
U.S. Department of Education
+
EARLY SCIENCE DEVELOPMENT
Key foundational categories of what young
children need to know about science:
 Physical Science
 Life Science
 Earth Science
+
EARLY SCIENCE DEVELOPMENT
Key Instructional Practices for Science:
Scientific Inquiry
Science Vocabulary
Science Exploration
+
SCIENTIFIC INQUIRY
Definition:
Scientific inquiry involves using scientific
processes to observe, ask questions, study a
particular problem or question, gather data,
analyze results, draw conclusions, and
communicate information.
SCIENTIFIC INQUIRY
Inquiry is one of the main goals of…
science education
45
+
SCIENTIFIC INQUIRY
What Does Scientific Inquiry Involve?
Diagram obtained from:
http://www.experimentresources.com/what-is-the-scientificmethod.html
+
SCIENTIFIC INQUIRY
Involving Children in the Scientific Method
 Observing
 Asking questions (based on observations)
 Finding out what others already have discovered
 Making predictions
 Testing predictions
 Gathering and recording data
 Analyzing data
 Drawing conclusions based on results
 Communicating findings to others
+
INTEGRATING
SCIENCE & LITERACY
Literacy skills are essential for scientific inquiry.
Integrating science and literacy might include:
 Reading aloud science information (picture
books, magazines, web sites) to provide
background knowledge
 Developmental writing to capture observations
& for recording data
 Engaging young children in conversations using
new science vocabulary
+
Scientific Inquiry
Find a partner. Discuss and list ways that you
can encourage and extend scientific inquiry
based on the curiosity and questions
generated by preschoolers.
+
SCIENCE VOCABULARY
Use a variety of science words with
preschoolers including:
Words used in scientific inquiry
Names for tools used in science
Words used in detailed observation
Descriptive words used to talk about
properties of objects
 Words used within science activities




+
SCIENCE VOCABULARY
Scientific Inquiry:
 Predict or Prediction
 Observe/Observation/Senses
 Problems/Solutions
 Experiment/Test
 Results/Reflect/Analyze/Conclude
+
SCIENCE VOCABULARY
Tools Used in Science:
 Beaker
 Magnifying Glass
 Balance
 Eyedropper
 Goggles
 Measuring Tape
+
SCIENCE VOCABULARY
Words Used in Detailed Observation:
 Look/view/observe/sight/eyes
 Smell/scent/aroma/nose
 Feel/touch/skin/hands/feet
 Hear/listen/sound/ears
 Taste/savor/aftertaste/mouth/tongue/taste
buds
 Near/far; inside/outside/around
+
SCIENCE VOCABULARY
Descriptive Words to Discuss Properties of Objects:
 Rough/smooth
 Shiny/sparkly
 Round/square/triangular
 Salty/bitter/sweet/sour
 Stench/reek/tang/odiferous
 Long/longer/longest; heavy/heavier/heaviest
+
SCIENCE VOCABULARY
Science Activity Words:
 Compare/contrast
 Mix/measure/combine
 Earlier/later; yesterday/today/tomorrow
+
SCIENCE VOCABULARY
Specific Science Topic Words:
 Physical Science
 Life Science
 Earth Science
+
SCIENCE VOCABULARY
Other important words involving…
 Counting
 Comparing
 Classifying
 Measuring
These are typically
thought of as
“math words,” but
they are often
used in science
too!
58
SCIENCE VOCABULARY MATERIALS
* Science Books (home-made and
commercial; text sets)
* Science Magazines
* Science Puzzles
* Science Cards
59
Questions:
How do we know what contentrelated words are most important?
Are there particular words and
concepts that children will need to
know for academic success in higher
grade levels?
COMMON KINDERGARTEN
SCIENCE STANDARDS
60
Topic
Missouri
Plants
Observe &
compare the
structures &
behaviors of
different kinds
of plants
(specifics listed
for grade 1 –
stem, leaves,
flowers, seeds,
roots).
Michigan California
Compare &
contrast
familiar
organisms on
the basis of
observable
physical
characteristics
(flowering &
nonflowering
plants, trees,
parts of a
Students
know how to
identify
major
structures of
common
plants (e.g.
stems, roots,
leaves).
Indiana
Observe
plants and
describe how
they look (i.e.,
stems, petals,
leaves).
61
WORDS CLUSTERING AROUND
COMMON TOPICS
Key Topic Words
bird, dog, guinea pig, iguana,
kitten, lizard, mouse, potbellied pig
Supportive Words
aquarium, cage, diet, fur,
groom, litter, veterinarian
Challenge Words
giraffe, snake, spider, turtle
Example
Topic:
PETS
62
5 STEP TEACHING SEQUENCE
 Step 1: Identify Two or Three Exemplar
Words Relating to Your Topic
 Step 2: Provide a Child-Friendly Definition,
Description, and Explanation of the New
Word
 Step 3: Give Children Many Opportunities
for Guided Practice
 Step
4: Distributed Review
 Step 5: Monitoring Children’s Progress
WHAT ARE TEXT SETS?
“Collections of different genres to
support our vocabulary teaching
sequence.”
“Collections of books that focus on a
concept or a topic”
+
TEXT SET PROGRESSION
• Start with a predictable book
• Rhyming books
• Introduce storybooks
(narratives)
• Informational books
+
DEVELOPING A SCIENCE AREA
What is a Preschool Science Area?
A preschool science area is a specific area
of the early childhood setting that is
designed for engaging young children in
exploring science concepts through play.
+
SUPPORTIVE ENVIRONMENT…
FOR DISCOVERY
“Science is the passionate quest to
understand how our world works. To
promote scientific thinking, children
need a supportive environment in which
they can exercise this passion of
discovery.”
(Tsunghui Tu, 2006)
How do we create a “supportive environment” for discovery?
67
BENEFITS OF PROVIDING A
SCIENCE AREA
 Helps children develop new questions to
explore
 Allows children to experiment with science
ideas and concepts
 Provides opportunities to investigate own
science interests at a deeper level
 Encourages practice with science tools
+
SCIENCE AREA:
SPECIFIC ITEMS TO INCLUDE
Science Literacy Materials
Science Puzzles
&
Manipulatives
Hands-On Scientific Experiences
69
SCIENCE AREA TIPS
 Make sure this is an area that children can
conduct active, hands-on exploration
 Select a variety of age-appropriate materials
that will introduce children to the wonders of
nature relating to an ongoing theme, topic,
project and/or investigation
 Rotate materials regularly
 Model the use of some of the materials and/or
science tools
+
PRESCHOOL SCIENCE & SNACKS
Science processes and
principles can be
integrated into class
baking, cooking, and
snack preparation
projects.
71
SHARED SCIENCE ACTIVITIES:
MUSIC
Science concepts
and vocabulary
words can be
revisited through
music in the
preschool
classroom.
CONVERSATIONS
about Early Science
OTHER
CONTENT AREAS
+
PRESCHOOL SCIENCE
& SOCIAL STUDIES
Science
investigations can
lead to natural
discussions relating to
social studies
MATH & SCIENCE
WITHIN THE COMMUNITY
Community Visits
Visits to the Community
 Scheduled visits from
community workers who
have jobs involving
Math & Science
Shared class projects
with community workers
 Scheduled trips to
places within the
community that involve
Math & Science
 Community service
projects involving aspects
of Math & Science
USING TECHNOLOGY
IN THE PRESCHOOL CLASSROOM
76
• Problem-Solving Software
• Reinforce Math & Science Skills, Concepts and
Computers
Vocabulary
Cameras
Other
• Digital Camera for Visual Representations
• Video Camera for Capturing Math/Science Projects
• Interactive Math/Science Technology
• Audio Players/Recorders
• Calculators
Wrap-Up:
Reflection & Discussion
WHAT OTHER CONTENT AREAS CAN WE APPLY
THESE SAME PRINCIPLES TO PROMOTE ORAL
LANGUAGE DEVELOPMENT?
WHAT CAN I APPLY IN MY WORK WITH YOUNG
CHILDREN TO PROMOTE ORAL LANGUAGE
DEVELOPMENT.
THANK YOU FOR ATTENDING