The Language Domain

1
The Language Domain

• Chapter 10

2
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,

3
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

4
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

5
Phonological skills continued

• Segment words into sounds
• Move sounds around to create new words

6
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.

7
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.

8
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
  childrens language development through
  discussion
• When a child states something, enhance language
  by repeating it and using a new term or adding an
  appropriate clause

9

• 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.

10

• 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

11
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

12

• 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 writers workshops or mini lessons

13

• 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,.