Cadence Education 2016 Language Acquisition  Innate and learned  From birth, all babies must immediately learn to interpret many sounds they hear

Cadence Education 2016 Two Types of Language Receptive: Understanding language that is heard Expressive: Actually forming words to speak

Cadence Education 2016 Make A Connection Speak with a child, not at them or down to them. Children deserve the same respect and kindness that adults expect themselves. Always use positive and productive statements

Cadence Education 2016 A Best Practice Standard A good observer will notice how often you are Talking TO children vs. Talking WITH children

Cadence Education 2016 How Adults Talk With Children Matters! Children need practice with: 1. Hearing and using rich and abstract vocabulary 2. Hearing and using increasingly complex sentences 3. Using words to express ideas and ask questions about things they don’t understand 4. Using words to answer open-ended questions

Cadence Education 2016 Turn- Taking The teacher builds on and connects with the child’s statements, questions and responses. The teacher must be a good listener and actively involved

Cadence Education 2016 One-On-One One-On-One The teacher repeats, adds to, and revises what a child says. Used effectively at arrival and departure during free play time during shared reading with one or two children.

Cadence Education 2016 Description The teacher or caregiver introduces new vocabulary and encourages deeper understanding of new words. Introduces and illustrates sentence structure Used during formal and informal activities

Cadence Education 2016 Supporting Children’s Understanding of the Meaning of Many Words The teacher or caregiver provides multiple examples and definitions, connecting new words with the concepts children already understand. Makes any activity a rich oral language building experience.

Cadence Education 2016 Children Need Reasons to Talk and Interesting Things to Talk About

Cadence Education 2016 New Information Provide stimulating experiences! It will encourage rich, interesting content in children’s conversations. Talking about past and future experiences is crucial; it develops capacity for abstract thinking

Cadence Education 2016 Personal Content Children naturally like to talk about themselves and about what they are doing Teachers should take opportunities to recast a child’s statements and to extend what has been said

Cadence Education 2016 Storytelling Your Role? Build on the child’s ideas add new words Model sentence structure by posing questions and elaborating on what children say.

Cadence Education 2016 Play Taking on new roles in play and performances provides an opportunity to use language in new ways

Cadence Education 2016 Extended Conversation Ask questions to obtain more abstract information or invite children to make predictions

Cadence Education 2016 Model Language Be a role model of good grammar and syntax Use a rich vocabulary, abstract words and concepts

Cadence Education 2016 Read, Read, Read! Develops a child’s speaking and listening skills Introduces new concepts or information o Increases vocabulary

Cadence Education 2016 Have a Wide Variety of Books Available Fiction Non fiction Poetry Children’s reference books Information books Add books to all Interest Centers—not just the Library or Book Corner

Cadence Education 2016 Make Shared Reading Powerful Go beyond asking a child to label the illustrations: Predict Speculate Describe Recall (check for comprehension)

Cadence Education 2016 Read With a Small Group Draw children into the book through pictures and plot

Cadence Education 2016 Focus on Vocabulary Tell children what the word means Point to a picture that illustrates the word Connect the new word to words the child already knows Give examples of the word Encourage the child to use the new word in conversation—and do so yourself

Cadence Education 2016 Emphasize the Use of Abstract Language Ask children to predict what might happen next Ask questions that require the child to use language to analyze the meaning of what’s happening Ask child to imagine what the characters in the book might be feeling or thinking

Cadence Education 2016 Ask Questions and Encourage Discussion Ask younger children to label pictures Ask younger children to describe details of the pictures or story After a child’s had practice with a story, ask the child to recall something about it Ask an older child to make predictions about the story Ask an older child to imagine events beyond the actual story

Cadence Education 2016 Build on The Theme of the Book Gives children a shared topic for conversations Provides opportunities for the teacher to use vocabulary over and over again Theme-related activities give children the chance to use the new language learned in the books that were read

Cadence Education 2016 Talking With Children Does Make A Difference o Have an extended, contextualized conversation with one child o Model speaking in complete sentences in questions, statements and responses o Provide opportunities for children to talk about things and events that aren’t here-and-now. Teachers must intentionally make time for talking and sharing experiences

Cadence Education 2016 Make Time To Talk

Cadence Education 2016 Make Time To Talk

Cadence Education 2016 Make Time To Talk

Cadence Education 2016 Make Time To Talk

Learning to Talk and Listen: Report of the National Early Literacy Panel: Barbara Goodson and Carolyn Lazer (2009). Experiences in Language Arts: Early Literacy. Jeanne M. Machado (2009) Speaking and Listening for Preschool Through Third Grade Lauren Resnick and Catherine Snow (2009) The 90% Reading Goal: Lynn Fielding, Nancy Kerr, Paul Rozier (1998) The View from the Little Chair in the Corner Cindy R. Bess (2010)