Chapter 10 The Language Domain

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,.