(A) identify and use words that name actions,
directions, positions, sequences, and locations;
(B) recognize that compound words are made up
of shorter words;
(C) identify and sort pictures of objects into
conceptual categories (e.g., colors, shapes, textures); and
(D) use a picture dictionary to find words.
As children enter school, teachers can use conversation as an assessment tool. I have created the following as an example of what issues teachers might be looking for in a kindergarten conversation.
Teachers can make notes on students that display lack of development and continue to assess them every week for developmental improvement. Understanding of dialects of different cultures and communities is important for the understanding of some issues. Providing activities that require language, like puppet shows and dramatic play, is a great way to promote oral language in young children.
Developing vocabulary is like building a layer. 1st there is learing the letters of the alphabet, and then the meanings of the letters. Next is learning the patterns of each letter. The English alphabet represents up to 44 sounds, but it only has 26 letters. Last comes the meaning. Once children learn that groups of letters can represent meaning it makes it a bit easier for them to build their vocabulary.
Sort games are a great way to use hands on activitis while building language. Use picture and word sorts as well as word hunts in centers. Here is a web-site that includes games that help students connect words with pictures. English Vocabulary Games with Pictures
I have to remember, I am the example my students are watching and learning from. I must exibit good language skills while teaching and encouraging those same expectations from my students.
Works Cited
Bear, D. R., Invernizzi, M., Templeton, S., &
Johnston, F. (1996). Words Their Way. Upper Saddle River: Pearson
Education, Inc.
Luis A. Rosado, E. (2010). The Best Teachers' Test
Preparation for the TExES 191 Generalist EC-6. Piscataway: Research & Education
Association.
