Oral Language Strategies

Grades K-3

The Role of Early Oral Language Development

Reading comprehension relies on a child's oral language development since birth. The basics of vocabulary and grammar are important to comprehension because it enables a child's understanding of words and the connection in and across individual sentences in a text.

Oral Language Activities

Puppets or Fingerplays

The use of puppets promotes drama, oral communication, and language development in a nonthreatening and engaging way.
Puppets and Props: Building Oral Language by Retelling Familiar Stories (Virtual Tour)

Retelling

Retelling is a strategy that supports reading comprehension, while developing a child's language skills. The child retells a story with the purpose of describing the important story elements of the text.
Retelling A Story

Rhyming, Songs, or Chants

Rhyming, songs, and chants provide an opportunity for young readers to hear the vowels and consonants make. Children are allowed to practice pitch, voice, and inflection as well.
Chant, Chant, Chants: Building Sight Vocabulary and Motivation for Literacy (Virtual Tour)

Mystery Bag

The mystery bag activity allows students to communicate ideas and develop their vocabulary.
Mystery Bag: Developing Oral Language Skills in Pre-Kindergarten

Oral Language and Struggling Readers

Research has shown that children without the foundation in oral language skills affects their reading comprehension. The children lack the complex structures of oral language that is needed for reading comprehension. Children who demonstrate poor comprehension skills show in many instances a gap between decoding and comprehension.

Oral Language Apps

Tell A Story by Hedgehog Academy

This educational game for kids trains speech and logic. It is best for 4, 5, 6 and 7 year olds.


Each of the tasks presents a sequence of pictures on the screen which together tell a story, yet the pictures get mixed at the start of the round. The child has to put the pictures back into the correct order and tell the story these pictures display. The child tells a story to explain the way they sequenced the pictures.

Toontastics by Launchpad Toys

The app is appropriate for kids from age 6-8.

Toontastics is an app that allows kids to draw, animate, and record a story to share. The child simply press the record button, move their characters around, and tell their story.

Phonics Studio by Innovative Investments Limited

Phonics Studio is appropriate for ages four and up.

The app allows kids to work on intial, medial, and final sounds by recording their response to flashcards. There is the ability to work on blends as well.

Let's Talk: Following Instructions by Let's Talk Apps Ltd

Let's Talk: Following Instructions is a game that develops a child's language skills by having the child listen and respond to the instructions given.

Vocabulary and Grammar by Tribal Nova

Children learn and practice key language skills, including vocabulary, listening comprehension, and basis grammar.

The app is appropriate for children over four years old.

Oral Language TEKS

Kindergarten

(21) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen attentively by facing speakers and asking questions to clarify information; and

(B) follow oral directions that involve a short related sequence of actions.


(22) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas by speaking audibly and clearly using the conventions of language.


(23) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including taking turns and speaking one at a time.

First Grade

(27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen attentively to speakers and ask relevant questions to clarify information; and

(B) follow, restate, and give oral instructions that involve a short related sequence of actions.


(28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.


(29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.

Second Grade

(28) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen attentively to speakers and ask relevant questions to clarify information; and (B) follow, restate, and give oral instructions that involve a short related sequence of actions.


(29) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.


(30) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions

Third Grade

29) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen attentively to speakers, ask relevant questions, and make pertinent comments; and

(B) follow, restate, and give oral instructions that involve a series of related sequences of action.


(30) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively. revised August 2013


(31) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.

About Me

Teaching is my passion. I taught as a teacher at Shaw Elementary for eight years years in Mesquite ISD. The kids there were wonderful. Each school year the students brought new challenges and satisfaction to the job. I am blessed to have worked with a wonderful group of educators in Mesquite. I am now an educator in Forney ISD for the 2014-2015 school year. It has been wonderful experience and looking forward to conitnue my growth with the district.

I graduated from the University of Texas at Dallas with my Bachelor's of Interdisciplinary Studies. I received my Master's of Education in Administration. Acquiring both degrees was such a thrill for me and my family. In the summer of 2013, I began down a new journey to attain my doctorate in Curriculum and Instruction. I am currently half way done with my course work and will soon be working on my dissertation. My goal is to continue to educate myself to become a better teacher and constantly improve my teaching for my students.