supporting children’s language development...babysitter beach beauty shop/barber boats camping car...

Participant Workbook

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Supporting Children’s Language Development

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Core Knowledge Licensed Professionals

Core Knowledge Licensed Professionals are educators who can assist you with your Core Knowledge implementation. These educators have experience in planning and implementation of the Core Knowledge Sequence and can assist you with on-site professional development and support.

To learn more, visit:

http://www.coreknowledge.org/licensed-professionals

For support with the Core Knowledge Language Arts program, contact Amplify Education:

http://www.amplify.com/curriculum/core-knowledge-language-arts

800-823-1969


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Name Communication Level Initiator Responder

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

Student Language Inventory3


Conversational Skills Checklist

Student Attends in Conversation Establishes and Maintains Topic

Asks and Answers Questions

Speaks Clearly Messages Understood

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DEVELOPMENTAL CHARACTERISTICS OF DRAMATIC PLAY

YOUNGER PRESCHOOLERS OLDER PRESCHOOLERS

Act out only very familiar roles and

scenes—playing house, cooking, taking care

of baby, etc.

Begin to display increasing creativity—able

to act out imaginary scenes with monsters,

magic, etc.

Need realistic props—either the real thing,

toys that imitate the real thing, or objects

shaped like the real thing.

Substitute objects for various props - “let’s

pretend this is the…” such as boxes, blocks,

etc.

The length of dramatic play in a particular

role or scene may be relatively brief,

especially if adult prompting is not present.

Can sustain dramatic play for relatively long

periods of time.

Dramatic play may not be coherent—no

story, no sequential series of events.

Dramatic play begins to imitate story

structure with a definite narrative.


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COMPONENTS OF DRAMATIC PLAY

(1) Schema

General idea of the “story” (what typically takes place) in this setting

Start by using settings that are familiar to the children, as a part of their everyday routines Introduce unfamiliar settings by providing adequate background knowledge through…

- books - videos - field trips - guest speakers

(2) Roles

General idea of the different “characters” in this story and setting Include at least four roles for rich language interaction

Encourage children to try different roles on different occasions

(3) Props

Materials that provide contextual support for the story Provide props appropriate to children’s developmental level of dramatic play

(4) Verbal Exchanges

The “script” Adults can model possible scripts Children with varying levels of language development can play together as long

as one recognizes that the verbal exchanges will vary in length & complexity


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OBSERVING DRAMATIC PLAY

Do children: Not pretend at all?

Perform pretend actions alone?

Perform single isolated pretend actions with others?

Perform integrated sequences of pretend actions, i.e., do they

understand “the schema” and act out a story consistently within the

schema?

Assume the role of another person or continue to “be themselves,” i.e.,

a preschooler, within the context of the setting?

Substitute similar looking objects for real items/props?

Use objects that are less similar in appearance to the real items/props,

that require greater use of the imagination?

Role play alone?

Role play with other children?

Use verbal exchanges or “scripts” consistent with the setting?

Use only those verbal exchanges that have been introduced by the

teacher?

Initiate new verbal exchanges consistent with the original schema


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SUGGESTED DRAMATIC PLAY ACTIVITIES

Airplane Amusement Park Babysitter Beach Beauty Shop/Barber Boats Camping Car Wash Car (racing) *Cinderella/castle Circus Cleaning (spring/fall) *Concert/art in the park Construction/repair *Crafts fair Cruise ship Delivery trucks *Department Store Doctor’s office Farm Fast-food restaurant Firefighter Fishing/picnic Fitness Center Gardening Gas Station/garage mechanic Grocery store Harvest (farm or garden) Health Clinic House/apartment *Jungleland/Safari Laundromat *Library Motel

*Newspaper carrier Office worker Paramedic Pet Store *Pioneers Pizza Parlor Police Officer Post Office Rodeo *Sanitation worker School (bus) Scientist (bugs and birds) *Scientist (water and air) *Space travel Sports Television studio *Utility worker Veterinarian Water play Winter fun Zoo/Zoo keeper

* The activities marked with an asterisk are considered moderately difficult—appropriate for

second semester of school year


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TEACHER’S ROLE IN DRAMATIC PLAY

Before:

Introduce the schema through books, videotapes, etc.

Model the different roles.

Display and introduce the props in the dramatic play center. (Allow access to this area only during center time.)

During:

Allow children to develop the schema in a way that is meaningful to them.

Stimulate and model language, following the children’s lead.

Encourage, but never force, participation.

(Outside – Inside Intervention)


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DRAMATIC PLAY ACTIVITY PLAN

Dramatic Play: Grocery Store Setting(s): Grocery store Aisles and shelves Produce area Checkout counter Customers homes Props: Shelves Canned and boxed goods Pretend fruits and vegetables Table for checkout area Pretend cash register Pretend money Pretend credit cards Coupons Shopping carts Grocery bags Pencil and paper for making lists Aprons for workers Roles: Shopper(s) Stocker(s) Cashier(s) Bagger(s) Sample Language: “Do you have any lettuce today?” “What aisle is the cereal on?” “Will that be all?” “Do you have any coupons?” “Your total is $5.” Related Activities: Do a KWL chart about grocery stores

Field trips to the grocery store and farm Dictate thank you letters to people met on field trips Do a classroom bar graph of the grocery stores students’ families use

Conduct a survey to select a name for the class grocery store (children sign their names to indicate preference)

Make posters to advertise “specials”


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Dramatic Play: _____________________________________________________________

Setting(s):

Props:

Roles:

Sample Language:

Related Activities:

Rhymes/Songs/Books:


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Dramatic Play: _____________________________________________________________

Setting(s):

Props:

Roles:

Sample Language:

Related Activities:

Rhymes/Songs/Books:


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Dramatic Play: _____________________________________________________________

Setting(s):

Props:

Roles:

Sample Language:

Related Activities:

Rhymes/Songs/Books:


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BUILDING ORAL LANGUAGE SKILLS SELF-ASSESSMENT Check one Completed before training Completed after training

Directions: Answer the questions below:

1. Language development is both a _______________ and ___________________ process. 2. True or False: Babies are born with an innate instinct for language.

3. True or False: In the Hart and Risley studies, parents’ SES status was correlated with the number of words

that their children heard on a regular basis.

4. True or False: The stages of language development are fairly universal and so young children generally enter kindergarten with very similar language skills.

5. Give an example of a receptive language activity:

_________________________________________________________________________________________________________________________________________________________

6. Give an example of an expressive language activity:

_________________________________________________________________________________________________________________________________________________________

7. What is syntax?

__________________________________________________________________________________________________________________________________________________________

8. “Yesterday, I went to my grandma’s house after school” is an example of ______________ language.

9. What is information talk?

__________________________________________________________________________________________________________________________________________________________

10. True or False: The degree to which a child hears unusual or challenging vocabulary predicts his own

language skill in kindergarten.

11. Identify two things adults can do to facilitate a child-to-child conversation: __________________________________________________________________________________________________________________________________________________________

12. Identify the four components of dramatic play:

__________________________________________________________________________________________________________________________________________________________


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CORE KNOWLEDGE PRESCHOOL TRAINING EVALUATION FORM Training Module: Building Oral Language Skills Date______________________________ Please Circle the answer that best represents your thoughts about this training:

1. This training’s organization was:

Poor Fair Good Excellent

2. The Videos were:


3. The Slides/Overheads were:


4. The workbook was useful.

Not at all Somewhat Very much so

5. Did the training appear to cover all the material in your workbook?

None Some Most All

6. Was the entire workbook used?

None Some Most All

7. Was the information you learned useful in working with the children in your classroom?

None Some Most All

8. The presenter(s) clearly & respectfully interacted with participants.

Poorly Fair Good Excellent

9. The presenter’s professional demeanor was

Poor Fair Good Excellent Please flip page over and complete side 2

LOGISTICS We will share this information with the person at your site who is responsible for this training. Please circle ONE answer for each statement.

1. The physical environment of the room and overall facility was… Poor Fair Good Excellent 2. The snacks/food was: Poor Fair Good Excellent 3. The temperature was:

Too Warm

Just Right

Too Cold Further Comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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10. Were the training and the presenter a positive reflection on the Core Knowledge Foundation?

No Yes

Please list important ideas or insight that you gleaned from this training. I wish there had been more…… I wish there had been less…. Suggestions for ways this training can be enhanced:

**VOLUNTARY INFORMATION** We value your comments. We use them in our publications to promote this training. If you are especially pleased with this training, please take a moment to tell us so. By signing below, you give us permission to use your name with your statement(s) in future publications. Name Date ____________________


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supporting children’s language development...babysitter beach beauty shop/barber boats camping car...

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