Another way that you want to keep the language demand low for children when introducing a new skill is to first teach the vocabulary related to the skill.
For example, your objective for your read-aloud lesson is to introduce the front and back of the book. The vocabulary related to this lesson is “front” and “back.” Before children are able to understand what you want them to learn, they must understand the meaning of the words “front” and “back.” So your first lesson may go something like this:
"Friends, please look at me. When I stand like this, so you can see my face you are looking at the front of me. When I turn around and you don’t see my face then you are looking at the back of me. Now I want you to stand up and face me. I am looking at the front of you. Now turn around and look at the back door. Now I see the back of you."
When you do this several times and in different ways it helps the English language learners (and other children who have language delays) become familiar with the vocabulary that you will use when teaching this lesson on book awareness.
Dr. Argüelles demonstrates this with her lesson on “stretching” sounds. As you watch this clip, think about other skills that you teach children that have specific vocabulary related to learning that skill.
Demonstration
Lesson: Separating the vocabulary related to
a skill from the teaching of the skill
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clip] |
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button.
KEY
POINT – It is important to keep your language and vocabulary consistent.
One way to do this is to follow recommended practices from your curriculum.
Let’s review the key points in this section. Remember, when planning for instruction, you should be aware of the type of language needed to teach a particular skill. Think about some of the vocabulary words that children should know before you teach that skill and be sure to use simplified language during instruction. You want to use rich and extensive language when conversing with children throughout the day.
