Oral Language Importance

1. Why is oral language important in the early childhood classroom? List at least three ways (with examples) that we as teachers can support oral language in our classrooms.
Oral language is important in early childhood for several reasons. One oral language is the foundation for student learning. Second oral language is essential for literacy learning and successful use of language is critical for students’ wellbeing. Almost all classroom-based literacy learning depends on oral language. Teachers should always implement oral language in their classrooms because it can lend to enhanced student learning in several ways. Oral language can enhance students’ listening comprehension, vocabulary, social language skills, phonological and grammatical

Does a child have to know every single letter of the alphabet and every sound made by each letter before learning to read? Why or Why Not? What approach would you take with a beginning reader?
Yes I believe that every child should know the alphabet and every sound made by each letter before learning to read. If students do not recognize a letter while reading then they will also not know how to sound out the letter. I think alphabet knowledge is important because students will have difficulty with all other aspects of early literacy.
There are several methods that I would teach to a beginning reader. I would make sure the beginning reader knows the alphabet and the sound made by each letter. First, I would focus on the letters in their name. I think it is important to start with their name and then I would introduce “mom” or “dad. Second, I would introduce uppercase and lowercase letters. I would connect objects with words. I think it is important because reading involves creating meaning by combining words, pictures and prior knowledge, beginning readers rely on illustrations when reading. Third, I would teach phonemic awareness. I will give explicit instruction in listening and analyzing oral language. I can teach this by using games and exercises of how speech is made up of words and words made up of sounds. Fourth, I would teach phonics. I will give explicit and systematic instruction in the sound and symbol correspondences of letters and letter groups. Finally,

Structure cues are asking “Does it sound right?” it is making sense of the actual words in the sentences. These cues come from the students’ knowledge of correct oral language structure. As a future teacher, I will model more complex sentence structures and sentence reconstruction with familiar stories. Some instructional ideas I can use for structure cues are cutting up sentences, natural language, and guess the covered words. An example of structure cues: If one of my students misreads a phrase I can ask “Is that the way we say that?”
The third cueing system is graphophonic. Graphophonic cues are asking “Does it look right?” These cues breaks words down into letters, sounds, syllables, prefixes, and chunks. Visual cues come from students developing knowledge of letter and sound relationships. Some instructional ideas I can use for visual cues are making big words, word sorts, root words, syllables, and magnetic letters. An example of visual cues: Is asking my students “Does what you read match the word on the