Title of the Session BUILDING ORAL LANGUAGE SKILL FOR LITERACY DEVELOPMENT

Duration, Date and 2 hours

Venue
Target Participants District Reading Coordinators, ELLN Focal Persons, School Reading Coordinators
and Profile
Objectives of the TERMINAL OBJECTIVE: At the end of the session, the participants are expected to
Session: comprehend the role of Oral Language as foundation for the development of literacy .
ENABLING OBJECTIVES Specifically, the participants should be able to:
1. conclude that oral language is the primary step in learning how to read
2. identify factors that will help develop the oral skills of the learners
3. name approaches and strategies to develop the oral skills in the classroom
4. simulate classroom activities and assessment tasks on oral language
5. prepare classroom activities and assessment tasks on oral language

Key The way we communicate with others through speaking and listening is called
Understanding/Input: Oral Language. Goodson & Layzer (2009) explained that oral language development
includes critical skills that let children communicate or to listen and respond when
other people are talking; to understand the meaning of a large number of words and
concepts that they hear or read; to obtain new information about things that they
want to learn about, and to express their own ideas and thoughts using specific
language. Primarily, the development of oral language is crucial to a child’s literacy
development. (Kirkland & Patterson, 2005) In research
conducted by Catts et. al. (2001), they concluded that children with a history of oral
language impairment are more likely to present conducted by Catts et. al. (2001),
they concluded that children with a history of oral language impairment are more
likely to present with reading difficulties than their peers. Evidence exists linking oral
 language to the word recognition aspects of reading and/or the comprehension
aspects of the reading model. Additionally, Shiel et. al. (2012) further explained that if
children come to a reading with a strong oral language base, they can build further
on that base, establishing a reciprocal relationship between oral language and
reading. It is because oral language will contribute to development in reading, which
in turn, will contribute to development in oral language.
Recognizing these principles, the K to 12 Curriculum underscores Oral
Language as one of the domains in teaching language subjects across all grade levels.
However, many teachers have lost the sight of more crucial purpose that would bring
the learners learn how to read more meaningfully while they strive to cover up the
budget of lessons and while they work hard to prepare the learners for assessments.
Hence, this session anticipates upgrading the teachers’ knowledge and skill and foster
positive attitude in teaching oral language in the classroom.

References: Shiel, G., et.al (2012). Oral language in early childhood and primary education:
Commissioned research report. National Council for Curriculum and Assessment.
Dublin. www.ncca.ie. Retrieved. March 27, 2016

Objectives/s Key Understanding Methodology / Procedure Material Time

s Allotment
TERMINAL OBJECTIVE: Introduction: Laptop
● establish rapport
with the participants At the end of the DO: Greet the participants. Make 2
session, should them comfortable. minutes
● orient enable the
participants to Orient them on the conduct of the
participants of comprehend the role session.
what are of Oral Language as
expected to be foundation for the Present the objectives.
attained at the development of
end of the literacy skills.
 session

ENABLING
OBJECTIVES:Specifically, the
participants should be able to:

1. conclude that oral

language is the primary
step in learning how to read
2. identify factors that will
help develop the oral skills
of the learners
3. name approaches and
strategies to develop the
oral skills in the classroom
4. simulate classroom
activities and assessment
tasks on oral language
5. prepare classroom
activities and assessment
tasks on oral language

The Preliminaries: Slide 1 10 mins.

participants Ensure that the room has been
arranged based on the design and
should be able to
all conditions are observed (sound
determine classroom
system, presentation materials, Slide 2
activities that will etc.).
promote oral skills
DO: Greet the participants and
development
make them comfortable.
through a
Slide 3
short video Show the title slide
Introduce the topic to be
discussed.

Form 5 groups and have each

group choose a leader, a scribe
and a rapporteur.

Show the objectives of the

Slides 4-
session and explain to the 6
participants what is expected
from them after the session.

ACTIVITY
A. Temperature Check
Using an online
application“Slido”,
engage the participants by
 letting them answer their
ideas through the
application in answering
the following questions:
1. What do you know
about oral
language?
2. Rank the domains Slide 7-9 5 minutes
according to how it
naturally transpire
in the process of
beginning
instruction (voc.
dev., phonemic
awareness, oral
language, phonics)
3. Give a name of an
activity which is apt
for oral language

skill development
 B. See What You Know
DO: Explain to the class the
activity “See What You Know”
SAY:
Let us do another activity.
For 5 minutes, watch the short
video with your group. Take down
notes how the conversation goes
with the child and his mother. Try
to dig out crucial notes how oral
language development can be
facilitated,
After watching the video, your
group will discuss and share ideas.
Each group will have their set of
process questions .

Your group is given 20 minutes to

come up with your insights and
ideas.
After the given time, your group
is expected to share your insights
and ideas to the big group.
Each group will be given 3-5
minutes reporting time
The The following ideas are ANALYIS Slides 60 mins
expected: 10-13
participants Say What You Know
1. The mother and the
should be able to Let the assigned rapporteur,
child were
establish share to the whole class the
reading a book group’s ideas on the following:
awareness Group 1: What kind of
together though the
that learners child could not read interaction was happening
should be yet.
between the child and his
provided with rich
mother?
opportunities to 2. The mother talks
Is the child a reader
hone the with the child while
reading the story already?
oral skills as
with him.
Do you think this kind of
foundation to the
She allows the
literacy story reading is done by the
learner to take part
teachers in school? Why?
development of the in the reading
learners process by asking Why must this kind of
questions. She guides
the child to answer story reading be employed?
the questions
correctly by through
sentence stems and
by giving follow up Group 2: Why do you think the
questions. mother is “talking while reading”?
What skill is the focus
when “talking while reading”?
3. Reading a book “with” What manifests when the
a child is an
 opportunity to hone child has oral language skill?
the oral skills
of the learners. When
a child freely shares
ideas through the” Group 3: What were some
questioning” process, strategies that the mother
he/she learns how to
listen and gets the employed to elicit the child’s oral
skill of processing the language skill during the story
question being reading?
asked. When the child If you were to do the
gives his answer, he
learns how to express same, what other strategies
ideas. Thus, oral skill would you use?
takes form within the
child
Group 4: Was there an
opportunity given to build on
4. Vocabulary vocabulary?
development is the How was it done?
cornerstone of oral
language Why should vocabulary
(Lesaux & Harris, 2015). building be part of the process in
Helping oral skill development?
the child acquire
Group 5: Would this kind of
vocabulary will
interaction be an avenue for the
reinforce the development of child to learn how to read?
oral Explain how this activity
skill. As the child’s could be used as springboard to
vocabulary gets teach reading.
broader, he/she
 becomes more
efficient in responding
to
communicate with others, in
thinking critically and in
obtaining
new learnings

5. Opportunities to build
the child’s vocabulary
should be rich enough.
Reading a book with the
learners
and asking them what
the meaning of the
word could be being
read is one. Teachers
should supplement
or affirm the child’s
answer is
another technique.
Another way is to
define it as used in
the story and relate
the word to something
more familiar to the
child.
Pointing to a new
word while saying it
 will help
the learner think of its
meaning.
Then, the teacher explains it.

6. Oral language is
crucial to literacy
development. As the
child uses words in
expressing ideas, these
words become part of
his schema.
Therefore, decoding of
the printed symbols of
these words would be
. ABSTRACTION Slides
14-21
Help the participants formulate
the following ideas through
discussion and demonstration:

1. The what and why of Oral Slides

language and its relationship 22-33
to the literacy skill
development
Slides
2. Issues in the field on the
teaching of oral skill 34-40
development

3. Factors that promote oral

language skill
 development Slides
41-65

4. Classroom strategies to
develop the oral skills of
young children

5. Assessment of Oral Slides

Language
66-72
The participants APPLICATION
should be able to
simulate Let the class do the following
developmental and activities with their respective
groups:
assessment
A. Using the following
activities to
strategies, show how oral
develop the
language development
oral skills of
and literacy instruction
the learners
can be facilitated in the
classroom:
1. Shared Reading
2. Picture Talk
3. Songs and chants
4. Rhymes, Limericks and
Poems
5. Wordless Storybook
 B. Make an assessment task
on Oral Language Skill
with the following
competencies:
1. EN1OL-IIIa-b – 1.17 Talk
The
about oneself and one’s
participants
family
should be able to
2. EN1OL-IIIa-e – 1.5 Use
develop
common expressions and
tasks to
polite greetings
develop and to
assess oral 3. EN1LC-IVg-h-3.6 Follow
one-to-two step directions
language
4. EN1OL-IVi-j-1.17.1Give
development
one-to-two step directions
5. EN1OL-IVd- 1.3.4 Talk
about topics of interest
CONCLUSION
Say: Slide 76 3
minutes
With all the inputs and
sharing that we had today,
we should always put in
mind that teaching a child
to read is not only bringing
him to recognize the sound
of each letter but creating
opportunities for him to
 learn to use words that we
want him to read in his
daily conversation with
others. This way, learning to
read becomes more
meaningful and easy.
As one line says:

“ The child begins to

perceive the world not only
through his eyes but also
through his speech.”

Thank the class for the

engagement in the
session

Slide 77
Closure: 1 minute
Thank the participants.

Prepared by: Reviewed and quality assured by:

JOY G. IGNACIO JAY J. GALLEGOS, EdD

Principal II Education Program Supervisor-English