Apr
16
2020
ELA1.2
By dgilroy
Submitted by dgilroy on Thu, 04/16/2020 - 11:10am
Posted: Thu, 04/16/2020 - 11:10am
Foundation:
1 - Communication Process
Topic Description:
Demonstrate expressive communication
Description:
Expressive communication is the ability to put thoughts into words and sentences in a way that has meaning. Expressive communication refers to how one conveys a message to a communication partner by gesturing, speaking, writing, or signing.
Expressive communication includes using body language or vocals and leads to the ability to:
*Develop foundational skills for reading and writing
*Express individual needs, wants and feelings
*Collaborate with others
Looking Ahead to Kindergarten:
In kindergarten, students will begin to ask questions to seek help, get information, or clarify something that is not understood (K.SL.2.4). Additionally, they will use words, phrases, and strategies through conversations, reading and being read to, and responding to literature and nonfiction texts to build and apply vocabulary (K.RV.1).
Looking Ahead to Family Engagement:
Encourage families to:
*Use descriptive language (e.g. instead of “big” use the word “gigantic”).
*Demonstrate sentence structure and conversational cues by using simple language and complete sentences when talking to their child.
*Model communication skills while playing (e.g. talk/ask questions about what their dolls are doing).
*Repeat incorrect phrases correctly (e.g. child says, “We goed to the store today!” and the parent responds, “Yes! We went to the store today.”).
*Ask their child to predict what will happen next when reading.
Looking Ahead to Special Populations:
Educators can:
*Provide children with pictures or objects and nonverbal cues that communicate their interests, wants, and/or needs.
*For DLLs, use labels with pictures and words. When possible, include English and small key phrases in their native language to make connections.
Powerful Practices:
Across all developmental stages, educators can:
*Model appropriate verbal and non-verbal communications to expand on a child’s thoughts, interests, and vocabulary.
*Support two way communications with children by talking and sharing life experiences and individual interests.
*Encourage and allow children to elaborate on stories and conversations that prompt use of vocabulary by asking questions that require a full answer, and not a simple yes or no.
Powerful Practices - Infant:
Engage infant in back-and-forth vocal play (e.g. imitate and repeat an infant’s babbling while using different tones)
Label facial expressions and emotions when talking with infant
Incorporate familiar and interesting objects and photographs in the environment
Model varied pitch, length, and volume of vocalizations to express wants and needs
Acknowledge and encourage infant’s vocalizations and communicative gestures including early sign language (e.g. during feeding, infant turns their head when they don't want the food on the spoon headed for their mouth)
Powerful Practices - Younger Toddler:
Engage child in familiar books, songs, and fingerplays
Encourage child to identify familiar objects, people, and self by pointing
Model proper use of pronouns (e.g. you, me, mine, and I)
Repeat and expand on what child says without correcting their speech (e.g. “Cookie” can be expanded back to the child as, “Do you want a cookie?”)
Model verbalizing and using sign language to determine wants and needs (e.g. “I see that you want the toy.”)
Powerful Practices - Older Toddler:
Engage child in familiar books, songs, and fingerplays and encourage participation with familiar words and phrases
Encourage child to verbally identify familiar objects, people, and self
Model proper use of word tense (e.g. “It snowed yesterday.” “I had carrots for lunch.”)
Encourage child to label actions with words (e.g. “What are you doing with the paint?”)
Encourage child to verbalize wants and needs (e.g. asking for help)
Powerful Practices - Younger Preschool:
Encourage child to role play or retell familiar portions of a story or experience (may be inaccurate or not in sequence)
Repeat and expand on child’s verbal identification of familiar objects, people, and self with increased detail
Model and support proper use of word tense
When reading with child, ask simple questions about the story (e.g. “Why is the bear happy?”)
Powerful Practices - OlderPreschool:
Encourage child to role play or retell familiar portions of a story or experience with increased accuracy
Encourage child to give detailed descriptions of familiar objects, people, and self
Model and support proper use of word tense (e.g. child: “I goed to school yesterday.” Educator response: “Yes. You went to school yesterday.”)
When reading with child, ask them to predict what will happen next in the story