Cheek Analyses of Child’s Oral Language Behaviors and Interactions
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University Of Central Missouri *
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Course
ECEL-231
Subject
Linguistics
Date
Feb 20, 2024
Type
Pages
5
Uploaded by DukeThunder11589
ECEL 3325
Assignment 3 Analysis of Child’s Oral Language Behaviors and Interactions Guidelines and Template
H
SLO 3: analyze children’s behaviors in order to identify the key characteristics of the stages of language
development across early childhood years and make recommendations for developmentally
appropriate instruction to support early learners’ learning and development
Work with your group to
synthesize the following concepts that were evident between the two video
observations
. You may write your responses in bullet format however please provide complete thoughts.
Identify group members by font and color.
●
THIS IS NOT AN OPPORTUNITY TO DIVIDE AND CONQUER.
Do not assign each member a different
activity.
●
The expectation is to work
AS A TEAM
on all aspects of the assignment.
●
Your font indicates the notes you took while your team analyzes the teacher behaviors and the
child’s oral language development.
●
Work on all activities together. Show equal participation.
●
IF YOU ARE NOT COLLABORATING AS A TEAM YOU WILL BE ASKED TO COMPLETE THE
ASSIGNMENT ON YOUR OWN.
●
Be sure your document represents equal Group Participation
Team Members (select different color and font for each member; use
your
color/font combination
throughout document)
Rylee McBrayer
Halle Cheek
TASK 1: TEACHER OBSERVATION
TEACHER OBSERVATION:
Concept Development
seen in both videos
evidence found in
online: CLASS Dimensions Guide (not summary)
Define the dimension
(.5 point)
Building children’s interest through activities and sparking children's
creativity.
What effect does this
concept have on the
children’s ORAL
LANGUAGE
development?
(1 point)
Tell them how to make predictions, experiment, and brainstorm,
and then share these ideas with others. Being able to speak their
mind (thoughts, ideas, questions, and plans).
ECEL 3325
Assignment 3 Analysis of Child’s Oral Language Behaviors and Interactions Guidelines and Template
Provide one example
from each video
(1 point)
You can pound it - Analysis and Reasoning
The garage is attached to your house - Connections to the real world
TEACHER OBSERVATION:
Quality of Feedback
seen in both videos
evidence found in
online: CLASS Dimensions Guide (not summary)
Define the dimension
(.5 point)
It helps kids complete correctly complete what they are working
on. Kids can reach a deeper level of thinking and learning. The kids
also learn to take more risks and problem-solve on their own.
What effect does this
concept have on the
child’s ORAL
LANGUAGE
development?
(1 point)
There are feed feedback loops not only getting the student to come to the
right answer on their own. It is also allowing them to have that social
interaction.
Provide one example
from each video
(1 point)
T: How are you feeling? - Scaffolding
T: another what - prompting Thought Processes
TEACHER OBSERVATION:
Language Modeling
seen in both videos
evidence found in
online: CLASS Dimensions Guide (not summary)
Define the dimension
(.5 point)
Being able to understand verbal and nonverbal communication with needs,
wants, thoughts, ideas, and wondering. The development of early language
skills.
What effect does this
concept have on the
child’s ORAL
LANGUAGE
development?
(1 point)
The kids are learning how to share their needs, wants, thoughts,
ideas, and wonderings. These skills they are learning now will help
them later in life with social challenges.
Provide one example
from each video
(1 point)
Here's how we do it - open-ended prompt
Okay I will us blue also - narration
ECEL 3325
Assignment 3 Analysis of Child’s Oral Language Behaviors and Interactions Guidelines and Template
Work with your group to
identify stages of oral language development in each video
. You
may write your responses in bullet format however please provide complete thoughts.
TASK 2: STUDENT OBSERVATIONS
evidence for student
behaviors found in
Speech and Language Glossary
Language Development
(Brandone background and tables)
Foundations of Language & Literacy
graphic organizer
Define language
component
content
using
Speech and Language
Glossary and Foundations
of Language & Literacy
graphic organizer (.5 point)
How everything in language works together to relay a
particular meaning. Also, your content will change with who
you are talking to, for example talking with meanings a child
can understand.
Define language
component
form
using
Speech and Language
Glossary and Foundations
of Language & Literacy
graphic organizer (.5 point)
Phonology, morphology, and syntax work together to choose words to
make up a sentence that has a specific meaning.
Define language
component
use
using
Speech and Language
Glossary and Foundations
of Language & Literacy
graphic organizer (.5 point)
How we use words and phrases to express ourselves.
STUDENT OBSERVATION:
Receptive Language Video
Summarize what happened
in the video
The teacher was working with the little boy and using playdough to
see if understood what questions she was asking him.
CONTENT
Identify child’s milestone
age range and matching
descriptor for
content
using
tables in Brandone (1 point)
8-12 mos.
Understand 3-50 words
First words are used for names of familiar people and
objects; communicative games and routines; to talk about
appearance, disappearance, recurrence
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ECEL 3325
Assignment 3 Analysis of Child’s Oral Language Behaviors and Interactions Guidelines and Template
Provide an example of what
the child did that matches
the identified
content
milestone age range (1
point)
Student action/quote:
pounds, poke, and finger tip
FORM
Identify child’s milestone
age range and matching
descriptor for
form
using
tables in Brandone (1 point)
12- 18 mos
Production of first 50 words
Provide an example of what
the child did that matches
the identified
form
milestone age range (1
point)
Student action/quote:
Yeah, it, It monkey, and I not
USE
Identify child’s milestone
age range and matching
descriptor for
use
using
tables in Brandone (1 point)
8-12 mos
Intent expressed with gestures and vocalizations:
requesting objects and actions, refusing, commenting,
playing communicative games
Provide an example of what
the child did that matches
the identified
use
milestone
age range (1 point)
Student action/quote:
I not
STUDENT OBSERVATION:
Representing Ideas through Drawing and Communication Video
Summarize what happened
in the video
Two kids and a teacher were at a table drawing and when
the little boy finished his first drawing he asked for
another paper. When he got the other paper he didn’t know
what to draw and it took him a while to decide on what to
draw, even with the help of a classmate. He ended up
drawing shapes with his teacher.
CONTENT
ECEL 3325
Assignment 3 Analysis of Child’s Oral Language Behaviors and Interactions Guidelines and Template
Identify child’s milestone
age range and matching
descriptor for
content
using
tables in Brandone (1 point)
42 - 48 mos
Use and understand “when” and “how” questions
Understood words for basic shapes (circle, square, triangle)
Provide an example of what
the child did that matches
the identified
content
milestone age range (1
point)
Student action/quote:
T: What’s that?
B: a square
FORM
Identify child’s milestone
age range and matching
descriptor for
form
using
tables in Brandone (1 point)
30 - 36 mos
Speech is 75% intelligible at 36mos
Provide an example of what
the child did that matches
the identified
form
milestone age range (1
point)
Student action/quote:
T: What color paper would you like
B: blue
USE
Identify child’s milestone
age range and matching
descriptor for
use
using
tables in Brandone (1 point)
36 - 42 mos
More flexibility in requesting, including permission directive and
indirect request direct requests decrease in frequency
Provide an example of what
the child did that matches
the identified
use
milestone
age range (1 point)
Student action/quote:
B: can you make mine