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CLASS Instructional Support: Language Modeling

CLASS Instructional Support: Language Modeling. TMC MSHS Early Childhood Education. Captures the quality of teachers’ use of language. Measures the amount of teachers’ language-stimulation. Evaluates the language-facilitation techniques. Language Modeling. Indicators

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CLASS Instructional Support: Language Modeling

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  1. CLASSInstructional Support:Language Modeling TMC MSHS Early Childhood Education

  2. Captures the quality of teachers’ use of language. • Measures the amount of teachers’ language-stimulation. • Evaluates the language-facilitation techniques. Language Modeling

  3. Indicators • Frequent conversation • Open-ended questions • Repetition and extension • Self-and parallel talk • Advanced language Language Modeling

  4. Frequent Conversation • Back-and forth exchanges means 3-5 times taking turns. • Contingent Responding between teacher and student. Student initiates conversation of topic at hand and teacher follows up with relevance. • Peers engage in conversations with one another and take frequent turns to extend their conversation. Language Modeling

  5. Open Ended Questions • Questions that require more than word responses encourage children to use more language than questions with one or two word responses. Review BLOOMS Taxonomy. SomeExamples of open ended questions include: Tell me about this? What could you do with this? Why do you think that? How could we do this differently? How did this make you feel? • Students respond by thinking critically, expressing their ideas and feelings and use their imaginations. Language Modeling

  6. Repetition and Extension Repeat students responses. For example; S-I went to the store with my mom. T-You went to the store with your mom? Elaborate students responses. T-What store did you go to? S-That store with the red oval and white numbers. T-That store is named HEB and those letters make up the name of the store. Language Modeling

  7. Self and Parallel Talk • Maps own actions with language through self talk or “thinking out loud”. Teacher talks about what she is doing while she is doing it. For example; I am going to begin the Daily News by writing the title (as she is writing the words Daily News). • Maps student action with language through parallel talk. For example; “You are putting a dress on that baby doll and making her look very pretty and dressed up.” Language Modeling

  8. Advanced Language • Variety of words in the form of nouns, verbs, adverbs, adjectives, prepositions are used by teacher to expand vocabulary. An example could be; S- Today I am the weather helper. The weather outside is cold and windy. T-Yes it is cold and windy outside- thank you for forecasting the weather. Weather forecasters fore cast the weather on the daily news just like you did here at school. • Connect or link words to other familiar words and ideas so that students build understanding and are able to access the knowledge they are gaining. For example; “An apron is a smock you wear when you paint in the art center.” Language Modeling

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