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Language Experience Stories

Language Experience Stories. What is a language experience story?. A way to target language A way to practice targeted language A hands-on activity A way to get kids talking A way to talk about past experiences A way to practice auditory skills A way to practice speech skills

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Language Experience Stories

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  1. Language Experience Stories

  2. What is a language experience story? • A way to target language • A way to practice targeted language • A hands-on activity • A way to get kids talking • A way to talk about past experiences • A way to practice auditory skills • A way to practice speech skills • A way to practice new vocabulary

  3. A language experience activity should be interesting and motivating to the children

  4. Language Experience • Teacher planned • Teacher directed

  5. Choose activities • That are hands-on • That will motivate children by holding their attention and being interesting

  6. Teachers choose: • Vocabulary and concepts to be taught • Language structures to target In order to meet the needs of their students language levels.

  7. Language experiences provide an opportunity for children to communicate for a variety of reasons:

  8. Expressing wants and needs • Protesting/Rejecting • Asking for information • Transferring • Giving directions • Expressing opinions, feelings

  9. Asking for help or permission • Predicting or speculating • Explaining a problem

  10. How to do it • 1. Choose the language • targets • vocabulary

  11. Guidelines for choosing the activity… • 1. Will doing the activity provide practice on the targeted language? • 2. Is it interesting enough to get children to talk? • 3. Is the task simple enough that the children can complete it with a minimum of adult help?

  12. 4. Are the materials manageable: • 5. Is it fun for the teacher as well as the children? • 6. Is it designed so that several children of various levels of development can all participate?

  13. 7. Will participating give the children a feeling of pride and sense of accomplishment? • 8. Is the language applicable to other experiences at home or at school?

  14. 9. Do the activity and the language relate to other everyday experiences of the children? • 10. Is it related to some specific concepts or topics being worked on at other times?

  15. 2. Plan the activity • Think through the steps • Plan the language to teach/practice • Think of questions, comments or actions to use to get the children to produce the target language

  16. 3. Assemble all materials • If you have not done this activity before, you may want to try it out.

  17. 4. Conduct the activity • best with smaller groups • group by language needs • 20-30 min. and may be shorter for • younger students

  18. 5. During the activity • Introduce new vocabulary • Use language eliciting techniques and modeling/imitation- practice • Use questioning • Provide opportunities for the children to talk during the activity

  19. 6. After the activity • The language Experience story is written. • Revise planned language to meet the needs of the actual happenings

  20. Do language experience everyday • It is fun, fun, fun…

  21. Experience Story should go along with your unit of study.

  22. Experience Chart Stories • These are your stories that you write from your experiences

  23. Chart Stories • Children enjoy and look forward to using the chart because it is about them and a fun activity in which they took part.

  24. Chart Stories • Provide a permanent record and can be used repeatedly for a variety of activities, including speech and auditory paractice as well as language instruction.

  25. Why use chart stories? • To develop and practice targeted language • To develop and practice speech skills in the context of connected language • To develop listening skills • To develop reading readiness and/or reading skills

  26. How do we do it? • Think through the story – plan the story as you plan the activity to target specific language • Adjust the story as you write it with the students to fit the events that occured

  27. Tips to decide what language to use: • Use language that is natural and appropriate for the situation • Use language that incorporates the structures selected as targets for the children • Use a variety of sentence types and syntactic elements • Use some old and new vocabulary • Use language that will transfer to “real life” situations • Use language that expresses attitudes and opinions

  28. Chart Story • Introduce the story • Give it a title • Reveal the story sentence by sentence – add pictures • Read through the whole story • Have students identify sentences

  29. Practicing the chart • Chart practice is worth doing every day for listening practice practice producing sentences producing the sentence without the teacher saying it first

  30. Things I like to do • Experience book for each student • Class experience book • Keep all charts hanging in the classroom all year • Add additional poems, songs, and fingerplays to the books • Sharing time for experiences from home • Can also be in their own books. • Tie language to weekly story that ties to unit of study

  31. Children learn through doing. • Experience stories and charts help build on the learning.

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