Embedded Files
A Note from the Team
Language Modeling takes an in-depth look at ways to promote and expand children's langauge development and verbal and nonverbal communication skills. Educators support children's development in both the language(s) of instructions and children's home language(s). Educators encourage conversations, provide individualized language support, and use varied descriptive language so children understand and communicate more in the learning setting. This mirrors our previous statements about how it is not about the language we are using to speak to children, but how we are teaching children language overall. THEY have to be able to use it.
Now, I am not saying that we shouldn't use appropriate language in front of children - of course we should. But what is our expectation around having that child learn and use the same level of language? That is where this module can be of assistance.
Throughout this module, you will hopefully see how learning around Language Modeling in CLASS, language modeling techniques outline in LETRS and Pre-K RISE, and general evidence-based practices around language come together and support each other. As you look at this module, really make connections with your background knowledge around language development. You should quickly see that this module is not about something new but about how to pull it all together to support chldren with and without disabilities.
~The ECSE Team
Step 1: Reading Assignment
Step 1: Reading Assignment
The Thirty Million Words Project outlines findings that require a sends of urgency around the acquisition of language in the early years. Articles have arisen to meet this challenge in a developmentally appropriate way. This article is one such document that was produced to offer suggestions to eliminate language deficits in young children.
preschool-en.pdfStep 2: Review the Video
Step 2: Review the Video
LETRS reminds us about the Thirty Million Words Project and findings. Based on this research, adults were encouraged to Tune In, Talk More, Take Turns. Watch this video to learn more about this guidance.
Step 3: Reading Assignment and Ensuring Access for Children with Delays
Step 3: Reading Assignment and Ensuring Access for Children with Delays
Please read pages 1-22 in the IEPm on Building Relationships and Supportive Conversations. These strategies have been shown to have a significant impact on all children but especially those with disabilities. Feel free to print out the conversation starters pages, cut them apart, and place them in centers for all staff to refer to.
In addition, read the section pm Providing Clear Directions on pages 74-77. While this section is not directly about increasing language, it does have valuable information on ensuring that some of your children with unique needs can understand and follow directions. While there is a time for increasing vocabulary, there are also times when clarity it essential. Providing clear directions will ensure that children with Attention Deficit Hyperactive Disorder, Attention Deficit Disorder, Dual Language Learners, children with Hearing Impairments, children with Low Language, etc. can follow your directions, minimizing disruptions and behaviors when they are unsure of what to do.
Copy of IEPm Implementation Guide Book_071619.pdfStep 4: View the Presentation and Notes
Step 4: View the Presentation and Notes
Download the presentation. Open the slides. Click the tab that says "Open With" and click Google Slides. Print the slides with speaker notes. Review the video, jotting down notes. Reach out to your coach or team with any questions or clarifications that are needed.
Step 5: Watch the Video
Step 5: Watch the Video
Watch this video of a preschool teacher having conversations with students. What strategies does she use to encourage high-quality back and forth exchanges with children during play?
Step 6: Review the Checklist
Step 6: Review the Checklist
Look at the expectations for Language Modeling. Use this to guide your responses in class until you feel you are doing these things on a daily basis.
Language Modeling Checklist.pdfStep 7: Video Yourself in Action
Step 7: Video Yourself in Action
Video yourself using one of the strategies you have learned to promote language acquisition with the children in your class.
Step 8: Reflect Using the
Observation Checklist
Watch the video using the checklist provided to the right. What did you do well? What might you considered changing?
Language Modeling Checklist.pdfStep 9: Share and Discuss
Step 9: Share and Discuss
Share your video and checklist with your coach. Have them watch and score as well. Discuss what you both see, and where you might go next.
Step 10: Complete the Language Modeling Assessment
Step 10: Complete the Language Modeling Assessment
Scan or click on the assessment and answer all questions to show completion of the module.
Family Connections
Parent Talking is Teaching English.pdfTalking is Teaching: English
Talking is Teaching: English
Parent Talking is Teaching Spanish.pdfTalking is Teaching: Spanish
Talking is Teaching: Spanish
Implementation Resources
Copy of Conversation CardsConversation Cards for Parents and Teachers
positive-feedback (1).pdfRecommendations and Considerations
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