BUILDING ORAL

LANGUAGE SKILL
FOR LITERACY
DEVELOPMENT
GRETEL LAURA M. CADIONG, EdD.
Education Program Supervisor
Schools Division of Tacloban City
Region 8, Eastern Visayas
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Preliminaries
1. To divide the whole class, please follow the following
groupings: • Region 4A - Group 1; Group 2
• Region 4B - Group 3
• Region 5 - Group 4
• NCR - Group 5
2. Choose a task director, a scribe, a rapporteur, a time-keeper, a
resource manager and the task players.
3. Use the same groupings throughout the session and if applicable,
for other sessions.
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At the end of the Identify • identify factors that will help

develop the oral skills of the
session, the learners;

participants should
• determine effective activities
be able to: Determine Prepare that promote oral language
development; and
Explain
• Explain the importance of oral • prepare sample activities that
language development in will develop and assess oral
building literacy language skill
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What do you know about oral language?

ⓘ Start presenting to display the poll results on this slide.
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Rank the domains according to how it

naturally transpire in the process of
beginning reading instruction
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Give a name of an activity which you

think is apt for oral language skill
development
 ⓘ Start presenting to display the poll results on this slide.
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See
what
you
know!
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1. For 5 minutes, watch a short video with your group. Take down
notes how the conversation goes with the child and his mother. Look
for information how oral language development is facilitated. 2.
After watching the video, discuss with your group. 3. Your group will
be given questions to guide your discussion. 4. You have 20 minutes
to formulate your group’s insights and ideas. 5. Write down the
insights briefly on a Manila Paper. 5. After the given time, the
group’s rapporteur will share the insights and ideas to the big group.
6. The rapporteur will have 3 to 5 minutes to report the group’s
insights.
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Say what
you
know!
Big Group Sharing

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What kind of interaction was happening between the child
and his mother?
Is the child a reader already?
Do you think this kind of story reading is done by the
teachers in school? Why?
Why must this kind of story reading be
employed?
Why do you think the mother is “talking while
reading”?
What skill is the focus when “talking while
reading”?
What manifests when the child has oral
language skill? 09/03/2023 gretel.cadiong@deped.gov.ph 11

What were some strategies that the mother

employed to elicit the child’s oral language skill
during the story reading?
If you were to do the same, what other
strategies would you use?

Was there an opportunity given to build on

vocabulary?
How was it done?
 Why should vocabulary building be part of
the process in oral skill development?
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Would this kind of interaction be an

avenue for the child to learn how to read?
Explain how this activity could be used as
springboard to teach reading.
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What is used structured medium of

ORAL communication.
(Cregan,1998)
LANGUAGE?
• Communicating with others •Oral language acquisition is a
through speaking and listening natural process for children.
(Alex &
• The child’s first, most
important and most frequently Kortner,1995)
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The BIG SIX of READING

Why ORAL
LANGUAGE
in READING?
 09/03/2023 gretel.cadiong@deped.gov.ph 16Adapted from R. Villaneza’s Presentation

Domains of Literacy in the K to 12 Curriculum

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What experts say…

Oral language functions as a
foundation for literacy and as the
means of learning in school and
out. (Fillmore & Snow, 2002)

If children come to a reading with a strong

oral language base, they can build further
on that base, establishing a reciprocal
relationship between oral language and
reading. It is because oral language will
contribute to development in reading,
which in turn, will contribute to
development in oral language. (Shiel, et al,
2012)
Oral language
development is a critical foundation for reading, writing, and spelling, and it is the “engine” of
learning and
thinking. (National Institute for Literacy, 2009)

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Adapted from R. Villaneza’s Presentation
The literacy learning process begins with speaking-talking about the children’s
experiences, about themselves. It is through speech that children learn to organize
their thinking and focus their idea. (Lyle,1993)

If the printed words can be efficiently recognized, comprehension of connected

text depends heavily on the reader’s oral language abilities. (Snow et al.,1998)
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 SEMANTICS OR PHONOLOGICAL SKILLS An MORPHOLOGICAL
VOCABULARY awareness of sounds such SKILLS
Understanding the meaning as syllables and rhymes Understanding the
of words and phrases meaning of words and
parts

SYNTAX
ORAL PRAGMATICS
Understanding word
order and grammar rules LANGUAGE Understanding the social
Brooke, E. , www.lexialearning.com rules of communication

AREAS OF ORAL LANGUAGE IN RELATION TO READING

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gretel.cadiong@deped.gov.ph
Adapted from R. Villaneza’s Presentation
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The real score…

“There is evidence that some teachers may have struggled to
implement this component because the underlying framework
was unclear to them”
(NCCA, 2012, pg. 10)

Oral language development is often missing from reading and

writing programs, leaving teachers to wonder why their students are
still struggling or taking longer than expected to become proficient
speakers and readers.
(Reeder & Baxa, 2020)
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Listen to the
teachers’
thoughts…

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It would be good, if
there would be a
demonstration
teaching
or we will be made to
observe a class where a
teacher teaches oral
language so we would
have a complete
understanding on how
we can teach it.

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In the TG, the expected

 competencies are stated
as objectives, also there
are activities being
suggested which for me
are appropriate for oral
skills development. But
in the LM most activities
will make the pupils
write or color but not to
talk or express
themselves.

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 It is more on reading
and writing. Even items
to assess or evaluate
the pupils’
performance require
them to write.

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 Maybe this is the reason
why most children could
not talk or express ideas….
because in our activities
and assessment we make
our pupils write their
answers while they listen
to us, instead of allowing
them to talk. This is the
idea we that we have in
teaching oral language
skill.
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Let’s peek into reality…

0
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Adding the fact

that….
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Could this be a
factor why
READING
PROBLEMS
OCCUR in our
classrooms?
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Studies prove that…

The weaknesses in some dimensions in oral language such as receptive and expressive
vocabulary, phonological awareness and alphabet knowledge can lead to the occurrence
of significant reading problems. (Snow, et al., 1998)

Children with a history of oral language impairment are more likely to present with
reading difficulties than their peers. (Catts, Fey, Zhang, & Tomblin, 2001)

If children do not have a solid foundation in oral language, communicating effectively

and learning to read can be a long and difficult process. Children’s speaking and listening
lead the way for their reading and writing skills, and together these language skills are
the primary tools of the mind for all future learning. (Roskos, Tabors, & Lenhart, 2009).
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Can we do something about this?

YES!

Teachers can do it in a systematic

and explicit instruction to develop,
 improve and sustain the oral
language skill of our learners.
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See how to work

things out…
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Maximize the learners’ innate propensity to talk,

to tell stories, to ask, in a language they are at
home with.

Employ activities in the classroom that will

promote the use of the learners’ natural
language facility.

Consider the developmental stages in

language
learning which is an aid in learning how to
read.
• listen speak read write
Fully comprehend, appreciate and follow our
Curriculum, specifically the Language Arts and
Multiliteracies Curriculum in the Key Stage 1.
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What will help

develop oral
language skill?
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ENVIRONMENT
1. Create a print rich classroom
• Put on the walls tasks done
in the
classroom (co-authored
graphs and
charts, words learned from
a story, etc.)
• Label objects/places that
learners use
 and hear
2. Organize a classroom library
3. Put up storytelling/make-believe areas (dress
up areas, character puppets, board stories)
4. Provide rituals and routines for children to
experiment with language.
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CONNECTIONS WITH LITERATURE

•Use storybooks that contain
strong storylines that invite
 the children to visit and
revisit the content, as well as
initiate conversation related
to the books.
•Use books that contain
“interesting” words to stretch
the child’s vocabulary.
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DEVELOPMENTALLY APPROPRIATE
ORAL LANGUAGE ACTIVITIES
• Carefully plan literacy activities
build on the language knowledge
of the children in the classroom so
that every child can participate in
the process.

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Ways
to
do

things…
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Listening Activity
• Listening is one of the skills directly related to oral skill
development.
• Listening and reading require the use of similar
thought processes such as predicting and self-
monitoring to
attend to the conveyed message for the construction
of
meaning.
• Reading a word is much easier if it has first been
heard.
 • Listening skill should be taught in school explicitly
through games and other listening activities.
- I Spy
- Simon Says 09/03/2023 gretel.cadiong@deped.gov.ph 42
Show and Tell / Show and Ask
• Enables children to describe self-selected items they have brought to school to
share with other children.
• With the object in a bag or box, the child must give clues
about the chosen object, or the child may show the object and
tells something about it.
• For starters, the teacher may prod the learners to share ideas
by asking questions.
• Gives opportunities for learners to say out ideas or learn how to ask questions.
• Can be used as springboard for a reading instruction by pre assigning objects to be
brought ( e.g. objects that begin with Pp)
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Daily News
• Gives the learners the opportunity to tell
their stories
• Any story or news can be shared to the class;
or the teacher may assign a certain topic for
 sharing
• This allows learners to use words that they will later
read.
• This can be an avenue for learners to learn how to
construct stories and prepare them to write the
story structure later.
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Shared Reading
• Learners share in the process of story
reading by talking about the story
illustrations before the teacher reads
the text
 • A rich venue for learners to learn
comprehension reading skills such as
getting the main idea, inferencing
and predicting outcomes.
• Learners get to connect their spoken
language to the written language,
thus, training the learners to
configure words to be decoded
because of the familiar structure of
the words they see in the big book.
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Meaning Track (through

Shared Reading)
 • Facilitates the “talking with” the
learners
• Establishes the familiarity and
recognition of words that will be
read later (phonemic awareness)
• Forms the comprehension skill of
the learners
• Initiates self-confidence in the
learning process
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 Inutusan ni nanay si Ana.
“Ana, halika. Bumili ka ng
asin sa tindahan ni Aling
Alita,” utos ni nanay kay
Ana.

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 Pagdating niya sa
tindahan ni Aling Alita,
marami siyang nakitang
paninda.

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 May mga makukulay
na abaniko.

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 May mga abokado at
atis din na paninda.

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 Pero masayang-masaya
siya ng makita ang mga
apa na may kendi sa gitna.

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Wordless Book
 Storytelling
• Stimulates the thinking of the learners by
figuring out what the story could be
through the pictures
• Train the learners’ oral language skills by
allowing them to tell the story as they
perceive or understand it.
• Creativity of the learners is likewise
encouraged as they can make different
versions or interpretations of the wordless
book.
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Read Aloud
• Builds many important foundational skills,
introduces vocabulary, provides a model
of
fluent, expressive reading, and helps
children
recognize what reading for pleasure is all
about.
• Provides a means to allow learners to talk
and to give ideas as questions are asked
in
story parts chosen by the teacher for a
purpose (vocabulary building, answering in
complete sentence, check the
comprehension)
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Picture Talk
 learners to talk about the picture.
• Some questions are intended to elicit simple
descriptions, while others are intended to
prompt
more exploratory talk, in the form of
reasoning,
predicting and relating things to the learners’
own
experience
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Description questions:
• What do you think is happening in this picture?
• What are the people doing?