Aug 28, 2025
What do you mean that we could have had a jamal and levi reunion?
AND NOW WE DONT, because theyre both injured, fuck me honestly
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What do you mean that we could have had a jamal and levi reunion?
AND NOW WE DONT, because theyre both injured, fuck me honestly
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A sample of a mid-sized minimalist open concept living room library with white walls, no fireplace, and a tv stand has a medium tone wood floor.
Multidisciplinary Conference on Sosial Science, Tourism and Humanities
Open Library Milan Inspiration for remodeling a mid-sized eclectic open concept family room with white walls, no fireplace, and a TV stand.
Another Book that Addresses Oral Language:
Beaumont, K. (2012). I Ain't Gonna Paint No More!Boston, MA: HMH Books for Young Readers.
This book would be excellent for emphasizing oral language in Grade 3 students because it provides visual cues to how words should be said or pronounced. For example, the parts of the body are written in larger fonts and stand out and thus should be said with more vivacity when read verbally. It uses humour in order to demonstrate the different ways that oral language can sound depending on how it is written.
1 Book that Addresses Oral Language
Willems, M. (2014). The duckling gets a cookie!?New York: Hyperion Books for Children.
This book provides students with the opportunity to practice oral language in the form of dialogue between the animals, which is fun and funny for kids. It is very useful in order to demonstrate how language sounds different when a question is posed or an answer is provided and the natural back and forth in conversations. This allows students to learn more about the mechanics of oral language in a very fun and lighthearted way.
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Free to watch • No registration required • HD streaming
Two Sources for Understanding Oral Language
1. Reading Rockets. (2013, November 07). Young Children's Oral Language Development. Retrieved January 21, 2018, from http://www.readingrockets.org/article/young-childrens-oral-language-development
This resource helped me to conceptualize oral language in a different way by providing a more technical analysis of the thinking children need to do in terms of morphemes, phonemes, and whole sentence combinations to learn verbal language skills. One point that really helped my understanding was in my learning of the word pragmatics and how this includes a recognition of the endless language rules and exceptions, centrally acquired through experience. Reading Rockets (2013) aided me in boosting my understanding of how written words and oral language development go hand-in-hand and students should continue to be encouraged by their teachers to keep working on refining these skills at their own pace.
2. The Balanced Literacy Diet. (2016). Oral Language. Retrieved January 22, 2018, from http://www.oise.utoronto.ca/balancedliteracydiet/Oral_Language_ELL.html
I like how the Balanced Literacy Diet (2016) added to my understanding of oral language to have formal and informal elements because this shows the vitality of oral skills inside and outside the classroom. I have learned that as a teacher, it will be crucial for me to enable students to select what kind of conversation is appropriate in varying real-world scenarios, which is a real-world application of these skills. I recognize that I need to scaffold the learning of individuals who are ELL, but I also need to balance their literacy skill development between English and their first language to promote balance.
Two Sources for Assessment of Oral Language
1. MLPP. (2001, May 09). Section II: Oral Language[PDF]. MLPP., from http://www.misd.net/mlpp/assessments/oralLanguage/Oral-Language-A.pdf
This document provides important assessment considerations for teachers in regard to looking at well-balanced oral skills, but also including in one’s assessment other non-verbal elements as well as listening. The rubrics provided show that oral language is not only about the quality of a student’s speaking, but also has to do with the way they are able to conduct themselves in a public atmosphere and appreciate social etiquette in discussions.
2. Scheller, A. (2012). Assessing Oral Language Development and Early Literacy[PPT]. Pearson, from https://www.speechandlanguage.com/wp-content/uploads/2012/12/Assessing-Oral-Language-and-Early-LiteracyHANDOUT.pdf
This resource is important for assessment because it shows the related nature of oral skills to other skills within literacy for primary students and discusses how strong oral skills can lead to other strong literacy skills. Also, the resource warns teachers in their assessments to reinforce equitable time for every individual when considering needs, to develop their oral skills in order to make assessment fair through a variety of informal and formal assessments of oral abilities.
Two Sources for Instruction of Oral Language
1. Branstetter, R. B. (2018). Strategies for Building Oral Language Skills. Retrieved January 21, 2018, from http://teaching.monster.com/benefits/articles/9454-strategies-for-building-oral-language-skills?page=3
This website offers many different activities that can easily be added for students to fortify strong literacy foundations in oral language without having to allot a whole lesson block to these activities. The activity that stuck out to me was #2 which was Daily Oral Language and Branstetter explains that this can be included in the daily warm-up schedule and enables students to collaborate to create a nicely flowing sentence surrounding the idea initially posed by the teacher. After initial discussions, students would discuss this as a whole class and would compare answers. The activity can also be altered with varying questions offered to students so they can practice a multitude of different ways to improve their oral language.
2. Professional Development Service for Teachers. (n.d.). Five Components of Effective Oral Language Instruction[PDF]. Dublin: Professional Development Service for Teachers.
This PDF Document by the Professional Development Service for Teachers (n.d.) offers a well-balanced and explicit description of five specific components teachers should incorporate into their literacy lessons. The guide gives many examples of whole group, partner, and individual activities that the students could partake in to allow for oral practice embedded in other reading and writing lessons to create balanced literacy skill development.