Figure 3.22. Questions for The Little Red Hen by Vera SouthgateQuestions that Limit Language Questions that Elicit Language- What color is the hen?
- Will the others help her?
- What did they say?
- Is she happy with the others?
- How many animals are on this page?
- What is this animal?
- Did they get to have bread at the end of
the story? - Do you like the story?
- What is the little red hen planning?
- What just happened?
- What do you suppose the little red hen is
thinking? What makes you think so? - What does the author do to make us
aware that that little red hen is unhappy? - How does the author help us understand
what a mill is? - What does the hen do once her bread is
ready to eat? Why? - What do you think the author is telling us?
The focus on oral language development in English is important for all children, but it is critical
for ELs and children who have not been exposed elsewhere to the kind of language found in written
texts (Dickinson and Smith 1994). During kindergarten, EL children make tremendous growth in
their English language development when teachers pay attention to how language works and build
children’s language awareness. Children who are aware of the various types of language resources
available to them (e.g., when to use prance versus strut or how to add details to a sentence with
a prepositional phrase, such as at my house) and how these resources are used to achieve specific
purposes for particular audiences are able to make more informed choices when speaking and writing.
Oral language development in the primary language should also be promoted and fostered, whether
in an alternative bilingual program, an extracurricular heritage language program, or in the home with
close collaboration and support provided by teachers.
Vocabulary Instruction
Teachers ensure vocabulary instruction is a key component of the kindergarten program. They
implement each of the four aspects of vocabulary instruction described in chapter 2: They provide
extensive experiences with language, establish word conscious environments, teach targeted
vocabulary, and provide instruction in word-learning strategies.
Extensive experiences with language are described
in the previous section in the context of overall language
development. Children have numerous opportunities to
converse with peers and adults while they engage in
stimulating learning experiences, participate in structured
discussions, and listen to and discuss books read aloud.
Word conscious environments are those in which
children and adults notice and discuss words. Children may
create word walls, word jars, or word journals in which
they record words that are important, fascinating, or that
otherwise capture their attention. They talk about words in
different contexts, and notice relationships among words
and similarities among words in different languages. They
think about author’s choices and their own choices. Their
awareness of words is heightened.Word conscious environments
are those in which children and
adults notice and discuss words.
Children may create word walls,
word jars, or word journals in
which they record words that
are important, fascinating, or
that otherwise capture their
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