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  • Education Department: Oral Activities Reporter: Luntayao, Sheila Mae Villaruz, Marianito III

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    Francisco De la Peña
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    This document discusses oral language development activities for students. It defines oral language as the ability to speak and listen, and notes that development of thinking and reading is closely tied to oral language development. It identifies social interaction and practice giving and following directions as important classroom activities. Finally, it provides examples of different types of oral language activities, including word play, nursery rhymes, and choral reading, that help develop students' oral communication skills.

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    Developmental Reading

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    Developmental Reading

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    This document discusses oral language development activities for students. It defines oral language as the ability to speak and listen, and notes that development of thinking and reading is closely tied to oral language development. It identifies social interaction and practice giving and following directions as important classroom activities. Finally, it provides examples of different types of oral language activities, including word play, nursery rhymes, and choral reading, that help develop students' oral communication skills.

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    © All Rights Reserved
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    12 views3 pages

    Education Department: Oral Activities Reporter: Luntayao, Sheila Mae Villaruz, Marianito III

    Uploaded by

    Francisco De la Peña
    This document discusses oral language development activities for students. It defines oral language as the ability to speak and listen, and notes that development of thinking and reading is closely tied to oral language development. It identifies social interaction and practice giving and following directions as important classroom activities. Finally, it provides examples of different types of oral language activities, including word play, nursery rhymes, and choral reading, that help develop students' oral communication skills.

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    © All Rights Reserved
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    Carlos Hilado Memorial State College - Binalbagan Campus

    Enclaro, Binalbagan, Negros Occidental 6107


    Education Department

    Developmental Reading 2
    Third Prong: Grammar and Oral Language Development
    Oral Activities
    Reporter: Luntayao, Sheila Mae
    Villaruz, Marianito III

    Oral Activities/Language
    - is the ability to speak and listen. The development of thinking and reading abilities is closely
    limited to the development and oral language. “Speaking to learn” is the vehicle for increasing
    and deeping knowledge. (palmbeachschools.org)
    Social Interaction
    - is an exchange between two or more individuals and is a building block of society. It involves
    the careful assessment of the practices of everyday communications between people in various
    real life contexts.
    Oral Activities
    - Social interaction is necessary in the classroom to develop vocal speech into an instrument of
    communication, both for own sake of reading and writing. Practice in vocalizing will develop
    pronunciation, enunciation, fluency, confidence, and expression- all those skills usually
    called speech in school.
    *Reading and writing can progress little further than the limits of their oral base. School should be
    where children talk at least as much as outside, for foresting speech is the business of the language
    classroom. A child learns language through everything, all the time, and with everybody.
    *Learning is not thought of as a special activity and is not restricted to a certain time, place, people,
    and circumstances.
    *The capacity to give clear directions and follow those of others is one of the most wide language
    competencies. It is a part of almost every other kind of discourse.
    Discourse
    - direction constitute a difficult kind of exposition important both for its own sake and for the
    effective checks on comprehension and composition that directions afford by the very fact that
    they are intended to performed.
    Directions
    - serves as a mirror for the sender because they are translated into actions and provide immediate
    feedbacks of successful communication.
    Types of Oral Activities
    1. Back-to-back – is one of the activity that develop the capacity on the learners to give direction
    (sender) and follow directions (receiver) which is dear and comprehensible.
    2. Word Play- is the category of discourse (spoken communication or debate) that includes;
    a. Tongue Twister
    b. Puns (it’s a joker using ironic meaning)
    c. word puzzles
    d. games, and
    e. pictographs
    - word play is more gaming than communicating although meaning never lost. It focuses on
    sounds, rhythm, alliteration (closely connected words), assonance, meter, stanzaic form and
    phrasing in musical sense, (repetition of sounds; e.g. penitence, reticence)
    - it plays on sense and imagery to create humor and nonsense of unusual connection.
    *Same sounds, different spelling- “which-witch”, “toothed the flute”
    *Same spelling, same sound- “placed plain plums on plaid plastic”
    *Same letter, different combination- “freshly fried flying fish”
    *Same ending, different beginning- “the Smith youth’s tooth was underneath”
    *Same beginning, different ending- “Tito threw Tony three thumbtacks”
    *Similar spelling, one consonant substitution- “Sheiks sixth sheep’s sick”
    a. Homophones- words that sound alike but differ in meaning, origin, sometimes spelling.
    “I saw a pair of peers”
    “Sitting on a pair of pears”
    “Pairing a pair of pears”
    b. Conundrums- elaborate verbal riddles (or confusing, difficult problem questions).
    *What is the difference between a cat and a sentence?
    E.g. “A cat has claws at the end of its claws (foot) and a sentence has a pause at the end of its clause”
    c. Spelling Puzzles- partners or members of a small group take turns giving each other a word. The other
    person has to make a sentence in order for each of the letters in the word as the first letter of each word in
    the sentence.
    d. Dizzy Word- a popular puzzle that children can begin to make up as soon as they have mastered basic
    literacy is a square in which their partners can find and circle words written either forward, backward, or
    diagonally.
    E.g. T E A READ
    EA T ELSE
    ATE ASIA
    DEAR
    e. Cappings- this game has a word added at the front of a word to form another one.
    E.g., rake- brake able- table nap- snap
    ox- box ounce- bounce hop-shop
    ought- bought led- sled hen- then
    ale- tale
    d. Nursery Rhymes- collection of these rhythmical and dramatic short verses. They stimulate imagination,
    kinesthetic response, and imagination.
    e. Choral Reading- Or voice chorus, choral reading can be pleasurable and effective way for students to
    practice reading aloud.
    - at any age, it provides practice in sounding texts aloud. it serves well to boost skill and
    confidence to the point of more individual performance.

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