![](https://blogs.iu.edu/earlyliteracy/files/2021/09/Tea-party-300x200.jpg)
Intentionally planning vocabulary instruction (see Words, words, words post) is an important part of developing children’s oral language skills, but what other research-based practices can you use? See below:
1) Ask children many open-ended (those without a specific answer) questions throughout the day. Make these interactions effective by providing scaffolding support that enables children to answer (e.g., allow wait time of 3-5 seconds because it takes children time to formulate their thoughts, repeat your question, rephrase your question, offer visuals and/or choice responses, etc.). Here’s an open-question learning center prompts resource: Open-Questions for Learning Centers
![](https://blogs.iu.edu/earlyliteracy/files/2021/09/Teacher-with-kids-in-garden-300x231.jpg)
2) Have conversations with children that involve several feedback loops (back and forth exchanges or “volleys”). If you’d like more information about engaging children in feedback loops, here’s a link to a recorded webinar: Feedback Loop Recorded Webinar
3) Use self and parallel-talk in the classroom. Think of yourself as a newscaster or sports commentator. Self-talk is narrating what you are doing in “real time” or as you are doing it, while parallel talk is describing what children are doing in “real time” or as they are doing it. Self and parallel talk link words to actions and make meaning for children. Visit this link for more information: Self-talk and Parallel-Talk
4) Repeat, clarify, extend, and provide additional information to children’s ideas and question responses.
5) Facilitate peer to peer conversations so that children have opportunities to practice their skills in an authentic way.
Lynne Hall is a research associate at the Indiana Institute on Disability & Community’s Early Childhood Center. She holds a Master of Science in Education and an Indiana instructional teaching license (Early Childhood Education and Services; Elementary/Primary Generalist; Elementary/Intermediate Generalist). She formerly taught preschool in a variety of settings for over 15 years. Her expertise includes early literacy instruction and inclusive preschool classroom practices. Email her at hallma@iu.edu
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