K4 Oral Language/ Vocabulary Activities

This topic contains 5 replies, has 2 voices, and was last updated by  K-3 Member 5 months ago.

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  • #62096

    Archived Message

    I am looking for some ideas for a daily oral language/ vocabulary station that 4yr old children can do independently. They will rotate to it in small groups (5-6 kids) at a time.


  • #62097

    K-3 Member

    When the first person arrives at the table he/she sets the timer (maybe an egg timer ?) and the group uses that time to look at, pick up, feel, play with some unusual objects that you have provided.
    While they are doing this the kids could use a ‘talking stick’ to pass around and discuss what the objects could be used for or who might use them etc


  • #62098

    K-3 Member

    Yes, I agree it will need some kind of time keeping and turn taking arrangement. I made some games with category objects ( toys, colors, transportation) that they can role a dice and land on a picture to talk about.

    I am considering numbering my seats at the centers and each switch they move to the next number 1 at vocab,2 at word work,3 at listening center- that is going to take a lot of monitoring to get them used to that.


  • #62099

    K-3 Member

    An easy form of oral language is object based news, where the child describes an object. Both the speaker and the listener can see the object being described, developing an understanding of “Here” questions – Level 1 questions.
    Use SCUMPS as a visual prompt for the speaker to recall the different components of the object that they are describing.
    S -size
    C- colour
    U – use
    M – materials
    P- parts
    S- shape
    e.g. “I have brought my favourite toy to school” A toy car…. It is small (size) and red (colour). I use it to play in the sand pit(use) . It is made out of wood (materials). It has 4 wheels, 2 doors, a roof and a body (parts). It is oblong shape (shape).


  • #62100

    K-3 Member

    What about barrier games, where one child gives instructions and the other child follows. eg. dressing paper dolls. “Put the red jumper on the boys chest” etc. A table easel makes a useful barrier.


  • #62101

    K-3 Member

    Have you thought about playing a game called “Stop!”. It is a variation on bingo and works with pictures in a specific category; e.g. fruit.
    You have two copies of each item in the category and the children work together with one turning over the cards and the other children with 6 cards each.
    When one child has turned over all six cards in front of them they tell the first child to “Stop!”. You have to introduce the categories first of course and teach the children the game but my 5 & 6yo students can name all sorts of fruits now including things like lychees and rambutan as well as jackfruit. They recognise them too and no longer need the pictures to help recognise things, only the names. I started with smaller numbers of fruit and gradually increased their repertoire. We have also done animals, furniture, clothing, vegetables, transport and feelings.


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