A kindergarten teacher reads aloud the big book The Little Yellow Chicken's House by Joy Cowley to a small group of students. In the story, the main character has to make a decision as to whether or not his friends should come into the warm cozy house he built to get out of the rain, since they refused his requests for help during construction of the house. The teacher has the students orally rehearse their opinion as to whether or not the unhelpful characters should be allowed into the house. The teacher asks the students to include in their responses the reason for their opinion. As each student tells an opinion, the teacher holds up a sign that says "because" to prompt students to add to their responses. Student: I think the little yellow chicken should not let his friends in. Teacher: (Holding up "because" sign) Student: ... because his friends were lazy, and the little yellow chicken's friends got soaked, and the little yellow chicken should ignore his friends, and he should not invite his friends in. Teacher: That's great that you explained why he shouldn't let them in the house. Can you tell me your opinion again and use "because" to explain why? Student: I think the little yellow chicken should not let his friends get in because they were lazy and didn't help him build the house. Teacher: (Holding up a sign that says "so") Now use the word so, and tell us what happened when the little yellow chicken ignored his friends. Student: It was raining, so his friends got soaked.In the dialogue, the teacher's practice of prompting students with connecting words benefits their oral language development primarily by:

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