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Focus: Oral Language

Focus: Oral Language. What is Oral Language?. Oral language is at the base of literacy. It is the ability to speak and listen. What is Oral Language?. At the most basic level, oral language means communication with other people.

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Focus: Oral Language

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  1. Focus: Oral Language What is Oral Language?

  2. Oral language is at the base of literacy. It is the ability to speak and listen.

  3. What is Oral Language? At the most basic level, oral language means communication with other people. Oral language development across the curriculum does not mean teaching children to speak as much as it means improving their ability to talk or communicate more effectively. To speak in more effective ways requires particular attention and constant practice.

  4. Why Oral Language Now? Before students achieve proficiency in reading and writing, oral language is one of the most important means of learning and acquiring knowledge.

  5. What Do You See?

  6. Look at the Difference as Children Grow

  7. How Does it Effect Schools?

  8. NOW What?

  9. Closing the Gap The Common Core Standards rose from the ashes of long standing research validating the importance of Oral language development. CCSS incorporated speaking and listening skills that students must master across the grade levels to ensure strong readers and writers in the 21st century. Summer Leadership Institute

  10. Nothing NEW… In a Home-School Study conducted by Dickinson and Tabors: Children from lower socio-economic homes who succeeded as readers experienced: 1. Exposure to rich vocabulary 2. Extended discourse 3. Cognitively and linguistically stimulating home and school environments Dickinson and Tabors, began in 1987

  11. We Can Do It! Oral language development in school does not mean teaching children to speak as much as intentionally providing them with skills and opportunities to communicate effectively.

  12. How Can We Encourage Students as They Develop Oral Language? Present yourself as a good model of oral language. Nurture a risk free environment where students feel comfortable practicing language. Pose follow up questions related to activities or conversations held with students. Encourage eye contact when speaking and listening. Ensure that all students have fair opportunities to develop speaking and listening skills (large and small group discussions).

  13. What Have You Done with Expanding Language? Possible Ideas (informal): Greet students, Morning Message, Think-Pair-Share Possible Activities: Entry slips: Each student brings to class one word which they believe the whole class should learn. The word can be from television, conversation, or advertisements. Teacher selects 2 or 3 words from entry slips and students then explain where word was found and why class should learn word. Word Box: Place decorated shoebox in classroom. Invite students to write new or interesting words on paper and put into box. During transition times, pull a card from the box and talk about it. Sorting: Students manipulate vocab words on cards and sort based on commonalities such as word endings, vowel sounds, rhymes, parts of speech, or meanings. Ask students to explain why they sorted words in the ways they did!

  14. TPRTotal Physical Response A method of teaching language using physical movement First used as a stress free approach to learning a second language. Intended for beginning language learners, however...

  15. …short TPR activities can be motivating and linguistically purposeful. Say the phrases and ask students to pantomime actions: Open your bag. Look inside. Take out a pencil case. Open it. Close it. Put it in the bag. Look at your book. Open it. Close it. Touch your ear. Find your pencil.

  16. September Topic: Oral Language & Vocabulary “Children “learn to talk” before they come to school, but to be successful in school, they must also develop skills in “talking to learn”. They have to use language to monitor and reflect on experiences, and reason about, plan and predict experiences both orally and in relation to language use in print.” Trehearne p.183

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