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Oral Language

Oral Language. Understanding and Using Oral Language. involves Learning the code Making meaning Thinking critically. Expectations. Knowledge of oral language learning. Instructional Strategies. The dimensions of effective practice. Effective Teaching Practice. Knowledge of the learner.

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Oral Language

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  1. Oral Language

  2. Understanding and Using Oral Language involves Learning the code Making meaning Thinking critically

  3. Expectations Knowledge of oral language learning Instructional Strategies The dimensions of effective practice Effective Teaching Practice Knowledge of the learner Engaging the learners with talk Partnerships P8 Learning Through Talk

  4. Not all children start from the same place. The key for these children is to build a bridge from the known to the new..… • Teachers’ should constantly model language structures that are more elaborate and varied than the ones children use outside of school… • and engage children in using these language structures in the classroom.

  5. Growing the Power of Understanding • conversation

  6. The Importance of Talk Oral language skills are strengthened when children • interact with others, both one-on-one and in groups; • engage in frequent, extended conversations with adults; • listen and respond to stories read and told to them. • These activities enable children to describe events, build background knowledge, and enhance their vocabulary.

  7. Canhelp students become active , confident participants by... • Recognising and building on what is familiar to the students • Encouraging them to make connections to their experiences and language knowledge • Genuinely value diverse points of view • Provide specific scaffolding for particular students • Drawing attention to & explicitly teaching about specific aspects of language • Consciously increasing time and opportunities to think and discuss ideas, to clarify, develop, or explore an idea • Being precise and consistent in our own oral language • Being explicit about classroom expectations

  8. Children need frequent opportunities to ask and answer questions, participate in discussions, classify information in order to develop their capacity for higher-order critical thinking… and engage with others in using these language structures in the classroom.

  9. Purpose of the book • To understand the central role of oral language in supporting student’s learning • To help students become effective thinkers and communicators • Is an emphasis on developing students’ ability to think about and control the language they use • P7 Learning Through Talk

  10. Expectations- • What are you already doing in oral language? • How are you explicitly planning for your students to achieve these expectations? • What are you not doing- what do you consider should be your next steps? • How are you involving parents in your oral language programme?

  11. Instructional Strategies How will you explicitly implement the messages in this table in your planning and teaching? Looking at your current inquiry plan- select which strategy(ies) you will add to your planning.

  12. Engaging LearnersExamples of contexts for oral language instruction • Reading to • Shared and Guided • Language Experience • Writing • Learning Conversations • Group Discussions

  13. Strategy Recommendations • Model and encourage the use of purposeful, accountable talk. • Allow talk to scaffold reading and writing activities and responses. • Use talk to build social interactive networks and a sense of community in the classroom. • Use well-formulated questions that require oral responses that are more than simple one-word or yes-no answers to deepen understanding. • Establish literature circles and book clubs. (boys- girls) • Monitor the ratio of teacher talk versus student talk to ensure as much of the latter as possible.

  14. Accountable Talk ➔ I don’t understand … ➔ I predict … ➔ I figured out … ➔ I liked/disliked … ➔ I wonder why … ➔ I have a question about … ➔ I agree with … ➔ I disagree with … ➔ That reminds me of … Model Display Practice

  15. Fun with Words- Build Vocabulary How people choose what they say or write … and how listeners or readers are affected by those choices. A sentence can have a different meaning/purposes depending on the way it is conveyed or the context it is used in. Can be a mere statement, affirmation,- can also be a warning, promise, threat, or something else.

  16. Oral Communication is the ‘rough draft’ talk that allows peers and teachers a window into each other’s thinking.

  17. Assessment Read- Think – Decide • Choose 1 way that you will use to assess your students oral language

  18. Reading

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