ObjectivesDistinguish the importance of development of

speaking and listening skills and how it correlates with success in reading and writing for all students, especially English learners

Utilize and incorporate effective activities to increase interaction in the classroom across all content areas

Improve monitoring of interaction within your own classroom

What the Research SaysThe Power of Reading (Krashen, 2004)

95% of a student’s vocabulary comes from the words he/she learned via reading or environment, only 5% of words are learned directly through explicit instruction

What the Research SaysNational Literacy Panel (2006)

Small to moderate positive relationships between English oral language proficiency and word recognition skills or spelling skills in English In other words, better speakers are slightly better

spellers and decodersEnglish oral language proficiency is closely

associated with reading comprehension skills in English (even when students have adequate word reading skills) In other words, better speakers are better READERS

What the Research SaysHart and Risley (2003)

Children from higher socioeconomic status families have heard 30 million more words than children from lower socioeconomic status by the age of 3

In addition, follow-up data indicated that the 3-year old measures of accomplishment predicted third grade school achievement

What the Research SaysJenkins et al (1991)

Average student learns brand new words after encountering them in 6-10 contextual situations

Nagy et al (1985) For English learners the number of needed

contextual encounters is MUCH higher; commonly takes >20 encounters

So…Opportunity to use language in multiple

ways, including speaking and listening, is vital to English learners

However…

What the Research SaysLingard, Hayes, and Mills (2003)

Noted that classrooms with higher numbers of students living in poverty, teachers talk MORE and students talk LESS.

Flanders (1970)Teachers of high-achieving students spent about

55% of the class time talking compared with 80% for teachers of low-achieving students

Guan Eng Ho (2005)English learners in many classrooms are asked

easier questions or no questions at all and thus rarely have to talk in the classroom

DebriefTell a partner

How would you describe the general interaction levels in your current classroom or school settings?

How would you describe the English learner interaction levels in your current classroom or school settings?

Interaction• Key Components of Interaction• Frequent opportunities for interaction and

discussion between teacher/student and student/student

• Grouping configurations support language and content objectives

• Sufficient wait time for student responses• Use of native language to clarify as needed

with aide, peer, native language text, or self

Suggested Activities for Increased Interaction Continuum Activity

Students vote with their feet and verbally justify their position to partner, class, teacher

Take a StandTeacher or student provides a statement and student

stands/sits to agree/disagree…then share outDinner Party

Students have a group discussion or present information but as characters from history, literature I.e. Muhammad Ali or Jimmy Buffett talking about why

capital gains taxes should be reduced

Lesson Preparation•WIDA Can Do Descriptors

https://www.wida.us/standards/CAN_DOs/

Lesson Preparation•Types of Supports•Sensory, Graphic, and Interactivehttps://www.wida.us/get.aspx?id=4 (RG 21, 23)

Lesson Preparation

Picture Word Inductive Model