Planning and Assessing for Planning and Assessing for Oral Language Development Oral Language Development

using the NTCFusing the NTCFREAL PDREAL PD

May 11, 2006May 11, 2006

Helen ChattoHelen Chatto

In what contexts do we teach oral In what contexts do we teach oral language?language?

Numeracy

Literacy

Developmental Play CentresShow and Share

Language ExperiencesInquiry Based Activities

Social Interaction

Sensory Motor

Through content of all learning areas

Yes, I do all of those things.

I teach oral language all day.

But am I teaching what the kids need to learn?

Have I linked learning experiences to the

outcome?

Am I focusing so I can collect evidence of

learning?

The aim of an oral language The aim of an oral language program is to develop effective program is to develop effective

communication.communication.

Effective communication can be achieved by Effective communication can be achieved by focusing on activities based on purposeful focusing on activities based on purposeful language interactions. Purposeful talk is one language interactions. Purposeful talk is one of the major means through which children of the major means through which children construct and refine their understandings of construct and refine their understandings of language. Talk should underpin all language language. Talk should underpin all language activities. (First Steps 1997)activities. (First Steps 1997)

How can I focus my oral language How can I focus my oral language teaching?teaching?

Components of a well Components of a well rounded oral languagerounded oral language

program:program: Language of Social Language of Social

InteractionInteraction Language and LiteracyLanguage and Literacy Language and ThinkingLanguage and Thinking Speech DevelopmentSpeech Development

Language of Social InteractionLanguage of Social Interaction

Language plays a vital role in the social development Language plays a vital role in the social development of children as they speak and listen to gain an of children as they speak and listen to gain an understanding of themselves and others. Children use understanding of themselves and others. Children use language to explore relationships, develop language to explore relationships, develop communication skills and gain an understanding of communication skills and gain an understanding of how their world functions. The classroom should how their world functions. The classroom should provide an environment in which children are provide an environment in which children are encouraged to establish friendships, talk, share encouraged to establish friendships, talk, share materials and ideas, and show respect and materials and ideas, and show respect and consideration for others.consideration for others.

(FS Early Phase, 1997)(FS Early Phase, 1997)

Language and LiteracyLanguage and Literacy

The conditions that encourage children to speak and The conditions that encourage children to speak and listen also provide a solid foundation for the listen also provide a solid foundation for the development of reading and writing skills. Children development of reading and writing skills. Children need to use oral language to develop their powers of need to use oral language to develop their powers of reasoning and observation, prediction, sequencing reasoning and observation, prediction, sequencing and other skills connected with reading. They also and other skills connected with reading. They also need to develop an awareness of the connections need to develop an awareness of the connections between oral and written language, i.e. that speech between oral and written language, i.e. that speech can be written down and read back. can be written down and read back.

((FS Exploratory Phase 1997FS Exploratory Phase 1997))

Language and ThinkingLanguage and Thinking

Children need to use language to reflect on Children need to use language to reflect on experiences, predict outcomes and solve experiences, predict outcomes and solve problems. They often talk to themselves (aloud problems. They often talk to themselves (aloud or sub-vocally) as they discuss plans and or sub-vocally) as they discuss plans and intentions, consider alternative courses of intentions, consider alternative courses of action or make decisions. They constantly action or make decisions. They constantly question as they search for reasons, causes and question as they search for reasons, causes and outcomes. outcomes.

(FS Exploratory Language Phase 3, 1997)(FS Exploratory Language Phase 3, 1997)

Speech DevelopmentSpeech Development

As children practise the sounds, rhythms, words and As children practise the sounds, rhythms, words and structures of the English language, they structures of the English language, they overgeneralise rules, make approximations and overgeneralise rules, make approximations and gradually modify and refine their understandings of gradually modify and refine their understandings of grammar. Practising and experimenting with sound grammar. Practising and experimenting with sound and language patterns is a natural part of language and language patterns is a natural part of language development. Occasions will arise, however, when it development. Occasions will arise, however, when it is appropriate to intervene to model particular is appropriate to intervene to model particular features of children's speech, eg pronunciation, features of children's speech, eg pronunciation, syntax or word usage. syntax or word usage.

Work in small groups

• Choose one band level that you are familiar with.

• Use highlighters and mark indicators according to componentsof a well rounded oral language program.

Green = Social InteractionOrange= Language and LiteracyBlue= Language and ThinkingYellow = Speech Development

Let’s blow bubbles!Let’s blow bubbles!

Social Interaction

Language and Thinking

Language and Literacy

Speech Development

AssessmentAssessment

1.1. Focused observation Focused observation More powerful than observation aloneMore powerful than observation alone Important we know what to look forImportant we know what to look for Concentrate on an individual or small group to Concentrate on an individual or small group to

observe systematicallyobserve systematically

ProductsProducts

Assess products created during process of Assess products created during process of learning not only final products that are a learning not only final products that are a result of learning.result of learning.

Language of Social InteractionLanguage of Social Interaction Activity based sharing: informal, structured, formalActivity based sharing: informal, structured, formal Discussion: partner, small group, informal debate, whole classDiscussion: partner, small group, informal debate, whole class Social Conventions: communication, problem solving, Social Conventions: communication, problem solving,

contexts for speaking and listening courtesiescontexts for speaking and listening courtesies

Language and LiteracyLanguage and Literacy NewstellingNewstelling Formal presentationsFormal presentations Assembly performancesAssembly performances Narrative: modelled stories, character interviews, role play, Narrative: modelled stories, character interviews, role play,

story reconstruction, circle storiesstory reconstruction, circle stories Description: barrier games, description activitiesDescription: barrier games, description activities

Language and ThinkingLanguage and Thinking Partner work: collaborative learner / adoption of rolesPartner work: collaborative learner / adoption of roles Inquiry: questioning, interviewing, creative inquiryInquiry: questioning, interviewing, creative inquiry Classification: comparing and grouping, brainstorming and Classification: comparing and grouping, brainstorming and

building knowledgebuilding knowledge

Speech DevelopmentSpeech Development Observe and record on Observe and record on

checklistschecklists Developmental progressDevelopmental progress Monitor children at riskMonitor children at risk Call on speech therapists, Call on speech therapists,

special needs teachers for special needs teachers for opinions/supportopinions/support

Interviews and ConversationsInterviews and Conversations

Collect data from:Collect data from: ParentsParents Interviews with childrenInterviews with children Conversations with children where you are focused on Conversations with children where you are focused on

that child and their speechthat child and their speech Self evaluationSelf evaluation

Analysing data collectedAnalysing data collected RubricRubric

Key growth Key growth Point TwoPoint Two

Key Growth Key Growth Point ThreePoint Three

Band OneBand One

Texts and ContextsTexts and Contexts Describe activities they do at Describe activities they do at school by recounting school by recounting information about bubble information about bubble blowing with adult assistanceblowing with adult assistance

Explain how bubbles were Explain how bubbles were made and describe the bubbles made and describe the bubbles

Explain procedure of making Explain procedure of making bubbles and recount the bubbles and recount the activity to the group.activity to the group.

Language Structures and Language Structures and featuresfeatures

Use pronouns (I, we)Use pronouns (I, we)Use descriptive languageUse descriptive language

Sequence ideas in speech, Sequence ideas in speech, use linking wordsuse linking wordsStay on topic using Stay on topic using appropriate language. appropriate language. Clearly reproduce sounds, Clearly reproduce sounds, articulate words properlyarticulate words properly

Attempt to use similesAttempt to use similesUse language of procedure, Use language of procedure, first, then, instructions, first, then, instructions, equipmentequipmentExperiment with varying Experiment with varying tone, volume and pace to give tone, volume and pace to give meaning.meaning.

StrategiesStrategies Ask and respond to simple Ask and respond to simple questions.questions.

Speak using appropriate Speak using appropriate verbal and non verbal cuesverbal and non verbal cuesRespond to audience by Respond to audience by answering questionsanswering questions

Attend to responses of others Attend to responses of others and elaborate or clarify and elaborate or clarify Consider needs of audience Consider needs of audience when delivering presentation.when delivering presentation.

Working in your small group:

1. Choose from the list of possible units of work.2. Which indicators are you going to focus onin this unit of work?3. Brainstorm and add to the chart activities that you could use to develop oral language in this unit of work in a range of contexts.

AssessmentAssessment

What will be your formal assessment for this unit of work?

What informal assessment might you note?

Rainbow Carousel

Move around the different groups andadd any more idea to the charts.

If a child is to keep alive his inborn sense of wonder, If a child is to keep alive his inborn sense of wonder,

he needs the companionship of at he needs the companionship of at

least one adult who can share it, least one adult who can share it,

rediscovering with him the joy, excitement rediscovering with him the joy, excitement

and mystery of the world we live in.and mystery of the world we live in.

Rachel CarsonRachel Carson