Workshop 3Supporting Students’ Oral

Language Development

Workshop 3 Supporting Student’s Literacy learningSlide1

Reflection

Discussion in Pairs - Reading on Register from Workshop 2

• Select something from the reading

• Explain it in your own words

• Give an example of what it might mean for you in your daily work. Workshop 3

Session 2Slide 2

Note

Before introducing any small group activity

Children will need to be taught the language and vocabulary required for the activity before being expected to take part in it successfully. For this reason small group activities should be planned as part of the classroom program or topic being studied not as separate one-off activities. Workshop 3

Session 2Slide 3

Small group oral activityE.g. One way information gap task

• C A • The one who has the

information

• Gives clear precise information

• Answers clarifying questions from B

B • Has no information

• Listens carefully to A for instruction / information

• Asks clarifying questions from A

Workshop 3 Session 2Slide 4

C Observes and discusses the activity with A and B when it is finished.

Small group oral activityE.g. Two way information gap task

.

Workshop 3 Session 2Slide5

E – Records examples of the language used

•A, B, C and D sit in a circle facing each other

•4 pictures in a sequence

•Must talk but not show

•Clear, precise information sharing

•Only look when confident

Small group oral activityE.g. Describe and draw

• C Director• Draws a picture or

series of shapes • Gives clear, precise

instructions• Uses positional

language

Other student• Listens attentively• Draws pictures

and shapes after instruction

Observer - Records examples of language used Workshop 3

Session 2Slide 6

Analysis of language used

Reflect on:•the language that was used during each of the small group activities

•examples of language used by the groups

•function of the particular language item. Workshop 3

Session 2Slide 7

Planning Framework

A. Getting ready

B. Show me how - modelling

C. Help me do it – guided practice

D. Let me do it myself – independent practice

E. What did I learn - reflection

Workshop 3 Session 2Slide 8

Reflection

• What did you learn from this session?

• What skills/ knowledge did you need to participate?

• How did you feel during and after the activity?

• Have you seen small group activities used in your school?

• Will you use these with your students?Workshop 3 Session 2Slide 9

Homework Task

This homework task is in two Parts:

• Part One (Begin or complete this during Workshop 3)

• Part Two

Discuss the lesson with the teacher and ask if you can deliver it during one of your small group sessions.

Workshop 3 Session 2Slide 10

Glossary

• Words on the poster?

• Any words you want to note to find out more about (Google, ask a colleague)

• Add to the Glossary page at the end of your workbook

Workshop 3 Session 2Slide 11

ConclusionExplore opportunities for oral

language development through small group activities.

Examine a range of activities suitable for use with small groups.

The Strong Literacy and Numeracy in Communities Pilot was funded by the Australian Government Department of Education, Employment and Workplace Relations as part of the Education Revolution – Improving Our Schools – National Action Plan for Literacy and Numeracy