Planning and Assessing for Oral Language Development using the NTCF REAL PD May 11, 2006 Helen Chatto

In what contexts do we teach oral language? Numeracy Literacy Developmental Play Centres Show and Share Language Experiences Inquiry 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 program is to develop effective communication. Effective communication can be achieved by focusing on activities based on purposeful language interactions. Purposeful talk is one of the major means through which children construct and refine their understandings of language. Talk should underpin all language activities. (First Steps 1997)

How can I focus my oral language teaching? Components of a well rounded oral language program: Language of Social Interaction Language of Social Interaction Language and Literacy Language and Literacy Language and Thinking Language and Thinking Speech Development Speech Development

Language of Social Interaction Language plays a vital role in the social development of children as they speak and listen to gain an understanding of themselves and others. Children use language to explore relationships, develop communication skills and gain an understanding of how their world functions. The classroom should provide an environment in which children are encouraged to establish friendships, talk, share materials and ideas, and show respect and consideration for others. Language plays a vital role in the social development of children as they speak and listen to gain an understanding of themselves and others. Children use language to explore relationships, develop communication skills and gain an understanding of how their world functions. The classroom should provide an environment in which children are encouraged to establish friendships, talk, share materials and ideas, and show respect and consideration for others. (FS Early Phase, 1997) (FS Early Phase, 1997)

Language and Literacy The conditions that encourage children to speak and listen also provide a solid foundation for the development of reading and writing skills. Children need to use oral language to develop their powers of reasoning and observation, prediction, sequencing and other skills connected with reading. They also need to develop an awareness of the connections between oral and written language, i.e. that speech can be written down and read back. The conditions that encourage children to speak and listen also provide a solid foundation for the development of reading and writing skills. Children need to use oral language to develop their powers of reasoning and observation, prediction, sequencing and other skills connected with reading. They also need to develop an awareness of the connections between oral and written language, i.e. that speech can be written down and read back. ( FS Exploratory Phase 1997 ) ( FS Exploratory Phase 1997 )

Language and Thinking Children need to use language to reflect on experiences, predict outcomes and solve problems. They often talk to themselves (aloud or sub-vocally) as they discuss plans and intentions, consider alternative courses of action or make decisions. They constantly question as they search for reasons, causes and outcomes. Children need to use language to reflect on experiences, predict outcomes and solve problems. They often talk to themselves (aloud or sub-vocally) as they discuss plans and intentions, consider alternative courses of action or make decisions. They constantly question as they search for reasons, causes and outcomes. (FS Exploratory Language Phase 3, 1997) (FS Exploratory Language Phase 3, 1997)

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

Work in small groups Choose one band level that you are familiar with. Use highlighters and mark indicators according to components of a well rounded oral language program. Green = Social Interaction Orange= Language and Literacy Blue= Language and Thinking Yellow = Speech Development

Let’s blow bubbles! Social Interaction Language and Thinking Language and Literacy Speech Development

Assessment 1. Focused observation More powerful than observation alone More powerful than observation alone Important we know what to look for Important we know what to look for Concentrate on an individual or small group to observe systematically Concentrate on an individual or small group to observe systematically

Products Assess products created during process of learning not only final products that are a result of learning. Assess products created during process of learning not only final products that are a result of learning. Language of Social Interaction Language of Social Interaction Activity based sharing: informal, structured, formal Activity based sharing: informal, structured, formal Discussion: partner, small group, informal debate, whole class Discussion: partner, small group, informal debate, whole class Social Conventions: communication, problem solving, contexts for speaking and listening courtesies Social Conventions: communication, problem solving, contexts for speaking and listening courtesies

Language and Literacy Language and Literacy Newstelling Newstelling Formal presentations Formal presentations Assembly performances Assembly performances Narrative: modelled stories, character interviews, role play, story reconstruction, circle stories Narrative: modelled stories, character interviews, role play, story reconstruction, circle stories Description: barrier games, description activities Description: barrier games, description activities

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

Speech Development Speech Development Observe and record on checklists Observe and record on checklists Developmental progress Developmental progress Monitor children at risk Monitor children at risk Call on speech therapists, special needs teachers for opinions/support Call on speech therapists, special needs teachers for opinions/support

Interviews and Conversations Collect data from: Collect data from: Parents Parents Interviews with children Interviews with children Conversations with children where you are focused on that child and their speech Conversations with children where you are focused on that child and their speech Self evaluation Self evaluation

Analysing data collected Rubric Rubric Key growth Point Two Key Growth Point Three Band One Texts and Contexts Describe activities they do at school by recounting information about bubble blowing with adult assistance Explain how bubbles were made and describe the bubbles Explain procedure of making bubbles and recount the activity to the group. Language Structures and features Use pronouns (I, we) Use pronouns (I, we) Use descriptive language Use descriptive language Sequence ideas in speech, use linking words Sequence ideas in speech, use linking words Stay on topic using appropriate language. Stay on topic using appropriate language. Clearly reproduce sounds, articulate words properly Clearly reproduce sounds, articulate words properly Attempt to use similes Attempt to use similes Use language of procedure, first, then, instructions, equipment Use language of procedure, first, then, instructions, equipment Experiment with varying tone, volume and pace to give meaning. Experiment with varying tone, volume and pace to give meaning. Strategies Ask and respond to simple questions. Speak using appropriate verbal and non verbal cues Speak using appropriate verbal and non verbal cues Respond to audience by answering questions Respond to audience by answering questions Attend to responses of others and elaborate or clarify Attend to responses of others and elaborate or clarify Consider needs of audience when delivering presentation. Consider needs of audience 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 on in 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.

Assessment What will be your formal assessment for this unit of work? What informal assessment might you note?

Rainbow Carousel Move around the different groups and add any more idea to the charts.

If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement and mystery of the world we live in. Rachel Carson