Oral Language, Spelling and the Daily Five Harcourt Valley PS May, 2010

The language of poverty – Ruby Payne Each individual brings with him the hidden rules of the class in which he was raised. Schools operate from middle-class norms and use the hidden rules of middle class. For our students to be successful, we must understand their hidden rules and teach them the rules that will make them successful at school. We can neither excuse nor scold students for not knowing; we must teach them and provide support, insistence and expectations.

Poverty and language 3 elements of language impact on schools: 1.Registers of language 2.Discourse patterns 3.Story structure

Registers of language RegisterExplanation frozenLanguage that is always the same. eg. wedding vows formalSentence syntax and structure used in schools and workplaces. Complete sentences. consultativeRegister used in conversation. casualLanguage between friends. Not always complete sentences, limited vocabulary. intimateLanguage between lovers. Many students do not have access to formal register at home prior to coming to school.

Discourse patterns In formal register, the pattern of discourse is to get straight to the point. In casual discourse, the pattern is to go round and round and finally get to the point. Teachers may become frustrated with students who have no access to formal register as they meander endlessly through a topic....think of an example?

Story structure In formal register, the story has a clear structure. It starts at the beginning, continues through in a logical or chronological sequence and has a clear ending. The most important part of the story is the plot. In casual register, the story begins with the end, or the part with the most emotional intensity. The audience participate in the storytelling and it ends with a comment about the value of the character. The most important part of the story is the characterisation. What are the implications of this for student writing?

What matters for at risk students? Daily allocation of time to engage in quality conversation with a competent adult. Be sensitive to the receptive language capacity of the student and adjust your own language accordingly. Time to think and mentally rehearse before responding. A supportive environment with opportunities to think, talk, explore, question and respond. Regular exposure to high quality texts which they can understand.

Receptive language precedes productive language. Listening comprehension precedes reading comprehension.

VELS outcomes listen attentively ask and answer questions contribute to discussions follow instructions sequence ideas use appropriate tone, volume, pace and vary them in different situations rephrase speak clearly project voice listen to others and respond recall ideas justify opinions plan and present sustain and support ideas

Assessment – finding a starting point Formal Record of Oral Language or Oral Language Assessment Speech pathologist assessment Class Observation Profile Individual Observation Profile Observation Survey Informal Observations of student behaviour, performance, involvement or interaction in: – class discussions – group tasks – individual conferences – informal play

Opportunities within the Daily Five Individual conferences Focussed teaching groups Whole class interactions – turn and talk – reflection time – group discussion strategies and protocols

Implications for teaching Grouping students for explicit teaching Teacher behaviour and expectations Teacher instructions and questioning Text selection Choice of teaching approach Group / class discussion protocols Individual goal setting Monitoring student learning

What are you currently doing in work on writing and work on words? Individual and class word collectors Word walls, alphabet strips, word lists, dictionaries Spelling investigations Teach spelling strategies Writing challenges or goals

Ideas Language Support Program teaching procedures and strategies Small group teaching approach – Oral Language (Mondo) Explicit teaching of speaking and listening skills in small group situation Mini lessons on writing and spelling strategies