Let’s Make Some Noise: Keys to Oral Language Development November 14, 2015 INTESOL 2015 Presented by: Nathan Williamson East Central Educational Service

Objectives Distinguish 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 Says The 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 Says National 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 decoders English 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 Says Hart 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 Says Jenkins 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 Says Lingard, 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

Debrief Tell 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 Stand Teacher or student provides a statement and student stands/sits to agree/disagree…then share out Dinner 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

Lesson Preparation Types of Supports Sensory, Graphic, and Interactive (RG 21, 23)

Lesson Preparation

Picture Word Inductive Model