1. Speaking and Listening in the Classroom P- 12 - Session 3 Loddon Mallee Region

2. Overview of the knowledge we need as professionals. Session 1: Knowledge of Oral Language Learning Session 2: Knowledge of the Learner Session 3: Speaking and Listening in the Classroom

3. Learning Intentions Understand that speaking and listening underpins all language skills Reflect on current practice in speaking and listening in our own classrooms and schools Understand the characteristics of effective speaking and listening activities Understand why we need to teach academic vocabulary to build student background knowledge Understand characteristics of effective vocabulary instruction, and Know how to apply a six-step process for direct instruction in vocabulary.

4. Success Criteria We will  explore the need for direct vocabulary instruction  look at the 6 step model  share final thoughts/plan ahead

5. Speaking and Listening in the Classroom Learning occurs in a sea of talk James Britton English Educationalist

6. Effective teachers continually make strategic decisions, respond to instructional needs as flexible problem solvers, and monitor their students’ progress. They design learning tasks that are carefully aligned with their students’ identified learning needs. Ref p 47 Learning Through Talk

7. QUALITY SPEAKING & LISTENING Classroom Indicators- Instruction Rich, purposeful speaking and listening opportunities, which are both spontaneous and intentional, are provided so students can formulate and articulate ideas Students experience a broad range of speaking and listening activities e.g. public speaking, individual, group and whole class discussion, reports, interviews etc ‘Talk’ is integral to all domains – eg. reasoning, analysing, debating, persuading, explaining, and reflecting 27

8. QUALITY SPEAKING & LISTENING Classroom Indicators- Instruction The best speaking and listening behaviours are modelled by both students and teachers e.g. eye contact, intonation, expression Vocabulary is intentionally developed to enable students to clearly express opinions, understandings and intentions 27

9. What do you currently do to teach oral Language in your class? Write down one thing that works really well in your class. Share your strategy with your group. Summarise & report back

10. Developing standards for good speaking and listening Some of the following points may be brought out in discussion with students: Watch the speaker Be with the speaker Be patient with any difficulty the speaker may have Think of what is being said Feel responsibility for helpful comments Wait your turn to comment Place emphasis on what is said rather than how

11. Developing standards for good speaking and listening

12. Planning for Speaking and Listening Oral Language Scope and Sequence Chart.pdf Speaking & Listening Progression Point Rubic.doc VELS-FIRST STEPS LEARNING FOCUS.doc Foundation_to_year_10_curriculum.pdf (Page 22)Foundation_to_year_10_curriculum.pdf Planning Year 3-4.doc

13. 13 GRADUAL RELEASE OF RESPONSIBILITY MODELLING The teacher demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the mental processes and modelling the reading, writing, speaking and listening The student participates by actively attending to the demonstrations SHARING The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information Students contribute ideas and begin to practise the use of the literacy focus in whole class situations GUIDING The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback Students work with help from the teacher and peers to practise the use of the literacy focus APPLYING The teacher offers support and encouragement when necessary The student works independently to apply the use of literacy focus Role of the teacher Role of the student Pearson & Gallagher DEGREE OF CONTROL

14. Research In one study of 1 151 classroom discussions occurring in over 200 eighth and ninth grade classrooms: - 93.31% (1074 discussions) were completely monologic in nature. (teacher centred) - of the 6.69% (77) that included ‘dialogic episodes’ (moments when students directed the conversation), those episodes lasted for an average of 15 seconds. (Nystrand et al. 2003)

15. We use language in different ways Socio-cultural Language structures & features Knowledge Learning how to learn Communication Interpersonal Informational Aesthetic Relationships Transactions Giving information Getting information Processing & using information Listen to, read/view & respond Participate in or create

16. Activities that teach the informational use of language Barrier games such as Battleships, Who Am I? Sequencing activities –Whole group –Small group –Individual efforts

17. Activities to teach the Aesthetic use of language Songs, chants, rhymes & nursery rhymes Tongue twisters – having fun with language Listening to and telling stories Innovating on texts

18. Activities to teach the interpersonal use of language LISTENING STRATEGIES Role plays – practising what to say –Telephone –Situational language eg messages to teachers, shop, front office, doctors etc –Rehearsing – teaching kids how to rehearse in their heads

19. Some examples of games: Examples of Games.doc Examples of Games.doc Sounds around us: What is it? Imitating: Drum game Identifying people: Little Tommy Tittlemouse Rhyming: We sound alike Interpreting meaning: I am thinking of a word Medial and final sounds: Final sounds Activities to develop Speaking and Listening.doc Boom Chicka.doc Activity: The Hungry Ant Stand Up Sit Down 1.jpgStand Up Sit Down 1.jpg

20. Using Stimulus pictures to facilitate purposeful talk – may lead into daily sentence work Damian, Lang Experience_0002.wmv

21. Using ICT to facilitate purposeful talk DinosaurAndPig.wmv

22. Vocabulary Students need a large vocabulary to manage the demands of school learning because words are the tools we use for thinking as well as communicating. Vocabulary is highly correlated with general language ability and is considered to be a predictor of academic success and competence in reading and writing.

23. Selecting Vocabulary To Teach Words can be divided into three tiers. Not all words require instruction equally Tier 3 words are low frequency of use and limited to one domain – teach on need basis Tier 2 words are high frequency and found in a variety of domains. They have a high impact on verbal function Tier 1 words usually do not have multiple meanings and include sight words

24. LOVE & REILLY – Expanding vocabulary Vocabulary is crucial to comprehension. All words can activate a huge schema of meaning. Try these: –Restaurant –Fine the menu, past experiences, cuisine, service, company, chefs, location, transport, wine, expenses, celebration, babysitting weather?, penalty?, health?, success? size? texture?

25. A class of five-year old students are learning to read. Yesterday one of them pointed at a picture in a zoo book and said, 'Look at this! It's a frickin' elephant!' Their teacher took a deep breath, then asked...'What did you call it?' 'It's a frickin' elephant! It says so on the picture!' And so it does...

26. ' A f r i c a n Elephant '

27. Vocabulary is crucial to comprehension cont. My_Blackberry_Is_Not_Working!_- _The_One_Ronnie,_Preview_- _BBC_One_[www.keepvid.com].mp4My_Blackberry_Is_Not_Working!_- _The_One_Ronnie,_Preview_- _BBC_One_[www.keepvid.com].mp4

28. 83% 50 %

29. Think about Background knowledge is more important to the understanding of reading than IQ. Vocabulary instruction in specific content-area terms builds up a student’s background knowledge in content area. Students who understand content for example, regarding data analysis and statistics need to understand terms such as mean, median, mode, range, standard deviation, and central tendency.

30. “What students already know about the content is one of the strongest indicators of how well they will learn new information relative to the content. This is “background knowledge.”

31. viniculture, whorl, sepals, propagation, ovules, carpel, filament, stigma, cultivation, style, corolla, staminate, pistillate, pedicels, solitary, pollination

32. The relationship between poverty and academic achievement is almost self- evident. Children of poverty come to school with significantly fewer academic background experiences than other children.

33. Six Steps to Building Academic Vocabulary

35. Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to represent the term visually; this might be a drawing, a symbol, or graphic representation. Step 4: Engage the students periodically in activities that help them add to their knowledge of the terms in their notebooks. Step 5: Periodically ask students to discuss the terms with one another. Step 6: Have fun by using games that allow students to play with the terms.

36. The 6 Step Process First 3 steps – introduce and develop initial understanding. Last 3 steps – shape and sharpen understanding.

38. Outlier

39. Step 1: Provide a description, explanation, or example of the new term.

40. Step 2: Ask students to restate the description, explanation, or example in their own words. Example: A number that is out of the ordinary, far different from other numbers in a group

41. Step 3: Ask students to represent the term visually; this might be a drawing, a symbol, or graphic representation. 4 16 17 19 18 1515

42. After Step 3 students rate their current level of understanding of the word

43. 4-- I understand even more about the term than I have been taught. 3 -- I understand the term and am not confused about its meaning or usage. 2-- I’m not sure I understand the term, but I have some idea as to its meaning. 1– I really don’t understand the term at all.

46. Step 4: Engage the students periodically in activities that help them add to their knowledge of the terms in their notebooks.

47. Analogies With a partner, discuss the synonyms and antonyms of the word outlier and then create an analogy using it. Example Outlier : hermit :: herbivore : cow Inch is to foot as milimetre is to--------- It can be made more difficult by leaving out more info Harry Truman is to World War 2 as -----------is to-------

48. Free Association In a group of 4, one person at a time upon hearing the word--------, says a related word. Keep going around the group until you hear “stop”. The last person speaking must explain how their word is related.

49. Comparing Terms, eg The sun and the moon are similar because they both  Are in space  Influence our lives and our moods  Shine The sun and the moon are different because  ------------------  Turn and Talk

50. Classifying Terms The process of grouping words on the basis of similar attributes. This task can be quite structured or more open-ended. You could supply the list of words and the classifying headings or provide only one or the other. Students might be given the terms plateau, mesa, mountain, bay, ocean, hill, glen, forest, plain, port, canal, reservoir These words could be based on size, topography, natural or man-made etc. Students could be given words that are easily classified or that require more creative thinking.

51. Step 5 Periodically ask students to discuss the terms with one another.

52. Step 6 Have fun by using games that allow students to play with the terms.

53. Vocabulary Charades Game Activity You can ask students to use their arms, legs, and bodies to show the meaning of terms below: –ocean –Desert –What do you think you might see from students? Students in groups of 4-6 try to represent terms as a group. Organise yourselves into groups of 6 and try to show the meaning of—------. The rest of us will try to guess.

54. Password Game

55. Draw Me This game is modelled on Pictionary Students draw pictures representing several words belonging to a cluster of related words. Divide into groups of six. Appoint one person to draw and the rest to guess. Drawer cannot use letters or numbers and draws until the team has guessed all words.

56. The Pyramid Game

57. Other online games

58. Where do I get the time? Decide as a team what the key vocabulary is. Having a better knowledge of what your kids know should save time in the end. Try to aim for 3 words per week. After you have taught 9-10 words, you should have enough to begin games, activities and partner talk. These are good activities especially for that dead time at the end of an activity. If kids are to learn new things they need multiple exposures but they don’t need to be long sessions. 15 mins per lesson is a good guide.

59. Assessing Student Progress It is important to note that this six step process is intended to be ‘a Drip feeding process”. Students need to encounter these words multiple times. Use the checklist - see book. Ensure that you correct misconceptions early. These will be much easier to spot in this process. The students’ vocab sheets/books and the checklist will be really helpful in writing reports and during parent teacher sessions. Students can also set their own goals around their learning.

60. Further Resources CONTINUUM FOR ORAL LANGUAGE How to improve listening skills in children.pdf Literacy Learning Centers P-6 DL.doc Oral Language Competence, Social Skills.pdf Promoting Oral Language in Young Aboriginal Children.mhtPromoting Oral Language in Young Aboriginal Children.mht

61. There's no such thing as the perfect lesson, the perfect day in school or the perfect teacher. For teachers and students alike, the goal is not perfection but persistence in the pursuit of understanding things. Carol Ann Tomlinson and Jay McTighe

62. References Victorian Essential Learning Standards Learning Through Talk. Ministry of education New Zealand Language Support program. DEECD Love & Reilly newsletters Lyn Watts Only The Brave Should Teach Australian Curriculum. DRAFT http://www.eduweb.vic.gov.au/edulibrary/public/teachle arn/student/keycharliteracyp6.pdfhttp://www.eduweb.vic.gov.au/edulibrary/public/teachle arn/student/keycharliteracyp6.pdf http://www.eduweb.vic.gov.au/edulibrary/public/teachle arn/student/keycharliteracy7-10.pdfhttp://www.eduweb.vic.gov.au/edulibrary/public/teachle arn/student/keycharliteracy7-10.pdf

63. References Greta Rasmussen, Play by the Rules Following Directions Creatively Marzano, Pickering, Building Academic Vocabulary. Teacher’s Manual Allen, J. Inside Words http://www.ascd.org/ASCD/media/siteASCD/common/si x_step_flash.htmlhttp://www.ascd.org/ASCD/media/siteASCD/common/si x_step_flash.html http://jc-schools.net/tutorials/vocab/