Macedon Ranges Literacy Co-ordinator’s meeting Wednesday 4 th May 2011.

Macedon Ranges Literacy Co-ordinator’s meeting

Wednesday 4th May 2011

Speaking and Listening in the ClassroomP- 10Loddon Mallee Region

Session Outline: Overview of the knowledge we need as professionals.

• Knowledge of Oral Language Learning

• Knowledge of the Learner

• Speaking and Listening in the Classroom

• Partnerships

Note: This professional learning module will be delivered in two sessions

Today and 22nd June 2011

Knowledge of Oral Language Learning

Oral language learning supports learning across the curriculum


Speech and Language

• Speech = how you say/pronounce the sounds in words with your tongue, lips and teeth– “The Sounds of Speech- the ages and stages of children’s

speech”, Speech Pathology Australia handout– References\2.3_The_Sound_of_Speech.pdf

• Language = how you understand/say a series of words in a sentence to tell an idea– “Learning to speak and listen- what to expect in the first five

years”, Speech Pathology Australia handout – References\2.2_Learning_to_speak_and_listen.pdf


Why is Oral Language Important?

• Oral language underpins literacy development• Making meaning in speaking, listening, reading and

writing depends on underlying oral language abilities• Oral language is the primary mode of learning in the

classroom• Oral language involves thinking, knowledge and skills• Oral language is for social interaction and belonging to

social groups


What is Oral Language?

• Receptive/Listening

Understanding what is said to us

• Expressive/Speaking

The words we use while speaking

• Social Communication

The choices that we make about the appropriate use of oral language: when to speak, which words to use, how to say them


Developing Knowledge of Oral Language

By the time students start school they• Have learned the meanings of many words• Use their understanding of how words are used

together to make meaningful sentences• Know that intonation and body language add meaning

to the message

Children in kindergarten will learn up to __ new words per day to as many as _____ words in total by age 6. By Year 1 children are capable of understanding up to approx ______ words.

Ref p37 LEP

914 000

20 000

Betty Hart & Todd Risley, 1995


Developing Oral Language Strategies

Processing strategies include• Attending• Anticipating• Checking and confirming

Comprehension strategies are similar for oral language and reading and include

• Making connections• Predicting• Summarising etc


Developing Oral Language Awareness

Metacognition

Students need to learn how to apply and control their knowledge and strategies both in their use of oral language and their learning.

Eg. Processing skills. During formal talk using eye contact, adapting volume to situation, poise/body language in different situations.

Comprehension. Listen to gain information or listening critically to a variety of speakers.

What impact does this have for us as teachers?

What are implications for our multicultural society?

Turn and talk.

Definitions• Phonemes: are the individual sounds each letter of

the alphabet makes.• Phonics: is the relationship between letters and

sounds in written word form.• Phonemic awareness is having an understanding

that each word is made up of a series of phonemes or sounds.

• Phonological awareness is the ability to tune into the sound system of our language.

http://www.olsel.catholic.edu.au/


What is Phonological Awareness?

Phonological awareness is the ability to ‘tune into’ the sound system of language

Phonological awareness includes:– Word awareness– Identifying syllables – Hearing and saying rhyming words – Identifying individual sounds in words – Blending sounds and segmenting sounds

A child’s level of Phonological Awareness is an important predictor of their later reading development (Love & Reilly)


Developing Phonological Awareness

“The ability to hear sounds within words is essential to reading and writing successfully.”

NZ Ministry of Education. Sound Sense

The development of phonological awareness underpins the ability to decode and encode print.

http://www.australiancurriculum.edu.au/Foundation

copy

How is this learned or acquired?

What are the implications for our ELL students?

http://www.australiancurriculum.edu.au/Foundation

KNOWLEDGE OF THE LEARNER

Knowledge of the Learner

Students arrive at school with a range of oral language experiences. Their ability and willingness to engage in classroom talk can be affected by many different factors.

• Turn & Talk • Video 1• Video 2

Knowledge of the Learner cont’

Most students in years 5-10 are experienced users of spoken language who have learned to communicate in an increasingly complex range of settings and situations

They continue to develop an increasing body of knowledge, life experiences and awareness of how language works throughout their school years and beyond.

Knowledge of the Learner cont

• By middle years, students are exposed to an increasing variety of oral language contexts, eg. Music, tv, electronic games

• Their language and understandings are shaped by peers, technology and the media.

. Movie Turn and talk.

How can teachers bridge the gap between conversational competence and academic language necessary for school based learning?

Knowledge of the Learner cont.• Positive, caring relationships• Knowing each student’s cultural, linguistic and early

childhood background helps to recognise strengths and challenges

• Effective teachers identify individual student needs around oral language and are able to differentiate to meet individual needs

Oral language underpins all learning.... there must be a sense of urgency

What is in place to support teachers knowledge of learners?

Knowledge of the Learner cont.

Formative and Summative Assessment

The garden analogy

If we think of our children as plants …

Summative assessment of the plants is the process of simply

measuring them. It might be interesting to compare and analyse

measurements but, in themselves, these do not affect the growth

of the plants.

Formative assessment, on the other hand, is the equivalent of

feeding and watering the plants appropriate to their needs -

directly affecting their growth.

Shirley Clarke “Unlocking Formative Assessment” ( 2001


Oral Language Assessment Process

1.Know expected learning outcomes Lyn Watts scope and sequence, VELS focus statements National curriculum

The Key Characteristics of Effective Literacy Teaching P-6 (PDF - 1.2Mb)

The Key Characteristics of Effective Literacy Teaching 7 - 10 (PDF - 2.7Mb)

2. Gather data (conversation, video, story re-tell, reading and writing conferences)

3. Analyse and interpret data

4. Make decisions about goal setting5. Plan for explicit instruction literacy plan, activity plan

6. Personalise

http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/keycharliteracyp6.pdf

http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/keycharliteracy7-10.pdf


English Online

• Oral language and listening comprehension • Phonemic awareness and phonics • Reading accuracy, comprehension and concepts of

print • Writing and spelling• Sample finalised assessment report

– ..\References\assessment\eoifinasstsamplerpt.pdf

• Other links & demonstrate use


Other Oral Language Assessment Tools

• Language Support Program. DEECD• ..\References\assessment\LSP Observation profile.doc

• Record of Oral Language

Trish• Let’s Talk About It. Mondo. US (instructions)

• Informal assessment, structured assessment (reading) movie

• Self assessment and peer assessment• Am I being a good listener?

• Checklists, rubrics

• Link to Strath self assess.. Reading fluency – simone

Communicationhttp://vels.vcaa.vic.edu.au/support/charts/

communication.html#listening

Speaking and Listening in the Classroom

Learning occurs in a sea of talk

James Britton

English Educationalist

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

QUALITY SPEAKING & LISTENINGDescription Quality conversations take place with students daily, using

focussed dialogue as the catalyst for teaching and learning.

Oral language requires formal and informal experiences to convey and receive meaning.

It involves the development and demonstration of knowledge about the appropriate oral language for particular audience and occasions.

Speaking and listening involves whole class, small group and individual instruction, and promotes talk with and by individual students.

26

QUALITY SPEAKING & LISTENINGClassroom Indicators- Instruction

• Rich, purposeful speaking and listening opportunities, which are both spontaneous and intentional, are provided so students can formulate and articulate ideas Socratic Circles

• 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

• Vocabulary is intentionally developed to enable students to clearly express opinions, understandings and intentions (Movie – Year 10 Science)

27

QUALITY SPEAKING & LISTENINGClassroom Indicators- Instruction (Continued)

• Students are involved in presentations both formal and informal. They are aware of the range of contexts, purposes and audiences (Movie)

• Students listen attentively to factual spoken texts and identify topics, retell information accurately, ask clarifying questions, contribute information and justify opinions

• The best speaking and listening behaviours are modelled by both students and teachers e.g. eye contact, intonation, expression

28

QUALITY SPEAKING & LISTENINGClassroom Indicators- Instruction (Continued)

• Students give their own talks and presentations. They learn from and build on, the ideas of others

• Students participate in story telling experiences

• Teachers observe and use student experiences to initiate and develop further conversations

29

Communicating and justifying

40

GRADUAL RELEASE OF RESPONSIBILITY

MODELLINGThe 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

SHARINGThe 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

GUIDINGThe 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

APPLYINGThe 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

DE

GR

EE

OF

CO

NT

RO

L

GRADUAL RELEASE OF RESPONSIBILITY

MODELLINGThe 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

SHARINGThe 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

GUIDINGThe 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

APPLYINGThe 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

DE

GR

EE

OF

CO

NT

RO

L

I’m having a bit of trouble joining in today...I wonder what would happen if I just went and sat

there. What would I do if someone just came and sat in my group without saying anything? I would feel a little uncomfortable I

think. Perhaps I should say something...I think I might say

‘Can I join your discussion group?’ and see what happens.

If I’m having a bit of trouble joining in...what should I say and do? Do you think I should ask or should I just go and sit there? How would I ask? Would I ask before i sat down in the group?

Has this happened to you before? Remember when we talked about ways to join a group? Which strategy are you going to try? Did that work for you last time?

Are you happy with the way you joined the group today? Why do you think it worked for you?

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)

LITERACY ELEMENTS

• Read Aloud

• Shared Reading

• Guided Reading

• Independent Reading

SPEAKING & LISTENING

OBSERVATION&

ASSESSMENT

• Write Aloud

• Shared Writing

• Guided Writing

• Independent Writing

Oral Language in the Classroom cont

• Paper folding activity

How do we interpret instructions differently?


Vocabulary

One must be drenched in words, literally soaked in them, to have the right ones form

themselves into the proper pattern at the right moment.- Hart Crane


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

Oral Language in the Classroom cont.

Vocabulary

Considerations for teaching• Know which words to teach• “Knowing” a word• Developing word consciousness• Learning about word families• Understanding Grammar• Developing Question structures• Replacing with Pronouns

Activity: Up

Word ConsciousnessTo deliberately build word consciousness, teachers

should:• Emphasise learning new words - using elaborate and

extended language throughout the day• Draw attention to specific words, their meanings, and

their use• Use interactive Read Aloud and good literature –

EVERY DAY!• Communicate their own appreciation and love of words• Have fun with words and language (word play)

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?


Vocabulary

It should never be assumed that students understand the language of learning.

There are many words across the curriculum that can be confusing to students because they have multiple meanings and can require different responses, eg illustrate can mean draw but it can also mean describe in words.

• Words with unfamiliar meanings in new contexts volume, property, solution Movie

• Words that sound similar but have different meanings

symmetry/cemetery accept/except• Words or concepts that are unfamiliar

syndicate, permission, safety• Different ways of giving instructions.


• “Educators and researchers have commonly argued that the core difference between the language used outside the classroom and the language required in school activities is one of contextualisation”

Learning Through Talk p20

• Teachers need to be explicit and to make logical connections because they cannot rely on familiarity to convey meaning

Building Academic Language• Academic language often demands higher-level thinking

skills about abstract concepts and draws on deeper and more subtle knowledge of analysis and problem solving.

• Think about the more academic language associated with more formal learning contexts – discussions, investigations, debates, presentations

• Abstract concepts – conversation, justice

• Language structures – introduction, syllable, metaphor

• General Academic Vocabulary – success criteria, identify

• Specialised vocabulary of subject areas

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 toone 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

Tier 2 words

• Importance and utility–words that are characteristic of mature language users and appear frequently across a variety of domains.

• Instructional potential–words that can be worked with in a variety of ways so that students can build rich representations of them and of their connections to other words and concepts.

• Conceptual understanding–words for which students understand the general concept but provide precision and specificity in describing the concept

• Beck, McGowan, et al (2002)

4. Partnerships• Teacher, student, parent• Student, student• School teams and leadership• Regional level supports• Student Support Services- psychologists, social

workers, speech pathologists, visiting teachers• Community and Education- Early Childhood providers• Community libraries• Cultural and sporting groups• Government Initiatives eg Best Start

What am I going to do with this next tomorrow...next week... Next month?

“Now, now Billy…How could you have seen a monster if you can’t even describe him”

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/

teachlearn/student/keycharliteracyp6.pdf• http://www.eduweb.vic.gov.au/edulibrary/public/

teachlearn/student/keycharliteracy7-10.pdf

Macedon Ranges Literacy Co-ordinator’s meeting Wednesday 4 th May 2011.

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Transcript of Macedon Ranges Literacy Co-ordinator’s meeting Wednesday 4 th May 2011.