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? Social Interaction Literacy Sensory Motor Numeracy Developmental Play Centres Show and Share Through content of all learning areas Language Experiences Inquiry Based Activities
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 and Literacy • Language and Thinking • 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. • (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. • (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. • (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.
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! Language and Literacy Social Interaction Language and Thinking Speech Development
Assessment • Focused observation • More powerful than observation alone • Important we know what to look for • 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. • Language of Social Interaction • Activity based sharing: informal, structured, formal • Discussion: partner, small group, informal debate, whole class • Social Conventions: communication, problem solving, contexts for speaking and listening courtesies
Language and Literacy • Newstelling • Formal presentations • Assembly performances • Narrative: modelled stories, character interviews, role play, story reconstruction, circle stories • Description: barrier games, description activities
Language and Thinking • Partner work: collaborative learner / adoption of roles • Inquiry: questioning, interviewing, creative inquiry • Classification: comparing and grouping, brainstorming and building knowledge
Speech Development • Observe and record on checklists • Developmental progress • Monitor children at risk • Call on speech therapists, special needs teachers for opinions/support
Interviews and Conversations • Collect data from: • Parents • Interviews with children • Conversations with children where you are focused on that child and their speech • Self evaluation
Rubric Analysing data collected
Working in your small group: • 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