I, like some of my colleagues were very eager to pursue this workshop as it directly linked to my own Inquiry. It was agreed that it was in our best interests to attend.
During the term holidays, staff within our school were lucky to attend the Oral language workshop presented by Sheena Cameron and Louise Dempsey. I felt this was so good to attend as it related directly to my Inquiry. You could understand this was a well sought after workshop by looking at the number of attendees.
The workshop aims were to support teachers to:
Create safe, respectful environments were student talk is scaffolded.
Increase the quality and quantity of student talk.
We started by using a talking strip to meet other teachers - Introductions.
A valued activity to help scaffold the children into oral language. It was really a good idea, however, by the end of the strip I had forgotten the teacher's name I met. Focus on Listening Mr Hurly!
Types of discourse (Spoken/Written/Visual Communication)
Planned and unplanned
Formal and informal
Dialogue and Monologue
Types of talk
Exploratory
Presentational talk
Conversational talk
Types of listening
Information
critical
To get us thinking about Oral Language we used the define it template.
Reflect on these types of listening and talk
Define it - Oral Language
Really good to put this in practise by unpacking oral language. It was good to walk and see how other teachers unpack oral language.
A closer look at the gradual release model
using talking scripts
Model shared approach. A teacher uses a pointer to point at symbols to remind them eg the picture of the year.
Students work independently and with a buddy talking strips
Traits of effective teachers of oral language. As seen in the Oral language book. It is something I really need to reflect on it as like Louise said we often expect it rather than teach it. We are very good at using gradual release in Reading and Writing but how do we do it in oral language? Do we engage in Monologue and Dialogue? Professional Learning happens when it is simple.
With a school
Review traits
Add examnples to one trait
Review and share - GALLERY
Staff rate the traits, which one will have the most impact this term in our school? or teams?
Trait becomes the focus for a term
Teachers meet once a month in small groups to share strategies, impact and next steps.
Focus Group Example
Shared research
Teachers select one focus for their inquiry
Louise visited videoed teaching and discuused progress
Teachers shared
What did you trial
impact
questions you still have
any possible next steps
I think for my own inquiry, I will be focusing on a different trait for 4 week blocks
What do students say about Oral Language Something I will ask relating to my inquiry
What helps you learn
Does talking Help you Learn
Do you get to talk Enough in class
Does talking Help you learn?
What does research tell us about student talk in the classroom?
Interesting that the findings made me reflect on my questioning, the fact that 90% were open questions. So that really tells me I need to work on this. The fact that student response were 3 words or less were very common - very true in our ESOL heavy school.
Finding the balance between a hands up dominited culture. I found on reflecting within my own writing my class my at risk students were starting to put their hands up more. I also find I call upon the names
Goal setting sheets - Throughout the workshop I filled out strategies and techniques I want to try this year as part of my Inquiry. Hopefully it will reflect on the writing progress in my students. The following are the oral language activities I will be integrating across my teaching.
ESTABLISHING A THINK PAIR SHARE CULTURE
Think - Explicitly give a few seconds to think.
Pair - Keep it short as a teacher, judge as students can often go off track
Share - Don't think you have to share each one as part of the Pairing is sharing
ESOL students - A group of 3 can be better this gives them an opportunity to observe. Older kids often work in 3s
Junior and Senior Criteria for this is in the Oral Lang book. Seniors Kids would be able to make own criteria.
Talking partners - is a possibility I haven't used these this year as I found transient students and high absences would consume too much time.
Compass partners would be useful for my senior group. This way the (North) partner could be similar ability eg same reading group etc. enhances scaffolding.
Sharing talk time call out 'switch' swap talk time.
Name selector tool - web based which can work out buddies randomly.
STUDENTS ACTIVELY LISTENING TO EACH OTHER
(Not Just The Teacher)
I use the word 'Active' and the kids respond with listening. On reflection I need to re teach what this is by using techniques
Ask what could we do if we couldn't hear the speaker? Students could gesture turn up volume etc.
Often the kids are listening to another speaker but are looking at teacher. My class is purposely setup in a horseshoe shape to minimize this.
Sentence stems conversational card to really engage the student.
Would like to try Think, Pair, Record and Walk and Talk.
Eg have a photo of Monkey, children write a description (not it has two eys) E.g it has round funny tummy. Then they go off and visit another group and add other ideas from pairs to their whiteboards.
Eg have a photo of Monkey, children write a description (not it has two eys) E.g it has round funny tummy. Then they go off and visit another group and add other ideas from pairs to their whiteboards.
Call a Friend
Back to back - conversational ask questions and RESPOND by asking follow up questions.
Pull out a name, Ask 'what did your partner share?' this really gets them to actively listen.
A wonderful idea is to play a video without either language, or visual have the students Think about...
Where is the clip set?
Who are the characters?
What is happening?
We did this for the video 'teeth' from short shorts. All we had was audio and had to think about the above.
We did this for the video 'teeth' from short shorts. All we had was audio and had to think about the above.
Barrier Games.
Kids give precise instructions of how to make what the kid has made with craft sticks.
Creating a pizza using Barrier is something I want to try in my class. Great activity! Start with a few ingredients, then add more. This activity is fine as a one off but it really is important to fine tune and have students really consider their instructions,
Battleship, tangrams etc are also great barrier games.
Listening to Good reading which we do as part of our Daily 5 is having students listen actively. Incorporate/link coding as part of the NZ Digital Curriculum.
ASKING MORE OPEN QUESTIONS (STUDENTS AND TEACHERS)
Using Question Stems which are displayed on my whiteboard - Smart Questions and Smart Statements.
Could use question strip within guided and shared reading.
Could use question strip within guided and shared reading.
Dice Question starters
Student generated questions are very powerful and Sheena and Louise encourage us to not underestimate these and not focus on spending time planning questions.
The video shows how Louise has used Smart followed by an elaboration question after a shared reading session.
She then asks the children to come up with elaboration questions.
Using the questions as part of Guided reading
STUDENTS TALKING IN FULL SENTENCES AND ELABORATING ON IDEAS
Within my own literacy class, I feel that I am doing well to scaffold the students to talk in full sentences.
Suggestions from the book to use to support and reinforce this strategy is;
The Responding Model
Sentence Stems
Conversation cards good for groups to add another idea.
Talking strips - The kids start talking one sentence per box and this links nicekly to writing.
Elaboration Questions
Tell us more about...
Why do you think that?
Can you give an example?
What is your evidence?
Can you justify your opinion?
I have another example?
I have a different idea?
Elaborator Role
Similar to the reciprocal reading I use within my own reading groups but more of a focus on oral language.
Could you tell us more about...?
Why Do you think...?
WHAT DOES RESEARCH TELL US ABOUT QUESTIONS
Alternatives to Questions
Use a microphone (Could be a whiteboard marker, like example video). It really seems to help the children hold a conversation. Teacher talk was minimised. I would like to get the kids speak microphone which can plug into usb.
Paraphrasing
Research says if you repeat back what they say they will listen to you not each other. However, Paraphrasing is important with ESOL - Use it strategically. I wonder if I paraphrase too much?
Make a suggestion
Give them a sentence stem example to help them build on.
Just Pause and let the the students talk.
This example was given by Louise - shown time for pause. Use a signal to show thinking time and talk / sharing time
Comment / Statement
Often in guided reading we might ask a question about a character eg 'How do you think it would be living with Mum if you were Tim' this can often give thre word type answers whereas if you use a statement it can offer more open answers and discussions. 'Eg 'I didn't think Tim liked conflict'
Using Different Groupings to Increase Opportunities to Student Talk
Jigsaw Groups
I love using these and do it regularly in my classes. I find it best used during our integrated units.
4 Square notes from book which the kids can use as they listen to get the information and have to record.
VOCABULARY
The average child learns between 2000 and 3000 words every year during their school years
A student needs 12 instructional encounters to fully know a word.
Realisticly be expected to teach approx 400 words per year.
PLANNING FOR VOCABULARY TEACHING
WORD CONSCIOUSNESS
- An awareness of words
- A positive disposition towards words
- An interest in learning words and learning about
- A knowledge of word parts
Word Alert sign - Child hears the word pops it up when they hear the word. Guided and shared reading words.
OR
Make a V with arms for vocabulary
Word alerter role cards for both junior and senior in book.
Adopting a word. Word of the week Kids in groups adopt a word and complete activities based on a word. Works well in groups. Students are exposed to different words within the week.
Link to Theme, could be tier two words, adverbs etc
Make a diorama to introduce the word - short presentation-add to class word wall-word jar-play charades - Word walk to swap words - use 'Sell it' activity - Fridge words (Take home a strip with their word)
I would like to put new vocab on magnets and send home (If budget permits).
I would like to put new vocab on magnets and send home (If budget permits).
wordles.com If you type in a word it shows all words you can make - be good for daily 5
Draw the word eg check video word as image
WHAT WORDS DO WE TEACH?
Tier 1 Basic words that rarely require teaching
Tier 2 Words that are useful long term
Tier 3 Words - Low frequency often topic specific
We want to focus our teaching on tier 2 words a good bank of tier 2 words will suport bank of reading comprehension. Tier 2 list in Oral language book. Will use this as part of my adopt a word.
How to introduce a word
- Read the word within text, emphasizing new word
- Students say the word
- Provide a student-friendly definition of the word
- Students explain meaning of word to a partner
- Repeat the word
Incidental word teaching Rhino's Horns - Rhino said'Wistfully'
Use dogonews Gives the option to click on a word that links to a dictionary.
Word investigation and word activities
Stop the Bus activity
Introduce Words during writing
Echidna word sort
Sorting activity into categories EG leaves
USING DRAMA TO ENHANCE ORAL LANGUAGE
'A the centre of all drama is communication'
-Matt Buchanan
Readers theater is a wonderful way to integrate drama in our reading. Plays in journals - we are lucky to be exposed to this so much. Often teachers will avoid the play or struggle with characters. Lets be Brave Teachers - Lets use more in our Reading. Might trial this with read to someone as part of my Daily 5
All three types of talk are linked as too are the types of listening. PP 78 lists some darma activities eg Role Play.
Improvisation - Might pull out adopted words - give a context eg within school give time to talk rehearse and practise. When students hear the adopted word they signal with v with arms.
When kids get into role it enriches vocab enhances both reading and writing
Kids watched this with Louise's class, and then mimed different parts of video.
Role play before writing
Drama before writing is something I really want to try because I can introduce words as they mime etc
Story re-telling and story making.
Re telling activities were setup including bags of props etc. Sparklebox - puppets. Magnates and re tell story on Whiteboard. Great oral language video. Wouldn't use this with my older kids. However, be good to have my seniors make props go off to junior class and re tell stories.
Puppet show could use Chromebooks with our webcams.
Story making frame writing book.
Hot seating
Impromptu Speeches. We had an activity were we had to talk to our partner for 30 seconds without saying um and trying not repeating sentences. The topic was on our favourite time of day. Both, Louise and I did quite well what was really important was the time given to think about the topic.
ORAL PRESENTATIONS
Seniors in particular often really fear the idea of speeches coming up. In term 3 we will be having speeches I would like to use impromptu speeches, a game show and teaching the class a skill which will help keep the fun.
Ideas
Describe a favourite dinner
Share a story from the news
Talk about a photo/illustration
Tell a joke
Describe a special place
Teach others to play a game
Present Weather reports.
Home talk activity will be useful to send home this term in preperation for speech writing.
Build more regular, short opprtunities to present orally.
For me, this was extremely valuable Professional Development. It was directly linked to my Inquiry and I have used Sheena Cameron and Louise Dempsey's resources regularly in my teaching career. PD is really beneficial if it is of interest to you as the professional.
Notes from session are below:
For me, this was extremely valuable Professional Development. It was directly linked to my Inquiry and I have used Sheena Cameron and Louise Dempsey's resources regularly in my teaching career. PD is really beneficial if it is of interest to you as the professional.
Notes from session are below:
