Planning and Assessing for Oral Language Development using the NTCF

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Planning and Assessing for Oral Language
Development using the NTCF

• REAL PD
• May 11, 2006
• Helen Chatto

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(No Transcript)
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In what contexts do we teach oral language?
Literacy
Social Interaction
Sensory Motor
Numeracy
Developmental Play Centres
Show and Share
Through content of all learning areas
Language Experiences
Inquiry Based Activities
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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?
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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)

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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

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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)

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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)

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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)

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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.

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• 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

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Lets blow bubbles!
Language and Literacy
Social Interaction
Language and Thinking
Speech Development
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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

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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

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• Language and Literacy
• Newstelling
• Formal presentations
• Assembly performances
• Narrative modelled stories, character
  interviews, role play, story reconstruction,
  circle stories
• Description barrier games, description activities

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• Language and Thinking
• Partner work collaborative learner / adoption of
  roles
• Inquiry questioning, interviewing, creative
  inquiry
• Classification comparing and grouping,
  brainstorming and building knowledge

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• Speech Development
• Observe and record on checklists
• Developmental progress
• Monitor children at risk
• Call on speech therapists, special needs teachers
  for opinions/support

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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

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Analysing data collected

• Rubric

Key growth Point Two Key Growth Point Three Band One
Texts and Contexts Describe activities they do at school by recounting information about bubble blowing with adult assistance Explain how bubbles were made and describe the bubbles Explain procedure of making bubbles and recount the activity to the group.
Language Structures and features Use pronouns (I, we) Use descriptive language Sequence ideas in speech, use linking words Stay on topic using appropriate language. Clearly reproduce sounds, articulate words properly Attempt to use similes Use language of procedure, first, then, instructions, equipment Experiment with varying tone, volume and pace to give meaning.
Strategies Ask and respond to simple questions. Speak using appropriate verbal and non verbal cues Respond to audience by answering questions Attend to responses of others and elaborate or clarify Consider needs of audience when delivering presentation.
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• 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.

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Assessment
What will be your formal assessment for this
unit of work? What informal assessment might you
note?
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Rainbow Carousel Move around the different
groups and add any more idea to the charts.
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• 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