Teaching For Oracy

Timeline Ice Breaker

    On the average what percent of kids read a lot?

 Typically 33% From ages 8-10 what is the average time spent reading at home?  4 minutes What is read more than anything else?

 TV Guide on the TV What does reading “away from homework” look like?

 Family Time

 Content Objectives We will be able to identify ways Oracy is integrated throughout our day. -We will be able to define

recitation script

and

enabling talk.

- We will determine strategies that lead to greater student engagement through conversation (sentence structures).

 Language Objectives Teachers will review and discuss further ways to enhance Oracy with students.

- Teachers will discuss the differences between

recitation script

and

enabling talk

.

- Teachers will create, on sentence strips, sentence stems that can be posted/used in the classroom .

What is Oracy?

  Powerful language/literacy interactions, (between and among students) Meaningful conversations aimed at student’s language and literacy development

.

 Oral language skills that support comprehension, reflection on language, and thinking with an academic focus.

Some students need explicit teaching for Oracy

 They may be inexperienced or hesitant conversationalists  They may be unaccustomed to speaking in academic registers  They may be two-language children whose control over English needs strengthening

How do SIOP components support Oracy?



Lesson Preparation

: CO/LO clearly defined, displayed and reviewed with students. 

Building Background

: Concepts linked to students’ background experience; Links explicitly made between past learning and new concepts; Key vocabulary emphasized;

How do SIOP components support Oracy?



Comprehensible Input:

Speech appropriate for students’ proficiency levels (slower rate, enunciation, and simple sentence structure); a variety of techniques used to make content concepts clear (modeling, visuals, hands-on learning, demonstrations, gestures, body language).

How does SIOP components support Oracy?



Interaction

: Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts; Grouping configurations support CO/LO of the lesson; sufficient wait time.

Descriptors of the Recitation Script

 Recitation Script dramatically reduces learning opportunities  The talk is dominated by the teachers  Students are in passive roles; One student engaged  Teachers ask many questions which can be answered with a word or short phrase  Questioning to help students elaborate is infrequent  Rote learning is often emphasized

Example of Recitation Script

Enabling Talk

 Definition: Genuine discussions and talk in which students are encouraged:  To express themselves more fully  To elaborate their thinking  To interact with others

Example of Enabling Talk

Cummins found (2000)…

 In over 50% of classroom interactions, students either say nothing or supply 1 word answers.

Strategies to Foster Enabling Talk

      Building Background (SIOP) Comprehensible Input (SIOP) Interaction (SIOP) Explicitly teach strategies within the gradual release model; OLM (Optimum Learning Model) Use language stems/ sentence frames (structures) Utilize cooperative learning structures (Kagan) Provide opportunities for students to talk: shoulder partners, talking chips, corner partners etc.

 Expect students to talk in complete sentences

I Do We Do

Scaffolded

Instruction

You Do

scaffolding I do. You watch. I do. You help.

You do. I watch. You do. I help.



Outcomes for our work today:

Content Objectives

-We will be able to identify ways Oracy is integrated throughout our day.  -We will be able to define

recitation script

and

enabling talk.

- We will determine strategies that lead to greater student engagement through conversation (sentence structures).

Language Objectives

- Teachers will review and discuss further ways to enhance Oracy with students.

- Teachers will discuss the differences between

recitation script

and

enabling talk

.

- Teachers will create, on sentence strips, sentence stems that can be posted/used in the classroom.

Create Language Structures

 Language Structures  Use sentence strip and create sentence stems that can be posted/used in your classroom.

 Use samples provided or create your own.

Marie Clay

If the child’s language development seems to be lagging it is misplaced sympathy to do his talking for him. Instead, put your ear closer, concentrate more sharply, smile more rewardingly and spend more time in genuine conversation, difficult though it is. To foster children’s language development, create opportunities for them to talk, and then talk with them (not at them). (Becoming Literate, p. 69)