Teaching For OracyTeaching For Oracy

Timeline Ice BreakerTimeline Ice Breaker

On the average what percent of kids read a lot?On the average what percent of kids read a lot? Typically 33%Typically 33%

From ages 8-10 what is the average time spent From ages 8-10 what is the average time spent reading at home? reading at home? 4 minutes4 minutes

What is read more than anything else?What is read more than anything else? TV Guide on the TVTV Guide on the TV

What does reading “away from homework” look What does reading “away from homework” look like?like? Family TimeFamily Time

Content ObjectivesContent Objectives

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

-We will be able to define -We will be able to define recitation scriptrecitation script and and enabling talk.enabling talk.

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

Language ObjectivesLanguage Objectives

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

- Teachers will discuss the differences between - Teachers will discuss the differences between recitation scriptrecitation script and and

enabling talkenabling talk..

- Teachers will create, on sentence strips, sentence stems that can be - Teachers will create, on sentence strips, sentence stems that can be

posted/used in the classroomposted/used in the classroom..

What is Oracy?What is Oracy?

Powerful language/literacy interactions, (between Powerful language/literacy interactions, (between and among students) and among students)

Meaningful conversations aimed at student’s Meaningful conversations aimed at student’s language and literacy developmentlanguage and literacy development . .

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

Some students need explicit teaching Some students need explicit teaching for Oracyfor Oracy

They may be inexperienced or hesitant They may be inexperienced or hesitant conversationalistsconversationalistsThey may be unaccustomed to speaking in They may be unaccustomed to speaking in academic registersacademic registersThey may be two-language children whose They may be two-language children whose control over English needs strengtheningcontrol over English needs strengthening

How do SIOP components How do SIOP components support Oracy?support Oracy?

Lesson PreparationLesson Preparation: :

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

Building BackgroundBuilding Background: :

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

How do SIOP components How do SIOP components support Oracy?support Oracy?

Comprehensible Input:Comprehensible Input:

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

How does SIOP components How does SIOP components support Oracy?support Oracy?

InteractionInteraction: :

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

Descriptors of the Recitation ScriptDescriptors of the Recitation Script

Recitation Script dramatically reduces learning Recitation Script dramatically reduces learning opportunities opportunities The talk is dominated by the teachersThe talk is dominated by the teachers Students are in passive roles; One student engagedStudents are in passive roles; One student engaged Teachers ask many questions which can be Teachers ask many questions which can be

answered with a word or short phraseanswered with a word or short phrase Questioning to help students elaborate is Questioning to help students elaborate is

infrequentinfrequent Rote learning is often emphasizedRote learning is often emphasized

Example of Recitation ScriptExample of Recitation Script

Enabling TalkEnabling Talk

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

Example of Enabling TalkExample of Enabling Talk

Cummins found (2000)…Cummins found (2000)…

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

Strategies to Foster Enabling TalkStrategies to Foster Enabling Talk

Building Background (SIOP)Building Background (SIOP) Comprehensible Input (SIOP)Comprehensible Input (SIOP) Interaction (SIOP)Interaction (SIOP) Explicitly teach strategies within the gradual release Explicitly teach strategies within the gradual release

model; OLM (Optimum Learning Model)model; OLM (Optimum Learning Model) Use language stems/ sentence frames (structures)Use language stems/ sentence frames (structures) Utilize cooperative learning structures (Kagan) Utilize cooperative learning structures (Kagan)

Provide opportunities for students to talk: shoulder Provide opportunities for students to talk: shoulder partners, talking chips, corner partners etc.partners, talking chips, corner partners etc.

Expect students to talk in completeExpect students to talk in complete sentencessentences

ScaffoldedScaffolded InstructionInstruction

I Do

We Do

You Do

I do.

You watch.

I do.

You help.

You do.

I watch.

You do.

I help.

scaffolding

Outcomes for our work today: Outcomes for our work today: Content ObjectivesContent Objectives

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

-We will be able to define -We will be able to define recitation scriptrecitation script and and enabling talk.enabling talk.

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

Language ObjectivesLanguage Objectives

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

- Teachers will discuss the differences between - Teachers will discuss the differences between recitation scriptrecitation script and and enabling talkenabling talk..

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

Create Language StructuresCreate Language Structures

Language Structures-Language Structures-

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

Use samples provided or create your own.Use samples provided or create your own.

Marie ClayMarie Clay

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

(Becoming Literate, p. 69)(Becoming Literate, p. 69)