Linking Oral Language to Literacy

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Linking Oral Language to Literacy

• An Oral Based Approach to Literacy for Second
  Language Learners.

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What is Linking Oral Language to Literacy?

• It is
• An oral based approach to literacy for second
  language learners.

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Why are we doing this?

• It is good for students
• To ensure that all students learn
• This is part of our effort to leave no child
  behind
• This is Alpine Districts way of serving ESL
  students

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How do we do it?

• Extend the students language
• Refine the students language
• Repetition (Students repeat sentences using
  correct English)
• Prompts
• Tell me about it
• Tell me the whole thing
• Tell me more
• We speak in complete sentences

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Essential Components of an Oral Language Group

• Small group
• Student interaction
• Student participation
• Linking to literacy
• Use of realia as visual prompts

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Four Components of Communication

• Listening
• Speaking
• Reading
• Writing

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General Guidelines

• Focus for Instruction
• Assessment Results
• Hierarchy of Sentence Structures
• Time Management
• First 15 minutes Listening and Speaking
• Last 15 minutes Reading and Writing
• Keep Organized

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General Guidelines

• The Tote
• Principal Request Letter
• Collect items from home, Savers, D.I., or ask for
  donations from the parents.
• In the bags have three items that are similar and
  one that is different.
• Pictures can come from old magazines as well as
  from books that you take apart.
• Make expectations clear

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General Guidelines

• Determine Background Knowledge
• Link to first language
• Allow wait time
• Prompt after 5 seconds
• If no response after prompt then present new
  information
• Guide students to form a complete sentence
• Have whole group repeat sentence
• Prepare beforehand
• Decide what you are going to focus on for a
  literacy extension

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Hierarchy of Sentence Structures

• Our main objective as teachers is to help our
  students construct sentences that are
  increasingly more sophisticated
• Level 1 Simple Sentences noun and a verb
• Level 2 Prepositions word used with a noun or a
  verb to form a phrase, i.e., in the pool.

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Hierarchy of Sentence Structures

• Level 3 Conjunctions word used as a connector
  between words, clauses or sentences expressing a
  cause-effect relationship.
• Three types
• Coordinating and, but, or, so, than
• Correlative bothand, eitheror,etc
• Subordinating after, even if, since, when, etc.

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Hierarchy of Sentence Structures

• Level 4 Relative Pronouns word used to link one
  phrase or clause to another phrase or clause
• Level 5 Adverbial Clauses Adverbial clauses
  contain subordinating conjunctions. They are
  dependent clauses. It needs to be completed by a
  independent clauses. Example When they get
  here, we will begin.

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Assessment

• This is to determine whether a student can make
  use of English while repeating sentences
• While administering the assessment, it is
  important to identify problems with voice
  inflection, pronunciation, improper use of
  pronouns, incorrect usage of conjunctions,
  confusion with word order, problems with past,
  present and future, excessive repetitions, and
  sounds left off words.
• Use running record codes or write out the mistake
  completely.
• The observations you make will become your plan
  for instruction.

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Assessment

• There are 6 types of repeated sentences
• Simple Sentences
• Sentences containing prepositions
• Sentences containing conjunctions
• Sentences containing relative pronouns
• Sentences containing adverbial clauses
• Sentence transformations (negative, question,
  exclamation, and command)

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Assessment

• There are four Oral Language Assessments
• Form A should be administered at the beginning of
  the first year an ESL student attends the school.
• Form B should be administered at the end of the
  first year the student attends the school
• Form C should be administered at the end of the
  second year the student attends.
• Form D should be administered at the end of the
  third year.

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Assessment

• Make sure your notes are complete.
• Before the next assessment or when a student is
  exiting the school, in the Observations and Plan
  for Instruction section, use symbols from the
  key box ( or /) next to each entry to show
  whether a student has mastered the skill, or if
  the students needs further practice. Use a red
  pen.
• Example Confuses pronouns / (Means the student
  still needs work) or Leaves off ending sounds
  (Means the students achieved mastery)

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The Daily Dose

• This is the one thing you can guarantee that
  every student will learn.
• Use visual prompt (puppet, small toy or
  manipulative).
• Repeat the target content several times. (The
  animal is under the table, The animal is on top
  of the table, etc.)
• Write down the target content.
• Have each student take a turn using the visual
  prompt and repeating the target content.

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The Daily Dose

• Clarify and help the student to use the proper
  structure.
• Ask each student in the group to repeat the Daily
  Dose.
• Set aside the physical prompt while you continue
  with the lesson.
• Pause several times during the rest of the lesson
  (or during the course of the day), and repeat the
  Daily Dose.

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Babble Bag

• Choose 3 objects that are the same and one that
  is different.
• Show the students what the objects are.
• Pass around the items so that each student can
  handle and explore them.
• Place all the objects in the middle of the table
  for discussion.

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Babble Bag

• The teacher will then ask questions to prompt
  dialog.
• Prompts
• Three objects that are similar, one that is not.
• Tell me about this..
• How are these the same?
• Say that with me

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Babble Bag

• Ask each student to respond. The teacher guides
  by refining and clarifying statements, making
  sure that the students learn the appropriate
  English construction.
• Link with background knowledge in the students
  first language if possible.
• Upper Grades Extend to teach
• fact/opinion
• problem/solution
• cause/effect

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I Wonder

• Use a picture or drawing to stimulate
  conversation. Present a scenario or situation
  that will have the students conversing.
• Use prompts to stimulate students to extend their
  response.
• Example BecauseThenAfter thatIf With
• Decide on a statement to be made about the
  discussion. Write it down on the whiteboard and
  have the students also copy it.

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Tell It Again (Narrative Text)

• Choose a set of pictures that are related. Take
  a few minutes to look over the pictures and
  decide how you will tell your narrative. Script
  a story on post-its on the back of the pictures.
• Preview and assess the students background
  knowledge by showing all the pictures and having
  the students talk about them.
• Tell the story, using the pictures. Make sure
  your story has a beginning, middle and end. Use
  target vocabulary that you want the students to
  learn.

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Tell It Again

• Give pictures to the students and ask them to
  tell a story.
• Give the students a purpose for listening to each
  other. (Make sure your partners story has a
  beginning, middle and end.)

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Tell It Again

• Ideas for re-telling the story
• Assign each student one picture to tell about
• Have students retell the story to a partner.
• After practicing with a partner tell the story to
  the group.
• Option Retell a nursery rhyme instead of a story
  for younger children.