Teaching For Oracy

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Teaching For Oracy
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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

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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.

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What is Oracy?

• Powerful language/literacy interactions, (between
  and among students)
• Meaningful conversations aimed at students
  language and literacy development.
• Oral language skills that support comprehension,
  reflection on language, and thinking with an
  academic focus.

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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

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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

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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).

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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.

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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

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Example of Recitation Script
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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

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Example of Enabling Talk
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Cummins found (2000)

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

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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

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• Scaffolded Instruction

I Do
We Do
You Do
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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.

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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.

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Marie Clay

• If the childs 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 childrens
  language development, create opportunities for
  them to talk, and then talk with them (not at
  them).
• (Becoming Literate, p. 69)