Oral Language Grades 3 - 7

Carmel Crevola

Overview of the day

• Contextualizing: ELA IRP K-7

• The Triple ‘P’ model (Fullan, Hill & Crevola)

• What is the oral language challenge?

• Implications for oral language instruction K-2, 3-7

How does the organization of the 2006 curriculum

compare with the 1996 curriculum?

2006

The revised ELA K to 7curriculum is organizedaround the processes oflanguage:

• Oral Language(Speaking andListening)

• Reading and Viewing

• Writing andRepresenting

1996

The 1996 ELA K to 7 curriculumwas centred around the purposesof language

• Comprehend and Respond

• Communicate Ideas andInformation

• Self and Society

Highlights of this new curriculum are:

1. The link between literacy and thinking

2. The connections among oral language,

reading, and writing

3. Comprehension and metacognition in

literacy learning

4. The gradual release of responsibility

5. Literacy learning across the curriculum

Highlights of this new curriculum are :

6. Early literacy development and intervention

7. Oral language to support learning

8. Reading comprehension and fluency

9. A systematic approach to writing

10. Classroom diversity and differentiated instruction

11. Assessment to inform instruction and support

learning

12. Alignment with the BC Performance Standards

Direct link to oral language:

• The link between literacy and thinking

• The connections among oral language, reading, and

writing

• Comprehension and metacognition in literacy learning

• Oral language to support learning

• Reading comprehension and fluency

• Assessment to inform instruction and support learning

ACTIVITY

!Table Talk:

• Discuss the implications of these changes

• What is the

immediate impact on

teachers and

students?

Sharing back

Choose someone from each table to share

What are two implications your table discussed?

Considerations for Program Delivery

Research

This curriculum reflects current research in literacyinstruction. Successful literacy programs include thefollowing ten essential characteristics:

1. Literacy learning in Kindergarten is critical tolater success

2. A comprehensive and co-ordinated literacyprogram is crucial

Continued on next slide

D.

Considerations for Program Delivery

Research

3. Professional learning communities support acomprehensive and co-ordinated literacyprogram

4. An extended and uninterrupted block of time forliteracy learning is essential

5. Literacy experiences must strongly supportstudent engagement

D. How is the English Language Arts IRP organized?

Considerations for Program Delivery

Research

6. Ongoing assessments are used to drive

instruction and support learning

7. Focussed teaching is essential

8. A resource-rich environment makes a big

difference

9. Struggling and/or reluctant literacy learners

benefit from research-based interventions

10. Successful family-school partnerships improve

student literacy learning

Research sites• Early Literacy Research Project (ELRP) AUSTRALIA

Early literacy design in 27 disadvantaged government schools in

Victoria, Australia, control group of 25 matched schools, 1996-98

Went on to be adopted by the Victorian Government 1460 schools as

the Early Years Literacy program

• Childrens’ Literacy Success Strategy (CLaSS) AUSTRALIAEarly literacy design in 360+ (8 cohorts) Catholic primary schools in Victoria,

Australia, 1998 - 2008 (control group of all other Catholic schools in Victoria)

• Building Essential Literacy (BEL) USAEarly literacy design in 70+ elementary schools in Boston Public

schools, the Bronx, New York; New Haven Public schools;

Palm Beach County, Florida, with Mondo Publishing

Breakthrough thinking

requires:

•a transformation of thinking

about classroom instruction

•a change of thinking about

the use of data to inform and

drive instruction

•a ‘tri level’ approach to

transforming classroom

instruction

Fullan, Hill & Crévola,

2006

BREAKTHROUGH

FRAMEWORK

Triple P

Model the hub

of the 7 other

elements

Triple ‘P’ Core Components

Chapter 2 -

Breakthrough

Triple ‘P’ Core Components

Page 15 -

Breakthrough

PrecisionPersonalization

Professional Learning

MoralPurpose

LOOK and LISTEN

• As you watch Cindy introducing her Modelled Writing (Grade 5) session ...listen for:

The way she tries to use her language to personalize the instruction

The way she tries to make her instruction explicit

Turn and Talk

What did you notice about Cindy’s language?

What connections can you make to personalization and precision?

Suggested Time Allocation

ACTIVITY

Reflect on the evidence shared regarding

teacher talk

Look at the suggested time allocation for Oral

Language K-3, 4-5, 6-7.

WHAT IMPLICATIONS COME TO MIND?

Making some connections...

Have you considered the link between oral language and reading comprehension?

Receptive language...one piece of the puzzle

• Language development is complex

• Language development falls into two broad categories:

RECEPTIVE

EXPRESSIVE

Why oral language?

Language is the invisible information we carry around in our heads that allows us to understand the thoughts of others and expres our own thoughts. Research indicates that the level of oral language skill is highly predictive of reading development and warrants aggressive intervention to prevent reading failure.

Catts, Fey and Tomblin, 1999

Understanding the ELL student

Many English language learners were born in Canada, and raised in families or communities where languages other than English are spoken, or in which the variety of English spoken differs from the English of the classroom.

Many children in Aboriginal communities speak a variety of English significantly different from that of the school environment.

Many of these students are alingual, that is , they do not have mastery of either English or their family’s native language.

• ELBOW PARTNERS:

• Have you come across the term ALINGUAL before? What are your thoughts?

“Talk is probably the main tool in promoting literacy.”

Booth, 2004

What is oral language?

• Language of social interaction

• Language and thinking

• Language of literacy

Language of Social Interaction

• Conversing

• Discussing

• Interacting

• Establishing group roles

• Reassuring

• Clarifying intentions

• Expressing values

• Expressing opinions

• Giving and receiving directions

• Persuading others

• Devising rules

• Arguing and debating

• Civil conversation

ACTIVITY

“Table Talk”

When should students have opportunities for purposeful talk during the day?

Student Achievement

Key Elements (Metacognition)

Metacognition is “thinking about thinking” which results in individual students’ understanding of

their own learning processes. It involves the awareness and understanding of how one thinks

and uses strategies as an effective learner. These metacognitive strategies weave throughout the

curriculum organizers and sub-organizers at each grade.

Language and Thinking• Recalling and reflecting

• Questioning

• Requesting

• Inquiring

• Identifying alternatives

• Analyzing information

• Relating new and existing information

• Clarifying thoughts

• Drawing conclusions

• Replying to questions

• Responding to information

• Expressing judgements

• Identifying and solving problems

• Identifying similarities and differences

What is oral language?

• Language of social interaction

• Language and thinking

• Language of literacy

Language of literacy• Conveying information

• Receiving information

• Reporting

• Explaining

• Describing

• Illustration a point

• Demonstrating

• Interpreting

• Organizing and sequencing ideas

• Generalizing and summarizing

• Challenging and justifying a point of view

• Identifying details

• Competently interpreting non-verbal language

Gradual Release Model