Oral Language in the Primary Grades K-3

BarbaraJarvisFounda/onDelta

Oct28,2015FayeBrownlie

Slideshare.net/fayebrownlie/orallanguage

Learning Intentions •  IhaveabeEerideaofthepoweroftalk–listeningandspeakingintheprimaryclassroom.

•  Ihaveaplantolistentomytalktoensureitsupportseachchildbecomingamoreself-regulated,independentlearner.

•  Ihaveatalk-fueledstrategytotryinwholeclassorsmallgroupinstruc/on.

BC Redesigned Curriculum •  K&Gr.1–Listening&speakingbuildsourunderstandingandhelpsuslearn.

•  Gr.2&3–Listening&speakinghelpsustoexplore,shareanddevelopourideas.

•  Readingandwri/ngarefloa/ngonaseaoftalk.

•  JamesBriEon

Beliefs about oral language •  Allvoicesmustbeheard.•  Talkshouldextendthechild’sthinking.•  Talkbeforereadingandwri/ngenablesmoresophis/catedreadingandwri/ng.

•  Repeatedinterrup/ngofvulnerablereaderswhiletheyarereadingdoesnotsupporttheirdevelopment.

•  Mytalkshouldsupportthechild’sPOSITIVEviewofhimselfasalearner.

•  “…preschoolchildrengrowingupinprofessionalhouseholdsheardabout1,500morewordsperhourthanchildrenlivinginlow-incomeenvironments,crea/nga32millionwordgapbetweenchildreninpovertyandtheirmoreaffluentpeersbeforeevenstar/ngschool.”

•  StudybyBeEyHartandToddRisley•  “interrup/ngtheCycleofWordPoverty”-B.J.Overturf,in

ReadingToday,Nov/Dec2014

Whole Class

Engaging in Literate Conversations

Big Thinking in Kindergarten�Lauren Rutley, Houston

•  AnimalsinWinter–StephanePoulin•  Recordedafewbigideas•  Chose3words•  2weeks:actedoutthesewordsandlookedfortheirconnec/oninstories

•  ReadThreeSnowBears–JanBreE•  Kidsdecidedthiswasaboutdormancy.

Sharing after science inquiry centres

•  Grade2/3MichelleHikida

•  Groupshare:– Mosthadworkedwithapartner,sosharedwithapartner

–  “Anythingyoulearnedthatyoucansharewithus?”–  “Whatwasthechallengeinyours?”

The Life Cycle of a Salmon�Jennifer Forbes & Cathy Van der Mark,

Gr. 3, Smithers

LearningInten/on:-iden/fypowerfulwordstoincreaseourvocabularywhendescribingthelifecycleofasalmon

2hours

•  Partnertalk–reviewlifecycle•  Introducenewvocabulary•  Predictfrombookcover

•  Thinkingpagetocollectwords,3chunks1)Sumifeels,seesandhears2)Sumi’senvironment

3)choose:eitheror1or2orSumi’schanges

•  Aeereachchunk,studentssharetheirwordswiththeirpartner,thenteachercollectsasaclass

•  Write,usingpowerfulwordstoshowhowSumi:– Feels,sees,hears– Changesphysically– Herenvironment••Circleyourpowerfulwords

•  haunches•  cedar•  secreted•  lingered•  mucous•  fragrance•  algae•  larvae

Story Workshop(thankstotheOpalSchool,Portland)

•  K•  AprilPikkarainen&LaurenMacLean

•  Day2oftheworkshop

Small Group

Teaching Reading Strategies •  Thecostumeatthedoorwasscary.Samcouldfeelhisheart___________.

•  Thecostumeatthedoorwasscary.Samcouldfeelhisheartr___________.

What strategies did you use? •  Thinkingaboutmeaning.•  Thinkingaboutpartsofspeech.•  Thinkingifthewordwouldsoundright.•  Withthe‘r’younowhadvisualinforma/ontoaddin.

•  Childrenwhoarestrugglingwithreading,oeenhavetroubleusingallsourcesofinforma/onandtendtorelyonjustone…theireasiestone!

Literacy Centres •  Repeatedreadings,aloneandtogether

•  Re-construc/ngtextinpairsandsmallgroups– “Whatstrategiesareyouusingtofigureitout?”

Writing

Writing to Read – Gr 1/2�Catherine Feniak & Stacey Shaw,

Lord Kitchener, Vancouver

•  Narra/vewri/ng•  Strengths:personalwri/ng•  Stretches:depth,meaning,structure

•  No/cethevocabularyandtherisk-taking☺

Writing Necklaces�First, Then, Finally

•  Day1:readthestory•  Day2:rereadthestory,thinkingabout‘first,thenandfinally’

•  Distribute3recipecards•  Titlethecards:first,then,finally•  Uponcomple/onofthewri/ng,threadthecardsintoastorynecklace

•  Sharewithapartner