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Five Components of Effective Oral Language Instruction

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Five Components of Effective Oral Language Instruction

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5. Teach and Extend Vocabulary and Conceptual Language

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5. Teach and Extend Vocabulary and Conceptual Language

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4. Create a Language Learning Environment

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4. Create a Language Learning Environment

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Depending KPA. Examples:

Table display objects

Creative area (toys )

special place books

CD player or a modern alternative

display poems and songs

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A teacher’s response can either encourage or discourage future participation in discussions, some strategies include:

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A teacher’s response can either encourage or discourage future participation in discussions, some strategies include:

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Attentive Body Language

Expanding Children's Responses

Asking Clarifying Questions

Reflective Listening Techniques

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To hear is to understand but to retain the information is to have the ability to recall the information in multiple different ways.

This includes: Repetition, visual cues, mnemonics, songs, re-telling stories and much more.

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7 functions of language

1. instrumental

2. regulatory

3. interactional

4. personal

5. heuristic

6. imaginary

7. Representational

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examples:

have a go

be sensitive to cultural differences and disabilities.

emphasise enjoyment

Motivate students to interact with one another and communicate

Involve day to day social aspects of students in the KPA / discussion

Involve students in the physical aspect of classroom participation

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Developing Listening and speaking skills

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Developing Listening and speaking skills

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Asking open ended questions helps teachers assess children’s comprehension but also helps them learn more vocabulary words

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1. By manipulating language, students are able to create connections between different words, themes and ideas. Teachers should provide chances for new vocabulary to be utilised and challenge students to consider other appropriate ways to express ideas. This may also be achieved through the manipulation of current vocabulary (suffixes, prefixes, etc.), considering similarities and differences in language (synonyms, antonyms, etc.), or fostering an awareness of the multiple meanings that words may have.

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7 different text types

1. Oral reports

2. story telling and anecdotes

3. partner and small group work

4. giving instructions and procedures

5. conversation

6. questioning and interviews

7. arguments and informal debates

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Ensure a variety of communication styles are valued accepted, and accommodated

Ensure that there are allocated time periods for class and/or group discussion

Facilitate discussion and thought by asking thought provoking questions

Invite guest speakers into the classroom so that students have the opportunity to ask specialised questions

Model good listening and communication between teachers and students, and between professionals

Provide the option for oral/spoken presentations and assessment tasks

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2. Teachers should design activities that introduce new vocabulary and expand upon existing vocabulary once an understanding of the learning concept has been achieved. By ensuring that there is an adequate level of understanding about the concept before introducing new vocabulary or jargon, teachers can ensure that students' knowledge correctly corresponds with vocabulary.

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Conversations can occur between teachers and students to provide knowledge, detail and further understanding of topics.

Promoting conversations in lessons involves many functions of language including; heuristic (seeking/testing knowledge), Interactional, Imaginative and representational (communication, informing).

Conversations encourage students to listen and build on ideas together and go beyond responding and evalutating. Conversation stations is a helpful activity to promote conversations.

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Having effective listening skills means being able to display interest in the topic discussed and understand the information provided. In today's society, the ability to communicate effectively is becoming increasingly important.

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Questions that ask children to reflect on a topic or to formulate opinions and explain them not only show children that you value their ideas but also encourage them to think about their own feelings and ideas.

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In order to teach listening skills teachers need to:

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In order to teach listening skills teachers need to:

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Show the children footage of what good listening looks like

Provide spaces in the classroom that encourage conversation and attentive listening

Create organic learning charts to capture what good listening is

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'Speaking and Listening refers to the various formal and informal ways oral language is used to convey and receive meaning. It involves the development and demonstration of knowledge about the appropriate oral language for particular audiences and occasions,

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This gives students experience in selecting and organising information that will suit specific purposes, situations and audiences.

Oral reports can be planned and unplanned.

based on a shared focus of interest OR particular topics being studied at that particular point in time.

Language Function:

Representational - communicating information, descriptions, expressing propositions

Personal: expressing individuality and personal feelings

Activites for developing Oral Reports: (there are any more activites to expand on this)

Example 1 - TV/ radio reports: segments of these medial platforms are used forms of reports to create awareness amongst pupils (5W headings who, when, where, what, why).

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Story telling, recalling events and relating personal anecdotes have been vital for societies and cultures to share and pass on traditions.

Importance :

allows students to connect what is happening in the classroom with the real world

they provide a way of understanding, organising and communicating experiences

Functions:

Imaginative

creating new worlds, making up stories and poems

narratives, recounts, reports

use: language to entertain and inform, language to express experiences and emotions, descriptive vocabulary, use of intensifiers

Activities to use for story telling and anecdotes:

model good story telling

creating character profiles

story sacks

circle stories

varied stories

drama

sound stories tells a story using sound effects. For example the event being that the three little pigs running around and the sound will be vocal squeaks, bells played quickly

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Use:

-synonyms

-antonyms

-classifications

-prefixes

-suffixes

Create scenarios

Involve students through activities and games where new words are introduced

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Teachers should provide chances for new vocabulary to be utilised and challenge students to consider other appropriate ways to express ideas. Initially teaching through concepts continuing through to vocab based on subject.

When teaching vocab we should plan for;

emphasis on individual words

Word learning strategies

Fostering an awareness and love of words and language

Providing varied experiences for using words

Ways in which this can be achieved;

Development of assertive language from “i don't think” to more formal assertions such as i strongly for in my opinion.

Honing vocabulary based on KLA’s transitioning from junior to high school curriculum

Basics when and learning word by word further stringing sentences

Text innovation adapting basic vocab/ language into more formal language eg. nursery rhymes see pg 34

PWIM pictures (picture word inductive model) engaging way of developing vocab assists in visual identification through vocab ques.

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Partner and small group work

Importance

Provides an authentic learning context in which students can develop both speaking and listening skills. Pupils are actively involved in the construction of their own knowledge which often leads to greater understanding and internalisation of material. Students use language to interact and plan, to negotiate roles, develop or maintain a play or group activity, monitor and reflect on the task

Language function

Interactional - establishing relative status.

Instrumental - Expressing needs/getting things done.

Strategies for partner and small group work.

Rules are best established as a class for effective group work.

Rules such as:

1. We don’t all talk at the same time.

2. We listen to one another.

3. We give everybody a chance to say something.

4. We help each other out.

5. We share ideas.

6. We take people’s ideas seriously.

7. We don’t make anyone feel silly.

8. We allow others to join in

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Designed to persuade an audience to accept a particular point of view. Students will be required to research topics to provide relevant information to support their point of view.

Language Structures/features:

Organising info

Persuasive tone of voice and body language

Use of technical data

Use of neutral language to present and argument

Skills and Understanding:

Expressing and justifying opinions

POV

Contrasting POV

How to address argument impersonally (disagreeing with statement, not the person)

Examples within the classroom to develop arguments and formal debates

Brainstorming

Four corners (agree, strongly agree, disagree, strongly disagree)

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In order to teach effective speaking skills teachers need to:

Carry out activities where the whole class read aloud

Provide opportunities for students to engage in conversational style speaking, e.g. providing scenario cards

Give students tasks that involve observing and recording effective speaking

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When one individual tells another what to do. In a school setting, this refers to the teacher giving oral instructions to students. Activities include; How to play a game, how to carry out a science experiment. Language functionality includes Communicating Information, descriptions, and expressing propositions.Instructions help improve student’s with oral and listening skills.