1. Your Name Job Title Directorate NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au

2. NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au Reflection and Feedback Lesson study feedback utilising a structured discussion model at table groups Transference of learning into classroom practice – prioritised reflection sheet

3. NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au

4. NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au

5. NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au Future planning Determine teaching criteria -Reading: analysis of reading data and student reading records -Writing : common criteria from continuum Set goals for student success against syllabus criteria

6. NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au

7. NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au Stage 1 Oral Language and Aspects of Speaking Explicit, Systematic, Balanced and Integrated – focus on oral language, vocab building and aspects of speaking

8. NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au 60 Months Can use many descriptive words spontaneously-both adjectives and adverbs Knows common opposites: big-little, hard-soft, heave-light, etc Has number concepts of 4 or more Can count to ten Speech should be completely intelligible, in spite of articulation problems Should have all vowels and the consonants, m,p,b,h,w,k,g,t,d,n,ng,y (yellow) Should be able to repeat sentences as long as nine words Should be able to define common objects in terms of use (hat, shoe, chair) Should be able to follow three commands given without interruptions Should know his age Should have simple time concepts: morning, afternoon, night, day, later, after, while Tomorrow, yesterday, today Should be using fairly long sentences and should use some compound and some complex sentences Speech on the whole should be grammatically correct 6 Years In addition to the above consonants these should be mastered: f, v, sh, zh, th,1 He should have concepts of 7 Speech should be completely intelligible and socially useful Should be able to tell one a rather connected story about a picture, seeing relationships Between objects and happenings 7 Years Should have mastered the consonants s-z, r, voiceless th, ch, wh, and the soft g as in George Should handle opposite analogies easily: girl-boy, man-woman, flies-swims, blunt-sharp short-long, sweet-sour, etc Understands such terms as: alike, different, beginning, end, etc Should be able to tell time to quarter hour Should be able to do simple reading and to write or print many words 8 Years Can relate rather involved accounts of events, many of which occurred at some time in the past Complex and compound sentences should be used easily Should be few lapses in grammatical constrictions-tense, pronouns, plurals All speech sounds, including consonant blends should be established Should be reading with considerable ease and now writing simple compositions Social amenities should be present in his speech in appropriate situations Control of rate, pitch, and volume are generally well and appropriately established Can carry on conversation at rather adult level Follows fairly complex directions with little repetition Has well developed time and number concepts

9. NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au Oral language Development Teachers can help sustain natural language development by providing environments full of language development opportunities. Here are some general guidelines for teachers, parents, and other caregivers: Understand that every child's language or dialect is worthy of respect as a valid system for communication. It reflects the identities, values, and experiences of the child's family and community. Encourage interaction among children. Peer learning is an important part of language development, especially in mixed-age groups. Activities involving a wide range of materials should promote talk. There should be a balance between individual activities and those that nurture collaboration and discussion, such as dramatic play, block-building, book-sharing, or carpentry. Every area of the curriculum is enhanced through language, so that classrooms full of active learners are hardly ever silent.

10. NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au Language is different from speech. Language is made up of socially shared rules that include the following: What words mean (e.g., "star" can refer to a bright object in the night sky or a celebrity) How to make new words (e.g., friend, friendly, unfriendly) How to put words together (e.g., "Peg walked to the new store" rather than "Peg walk store new") What word combinations are best in what situations ("Would you mind moving your foot?" could quickly change to "Get off my foot, please!" if the first request did not produce results) Speech is the verbal means of communicating. Speech consists of the following: Articulation: How speech sounds are made (e.g., children must learn how to produce the "r" sound in order to say "rabbit" instead of "wabbit"). Voice: Use of the vocal folds and breathing to produce sound (e.g., the voice can be abused from overuse or misuse and can lead to hoarseness or loss of voice). Fluency: The rhythm of speech (e.g., hesitations or stuttering can affect fluency). When a person has trouble understanding others (receptive language), or sharing thoughts, ideas, and feelings completely (expressive language), then he or she has a language disorder. When a person is unable to produce speech sounds correctly or fluently, or has problems with his or her voice, then he or she has a speech disorder. Aspects Of Speaking

11. NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au By the end of first grade your child should be able to do the following: Listening Remember information Respond to instructions Follow 2-3 step directions in a sequence Speaking Be easily understood Answer more complex "yes/no" questions Tell and retell stories and events in a logical order Express ideas with a variety of complete sentences Use most parts of speech (grammar) correctly Ask and respond to "wh" questions (who, what, where, when, why) Stay on topic and take turns in conversation Give directions Start conversations

12. NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au By the end of second grade your child should be able to do the following: Listening Follow 3-4 oral directions in a sequence Understand direction words (e.g., location, space, and time words) Correctly answer questions about a grade-level story Speaking Be easily understood Answer more complex "yes/no" questions Ask and answer "wh" questions (e.g., who, what, where, when, why) Use increasingly complex sentence structures Clarify and explain words and ideas Give directions with 3-4 steps Use oral language to inform, to persuade, and to entertain Stay on topic, take turns, and use appropriate eye contact during conversation Open and close conversation appropriately

13. NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au Stage 2 Oral Language and Aspects of Speaking While teachers of both younger and older children work hard to provide their students with the best literacy experiences, oral language is often neglected in the classroom. Oral language is crucial to a child's literacy development, including listening, speaking, reading, and writing skills. While the culture of the child influences the patterns of language, the school environment can enable children to refine its use. As children enter school, they bring diverse levels of language acquisition to the learning process. Therefore, teachers face the challenge of meeting the individual needs of each language learner, as well as discerning which methods work most effectively in enhancing language development. The development of oral language, which ultimately affects all aspects of curriculum, has been relegated to a mere incidental byproduct of many classrooms, in order to allow time to drill children on test items. Additionally, as curriculum is pushed down into the primary grades, teachers feel the need to spend time on academic content, rather than allowing children opportunities to build language.

14. NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au Currently researchers in the area of early literacy (e.g., Dickinson & Moreton, 1991; Olson, 1977; Pellegrini & Galda, 1993; Snow, 1983) are taking a developmental stance in studies of young children learning to read and write as they first enter school. This stance entails defining early literacy in terms of a specific oral language register as well as describing the contexts in which this register is learned. This variety of language has been labeled "literate language" because it shares many design features with the language used by teachers in their teaching of literacy lessons and of the language used in early reading texts (DeStefano, 1984; Heath, 1983; Olson, 1977; Scollon & Scollon, 1981).

15. NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au Oral Language Activites that Develop Reading Readiness These activites can build children's vocabulary, increase their communication skills and prepare them to adapt what they know about oral language as they explore written language. What to do: Put pictures of animals or small toy animals into the center of the circle. The children cooperate in putting the "groups" of animals together -- fish with fish, lions with lions. The children provide or learn the group name for the various animal groups. For example, a school of fish, flock of birds, litter of puppies, etc. Depending on the age and abilities of the children, provide word cards to match each name for literacy development. More: Pick a group of animals and make the animal sounds. Learn the words for parents and offspring in each animal group. Incorporate more difficult group words. Questions to assess language development EXPRESSIVE LANGUAGE Can the children name the group independently? Can the children name the group with a prompt? RECEPTIVE LANGUAGE Can the children sort the animals into groups?

16. NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au Oral Language Strategies The most basic strategy is to let the children practise oral language. So, therefore, your classroom should be noisy! Story aprons to let children come to love stories and practice retellings Story props (like Clifford, Arthur, Franklin, Chicka Chicka Tree) for children Finger puppets for retellings, creating stories Computer software for stimulating language development Games and materials that encourage capital and lower case letter learning Add new verses to existing poems Discussions that focus on a variety of topics, including problem solving Activities that help children understand the world, in and out of the classroom Songs, chants, and poems that are fun to sing and say Concept development and vocabulary-building lessons Games and other activities that involve talking, listening, and following directions Activities that help children to understand that print represents spoken language Activities that highlight the meanings, uses, and production of print found in classroom signs, label, notes, posters, calendars, and directions. Activities in which children practice with predictable and patterned language stories. Practice activities that involve blending together the components of sounded-out words. "Word play" activities in which children change beginning, middle, or ending letters of related words, thus changing the words they decode and spell. Language games that teach children to identify rhyming words and to create rhymes on their own. Activities that help children understand that spoken sentences are made up of groups of separate words, that words are made up of syllables, and that words can be broken down into separate sounds. Alphabetic awareness activities in which children learn that printed words are made up of patterns of letters.

17. NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au Activities that surround children in words and make reading and writing purpose-filled. Activities that help children learn to preview selections, anticipate content, and make connections between what they will read and what they already know. Guidance in helping children compare characters, events, and themes of different stories. Activities that encourage discussion about what is being read and how ideas can be linked (e.g. to draw conclusions and make predictions). Activities that help children extend their reading experiences through the reading of more difficult texts with the teacher. Early support of letter knowledge and phonemic awareness. Instruction on letter-sound correspondences and spelling conventions. Opportunity and encouragement to use spelling-sound knowledge in reading and writing. Daily sessions for independent and supported reading with attention to both fluency and comprehension. Practice in decoding and identifying words that contain the letter-sound relationships children are learning to read and need for reading and writing. Lessons in sound-letter relationships that are organized systematically and that provide as much practice and review as is needed. As children exhibit behaviors indicative of emergent literacy, parents and teachers can seize the teachable moments, and provide developmentally appropriate materials and interactions to further literacy development. Alphabetic knowledge activities in which children learn the names of letters and learn to identify them rapidly and accurately. Activities that are related to the words that children are reading and writing.

18. NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au By the end of third grade your child should be able to do the following: Listening Listen attentively in group situations Understand grade-level material Speaking Speak clearly with an appropriate voice Ask and respond to questions Participate in conversations and group discussions Use subject-related vocabulary Stay on topic, use appropriate eye contact, and take turns in conversation Summarize a story accurately Explain what has been learned

19. NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au By the end of fourth grade your child should be able to do the following: Listening Listen to and understand information presented by others Form opinions based on evidence Listen for specific purposes Speaking Use words appropriately in conversation Use language effectively for a variety of purposes Understand some figurative language (e.g., "the forest stretched across…") Participate in group discussions Give accurate directions to others Summarize and restate ideas Organize information for clarity Use subject area information and vocabulary (e.g., social studies) for learning Make effective oral presentations

20. NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au

21. NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au