1. Teaching For Oracy

2. Timeline Ice Breaker On the average what percent of kids read a lot? On the average what percent of kids read a lot? Typically 33% Typically 33% From ages 8-10 what is the average time spent reading at home? From ages 8-10 what is the average time spent reading at home? 4 minutes 4 minutes What is read more than anything else? What is read more than anything else? TV Guide on the TV TV Guide on the TV What does reading “away from homework” look like? What does reading “away from homework” look like? Family Time Family Time

3. Content Objectives Content Objectives - We will be able to identify ways Oracy is integrated throughout our day. - 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 be able to define recitation script and enabling talk. - We will determine strategies that lead to greater student engagement through conversation (sentence structures). - We will determine strategies that lead to greater student engagement through conversation (sentence structures). Language Objectives Language Objectives - Teachers will review and discuss further ways to enhance Oracy with students. - Teachers will review and discuss further ways to enhance Oracy with students. - Teachers will discuss the differences between recitation script and - Teachers will discuss the differences between recitation script and enabling talk. enabling talk. - Teachers will create, on sentence strips, sentence stems that can be posted/used in the classroom. - Teachers will create, on sentence strips, sentence stems that can be posted/used in the classroom.

4. What is Oracy? Powerful language/literacy interactions, (between and among students) Powerful language/literacy interactions, (between and among students) Meaningful conversations aimed at student’s language and literacy development. Meaningful conversations aimed at student’s language and literacy development. Oral language skills that support comprehension, reflection on language, and thinking with an academic focus. Oral language skills that support comprehension, reflection on language, and thinking with an academic focus.

5. Some students need explicit teaching for Oracy They may be inexperienced or hesitant conversationalists They may be inexperienced or hesitant conversationalists They may be unaccustomed to speaking in academic registers They may be unaccustomed to speaking in academic registers They may be two-language children whose control over English needs strengthening They may be two-language children whose control over English needs strengthening

6. How do SIOP components support Oracy? Lesson Preparation: Lesson Preparation: CO/LO clearly defined, displayed and reviewed with students. Building Background: Building Background: Concepts linked to students’ background experience; Links explicitly made between past learning and new concepts; Key vocabulary emphasized;

7. How do SIOP components support Oracy? Comprehensible Input: 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). 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).

8. How does SIOP components support Oracy? Interaction: 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. 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.

9. Descriptors of the Recitation Script Recitation Script dramatically reduces learning opportunities Recitation Script dramatically reduces learning opportunities The talk is dominated by the teachers The talk is dominated by the teachers Students are in passive roles; One student engaged Students are in passive roles; One student engaged Teachers ask many questions which can be answered with a word or short phrase Teachers ask many questions which can be answered with a word or short phrase Questioning to help students elaborate is infrequent Questioning to help students elaborate is infrequent Rote learning is often emphasized Rote learning is often emphasized

10. Example of Recitation Script

11. Enabling Talk Definition: Genuine discussions and talk in which students are encouraged: Definition: Genuine discussions and talk in which students are encouraged: To express themselves more fully To express themselves more fully To elaborate their thinking To elaborate their thinking To interact with others To interact with others

12. Example of Enabling Talk

13. Cummins found (2000)… In over 50% of classroom interactions, students either say nothing or supply 1- word answers. In over 50% of classroom interactions, students either say nothing or supply 1- word answers.

14. Strategies to Foster Enabling Talk Building Background (SIOP) Building Background (SIOP) Comprehensible Input (SIOP) Comprehensible Input (SIOP) Interaction (SIOP) Interaction (SIOP) Explicitly teach strategies within the gradual release model; OLM (Optimum Learning Model) Explicitly teach strategies within the gradual release model; OLM (Optimum Learning Model) Use language stems/ sentence frames (structures) Use language stems/ sentence frames (structures) Utilize cooperative learning structures (Kagan) Provide opportunities for students to talk: shoulder partners, talking chips, corner partners etc. 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 Expect students to talk in complete sentences

15. Scaffolded Instruction I Do We Do You Do

17. Outcomes for our work today: Content Objectives Content Objectives -We will be able to identify ways Oracy is integrated throughout our day. -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 be able to define recitation script and enabling talk. - We will determine strategies that lead to greater student engagement through conversation (sentence structures). - We will determine strategies that lead to greater student engagement through conversation (sentence structures). Language Objectives Language Objectives - Teachers will review and discuss further ways to enhance Oracy with students. - 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 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. - Teachers will create, on sentence strips, sentence stems that can be posted/used in the classroom.

18. Create Language Structures Language Structures- Language Structures- Use sentence strip and create sentence stems that can be posted/used in your classroom. Use sentence strip and create sentence stems that can be posted/used in your classroom. Use samples provided or create your own. Use samples provided or create your own.

19. Marie Clay If the child’s 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 children’s language development, create opportunities for them to talk, and then talk with them (not at them). (Becoming Literate, p. 69)