Oral  Language  Interactions  All  Day  Long  PK-­‐12  

MPS  Multilingual  Department  &  Early  Childhood  Education  -­‐  LH  &  KK  6/15  1

Oral  Language  Oral Language: The American Speech-Language Hearing Association (ASHA) defines language as “ . . . A code made up of rules that include what words mean, how to make words, how to put them together, and what word combinations are best in what situations. Speech is the oral form of language.” www.asha.org/public/speech/development The generally used term for academic conversations in PK-3 is oral language.

Stages of Oral Language Development (Language Domain)

Receptive language, listening skills, expressive language, reading, and writing Stage 1 Infant A child at this stage smiles socially, imitates facial

expressions, coos, cries, babbles, plays with sounds, develops intonation, and repeats syllables.

Stage 2 18 months to two years

A child at this stage responds to specific songs, uses two-word sentences, depends on intonation and gesture, understands simple questions, and points and/or names objects in pictures.

Stage 3 Two to three years A child at this stage begins to use pronouns and prepositions, uses "no", remembers names of objects, and generalizes. There is a high interest in language and an increase in communication. There is a large jump in vocabulary growth and articulation.

Stage 4 Three to four years A child at this stage communicates needs, asks questions, begins to enjoy humor, has much better articulation, begins true conversation, responds to directional commands, knows parts of songs, can retell a story, speaks in three and four word sentences, is acquiring the rules of grammar and learns sophisticated words heard in adult conversation.

Stage 5 Four to five years A child at this stage has a tremendous vocabulary, uses irregular noun and verb forms, talks with adults on adult level in four to eight words sentences, giggles over nonsense words, engages in imaginative play using complex oral scripts, tell longer stories, recounts in sequence the day's events and uses silly and profane language to experiment and shock the listener.

Source: MacDonal, S. (1997) The Portfolio and Its Use: A Road Map for Assessment. Southern Early Childhood Association. http://www.darke.k12.oh.us/~april_wulbe/FOV2-0010D267/Stages%20of%20Oral%20Language.pdf?Plugin=Cosmo

Familiar Language Versus Elaborated Language Familiar Language Elaborated Language Informal register (family and friends) Short utterances Simple structure General & concrete Highly predictable topics Assumes common background knowledge

Formal Register (academic contexts) Complex utterances

Requires detail and explanations Explicit and abstract

Diverse topics Background unique to the speaker

Adapted from Neuman & Dickinson, 2011, p. 6

Oral  Language  Interactions  All  Day  Long  PK-­‐12  

MPS  Multilingual  Department  &  Early  Childhood  Education  -­‐  LH  &  KK  6/15  2

Oral Language/Academic Conversation Shadowing Observation (Soto, 2012; Harper 2014; Knight 2015)

Experiencing classroom instruction from a student’s perspective.

Purpose • Capture the amount of student speaking, listening and activity during class time

• Reflect how instructional practices provide or do not provide speaking opportunities for students

Process • Select one student of color (English Learner or non-English Learner) • Follow the student for one hour of their day • Record speaking and listening activity in precise, three-minute intervals • Record anecdotal notes that will assist in understanding student

experience Procedure 1. Identify student

2. Find seating that allows for a full view of the student’s face

3. Column 1: Record the exact time (hour:minute)

4. Column 2: Record student location and what the student is doing first and most at the top of the three-minute interval

5. Column 3: Check one box to indicate who is doing the academic speaking (student or teacher) at the top of the three-minute interval

Note: Social talk (friendly conversation) and behavior management direction are not recorded as “academic speaking” – but can be noted in the “comments” section

6. Column 4: Check one box, if applicable, to indicate the kind of listening the student is engaged in at top of the three-minute interval (including not listening)

7. Column 5: Check one box, if applicable, to indicate activity that is creating instructional silence (reading silently or writing silently) OR off-task behavior

8. Column 6: Record comments/explanations – especially noting when social conversation or behavioral directives replace academic speaking

9. At the top of the next three-minute interval, complete Columns 1-6; Repeat until the end of the collection period (60 mins)

10. Collect, staple observation forms, and seal in envelope and return to Lynn Harper, Multilingual Department/Davis Center.

What Shadowing is NOT

• Running record or lesson study - only actions occurring at the three minute mark are recorded

• Spotlighting – neither the student nor the teacher should be aware of which student is being observed

• Showcase of “boutique lessons”– shadowing records the regular, daily rhythms of instruction

• Evaluative – shadowing is focused on the actions of the learner within the implemented, not on the teacher

• Interactive – observers do not interact with students during the observation

Oral  Language  Interactions  All  Day  Long  PK-­‐12  

MPS  Multilingual  Department  &  Early  Childhood  Education  -­‐  LH  &  KK  6/15  3

Oral  Language/Academic  Conversation  Shadowing  Observation  Data                                                page  ___  of  ___                                                                                                                        School  ____________________________    Subject  ______________________________________    Date  ______________        Teacher____________________________Student______________________________  Observer______________________  Learning  Target________________________________________________________________________________________  Time   Classroom  Activity   Academic  Speaking    

(check  one)  Academic  Listening  (check  one)    

Student  Actions  

    Student  speaking:  ¨ to  student  ¨ to  teacher  ¨ to  small  group  ¨ to  whole  class  

Teacher  speaking:  ¨ to  student  ¨ to  small  group  ¨ to  whole  class  

Student  listening  mostly:    ¨ to  student  ¨ to  teacher  ¨ to  small  group  ¨ to  whole  class  ¨ NOT  listening  

Student  is:    

¨ Reading  silently  ¨ Writing  silently  ¨ Off-­‐task  ¨ Other  ________________________  

Qualitative  Observations  (between  3  minute  intervals)             Student  speaking:  

¨ to  student  ¨ to  teacher  ¨ to  small  group  ¨ to  whole  class  

Teacher  speaking:  ¨ to  student  ¨ to  small  group  ¨ to  whole  class  

Student  listening  mostly:    ¨ to  student  ¨ to  teacher  ¨ to  small  group  ¨ to  whole  class  ¨ NOT  listening  

Student  is:    

¨ Reading  silently  ¨ Writing  silently  ¨ Off-­‐task  ¨ Other  ________________________  

Qualitative  Observations  (between  3  minute  intervals)        

    Student  speaking:  ¨ to  student  ¨ to  teacher  ¨ to  small  group  ¨ to  whole  class  

Teacher  speaking:  ¨ to  student  ¨ to  small  group  ¨ to  whole  class  

Student  listening  mostly:    ¨ to  student  ¨ to  teacher  ¨ to  small  group  ¨ to  whole  class  ¨ NOT  listening  

Student  is:    

¨ Reading  silently  ¨ Writing  silently  ¨ Off-­‐task  ¨ Other  ________________________  

Qualitative  Observations  (between  3  minute  intervals)        

    Student  speaking:  ¨ to  student  ¨ to  teacher  ¨ to  small  group  ¨ to  whole  class  

Teacher  speaking:  ¨ to  student  ¨ to  small  group  ¨ to  whole  class  

Student  listening  mostly:    ¨ to  student  ¨ to  teacher  ¨ to  small  group  ¨ to  whole  class  ¨ NOT  listening  

Student  is:    

¨ Reading  silently  ¨ Writing  silently  ¨ Off-­‐task  ¨ Other  ________________________  

Qualitative  Observations  (between  3  minute  intervals)        

Oral  Language  Interactions  All  Day  Long  PK-­‐12  

MPS  Multilingual  Department  &  Early  Childhood  Education  -­‐  LH  &  KK  6/15  4

Student______________________________                                                              page  ___  of  ___                                                                                                                        

Time   Classroom  Activity   Academic  Speaking    (check  one)  

Academic  Listening  (check  one)    

Student  Actions  

    Student  speaking:  ¨ to  student  ¨ to  teacher  ¨ to  small  group  ¨ to  whole  class  

Teacher  speaking:  ¨ to  student  ¨ to  small  group  ¨ to  whole  class  

Student  listening  mostly:    ¨ to  student  ¨ to  teacher  ¨ to  small  group  ¨ to  whole  class  ¨ NOT  listening  

Student  is:    

¨ Reading  silently  ¨ Writing  silently  ¨ Off-­‐task  ¨ Other  ________________________  

Qualitative  Observations  (between  3  minute  intervals)             Student  speaking:  

¨ to  student  ¨ to  teacher  ¨ to  small  group  ¨ to  whole  class  

Teacher  speaking:  ¨ to  student  ¨ to  small  group  ¨ to  whole  class  

Student  listening  mostly:    ¨ to  student  ¨ to  teacher  ¨ to  small  group  ¨ to  whole  class  ¨ NOT  listening  

Student  is:    

¨ Reading  silently  ¨ Writing  silently  ¨ Off-­‐task  ¨ Other  ________________________  

Qualitative  Observations  (between  3  minute  intervals)        

    Student  speaking:  ¨ to  student  ¨ to  teacher  ¨ to  small  group  ¨ to  whole  class  

Teacher  speaking:  ¨ to  student  ¨ to  small  group  ¨ to  whole  class  

Student  listening  mostly:    ¨ to  student  ¨ to  teacher  ¨ to  small  group  ¨ to  whole  class  ¨ NOT  listening  

Student  is:    

¨ Reading  silently  ¨ Writing  silently  ¨ Off-­‐task  ¨ Other  ________________________  

Qualitative  Observations  (between  3  minute  intervals)        

    Student  speaking:  ¨ to  student  ¨ to  teacher  ¨ to  small  group  ¨ to  whole  class  

Teacher  speaking:  ¨ to  student  ¨ to  small  group  ¨ to  whole  class  

Student  listening  mostly:    ¨ to  student  ¨ to  teacher  ¨ to  small  group  ¨ to  whole  class  ¨ NOT  listening  

Student  is:    

¨ Reading  silently  ¨ Writing  silently  ¨ Off-­‐task  ¨ Other  ________________________  

Qualitative  Observations  (between  3  minute  intervals)        

Oral  Language  Interactions  All  Day  Long  PK-­‐12  

MPS  Multilingual  Department  &  Early  Childhood  Education  -­‐  LH  &  KK  6/15  5

Oral Language Interaction Design Expectations Explicit Goals for Participation include posting clear learning targets, response frames, and target vocabulary.

Oral Language Norms: This is the most important baseline tool for your toolbox of strategies for supporting oral language and/or academic conversation development. What are the interaction norms of your classroom? Could any student tell you what they are? The most important take away is NOT what the norms are...but that there are norms! Ideally, these would be norms across the building.

Preparation Include model response frames, individual preparation and reflection, and assigned partner rehearsal Structured verbal response with gradual release of responsibility • Whole class (chorally repeat word/phrase) • Partner to brainstorm and discuss • Partner to share responses using frame • Partner to read text passages • Individually respond (preselected) • Individually respond (all partner As) • Individually respond (random)

Active Participation Articulate student roles and responsibilities and practice-engaged teacher monitoring Structuring inclusive participation • Preselect 1-2 students to initiate class discussion • Discourage individual hand-raising until voluntary responses are invited • Encourage partner nominations • Invite all partner As or Bs to stand and report • Select 1-2 students using name cards • Allow a reporter to “popcorn” the next reporter • Ask for volunteers from sections of the classroom

Academic Discussion Use responses and sentence frames that emphasize academic English

… for clarification and elaboration Create clear norms and expectations for group discussions and reporting out • Use your public voice: 2x slower, 3x louder than conversation voice. • Use the sentence frame to report your idea. • Look and listen attentively to the reporter • Record two classmates’ names and ideas • Listen for similarities and comparisons. • Use sentence frames to structure discussion

Oral  Language  Interactions  All  Day  Long  PK-­‐12  

MPS  Multilingual  Department  &  Early  Childhood  Education  -­‐  LH  &  KK  6/15  6

Evidence of Process and Product Success

Intentional Interaction: Research-Based Model for Content and Language Learning Nicole Marie Sanchez & Lynn Darene Harper (2012) Oral Language Interaction Scaffolds “Strive for 5” What constitutes a conversation? Conversation involves talk about a topic, and involves taking turns between speakers. When people listen and respond, a conversation begins. Conversations with young children ideally involve 5 or more exchanges, which means both adults and children have at least 2 talking turns. Children in (primary grades) can be expected to engage in conversations that involve 6 to 8 exchanges, hence a child has 3 or 4 speaking turns. Use language that promotes conversation How educators talk with children is important! Research has indicated that conversation can happen more easily if adults use comments rather than direct questions, particularly ones that require a ‘yes’ or ‘no’ answer, or questions that may be answered with single words (Dickinson & Tabors, 2001). Comments place less pressure on children to talk, and are more invitational, particularly for children who are reluctant to talk. Making comments about what the child is doing; about what you are doing; providing explanations about what is happening all help to create a conversational atmosphere. In addition to this, when adults use interesting or ‘rare’ words in their conversations, it provides an opportunity for children to learn new words and expand their vocabulary. Extending conversations can occur through using open ended questions e.g. “Can you tell me more about this?” and questions that require children to think e.g. “How do you think that happened?” as they invite talk. Wait Time Giving children time to respond in conversations is important. Often children need time to process your comment or question and then form a response. This is important for reluctant talkers and children with language differences and difficulties, who may need the extra processing time. Crevola (2012), recommends using wait time of between 3‐7 seconds in the classroom, to improve the number, length and quality of child responses. Instructional Strategies for Developing Oral Language Sue McCandlish (2012)

Evidence of Process Success Evidence of Product Success • All students are speaking and listening • Fewer partner/group disputes and more

cooperation • Students internalize group roles • Groups demonstrate autonomy and

independence (versus teacher dependence)

• Peers reinforce norms and expectations with each other

• Task completion increases due to clear and explicit learning targets

• Task achievement increases due to language targets and scaffolds

• Formative assessments more clearly demonstrate growth or need

• Increased achievement on summative assessments

• Increased achievement on standardized assessments

Oral  Language  Interactions  All  Day  Long  PK-­‐12  

MPS  Multilingual  Department  &  Early  Childhood  Education  -­‐  LH  &  KK  6/15  7

10:2 10/2 lecture is a way to provide students with a lot of facts in short, digestible bites. The teacher lectures for up to 10 minutes and then provides questions for students to discuss together in pairs for 2 minutes. 1. Teacher explicitly articulates the purpose of the lesson. 2. Teacher’s lecture is intentionally chunked (e.g., about 10 minutes). 3. Teacher uses strategies that promote comprehensible input (gestures, appropriate pacing, sketches, and/or realia or real life objects). 4. Students actively participate when the teacher is lecturing (e.g., repeat words/phrases, use gestures with the teacher). 5. Teacher provides specific prompts for students to discuss in pairs or small groups and does so throughout the lesson. 6. Teacher monitors the discussion time. 7. Students actively participate in discussion during the discussion time. Guided Language Acquisition Design (Project GLAD) http://projectgladstudy.educationnorthwest.org/sites/default/files/Observation%20Protocol.pdf

Think Pair Share Think-pair-share (TPS) is a collaborative learning strategy in which students work together to solve a problem or answer a question. This technique requires students to (1) share ideas with classmates in order to (2) think and process information about a topic or answer a question. Discussing an answer or topic with a partner serves to maximize participation, focus attention and engage students in comprehension. • It helps students to form their own ideas about a topic or question. • It teaches students to share ideas with classmates, negotiate meaning and builds oral

communication skills. • It helps focus and engage students in comprehension and building vocabulary. Adapted from http://www.readingrockets.org/strategies/think-pair-share Creating Comprehensible Input with Scaffolding

Scaffolds for Content Scaffolds for Listening Scaffolds for Speaking/Writing

• Concept/Vocabulary Pictures

• Multimedia (e.g., videos, digital presentations/simulations

• Content-specific texts at instructional level with high visual support

• Preview learning targets and key vocabulary

• Repeated exposures to concepts and words

• First language translation of vocabulary with attention to cognates

• Body language (e.g., pointing to where students should focus)

• Posted directions (e.g., students can refer back to written directions they heard from the teacher)

• Concise directions (e.g., bullet points)

• Audiotape texts to provide repeated exposure

• Peer interaction to decrease threat level of classroom interactions

• First language paraphrasing from peers/adults

• High quality product models

• Sentence frames with a word bank of key words

• Graphic organizers to help transfer of content learning to speaking or writing

• Modeling of strategies through think-alouds

• Rubrics that display precise expectations for speaking/writing tasks

• Peer rehearsal and formative feedback opportunities (e.g., elbow buddies, peer-editing)

Intentional Interaction: Research-Based Model for Content and Language Learning Nicole Marie Sanchez & Lynn Darene Harper (2012)

Oral  Language  Interactions  All  Day  Long  PK-­‐12  

MPS  Multilingual  Department  &  Early  Childhood  Education  -­‐  LH  &  KK  6/15  8

Glossary:

Receptive  Language  The ability to understand and make meaning when others speak

Expressive  Language    The ability to use words to convey meaning

Register    There is not a “correct English” and an “incorrect English.” All language is rule-governed. There are implicit rules that native speakers of any language/dialect use to fit their words appropriately to the audience and situation.

Social  Talk  Is the use of familiar words, slang, take lots of turns in conversation and explain a lot less about something if the person you’re talking to already knows who or what you’re talking about - excerpt from Anne van Kleeck’s book, Sharing Books and Stories to Promote Language and Literacy

Academic  Language  Refers to the oral, written, auditory, and visual language proficiency required to learn effectively in schools and academic programs—i.e., it’s the language used in classroom lessons, books, tests, and assignments, and it’s the language that students are expected to learn and achieve fluency in. Frequently contrasted with “conversational” or “social” language, academic language includes a variety of formal-language skills—such as vocabulary, grammar, punctuation, syntax, discipline-specific terminology, or rhetorical conventions—that allow students to acquire knowledge and academic skills while also successfully navigating school policies, assignments, expectations, and cultural norms. Even though students may be highly intelligent and capable, for example, they may still struggle in a school setting if they have not yet mastered certain terms and concepts, or learned how to express themselves and their ideas in expected ways. http://edglossary.org/academic-language/

Structured  Interactions  Teacher has pre-determined important questions that will be asked during a lesson and has calibrated them to Depth of Knowledge (DOK). Teacher can articulate age appropriate academic answers and/or responses. What happens when interaction is not structured? • Strong students do all the talking and work, weak students languish • Unclear expectations for “success” (“What do you want me to say? What do you want to hear?”) • Without structure and expectations, students may get off task

Academic Conversations (grades 4-12) are often viewed as more structured than oral language (grades PK-3). In reality, for the purposes of a lesson/literacy development/concept attainment, oral language should be structured and intentional at all grade levels.

Studen Interact for Language enc E ls

Tip: Post clear learning targets, response frame, and target vocabulary

Learning target: I can… • draw and interpret maps of a familiar

place. • differentiate between potential and kinetic

energy. Language target: I can… • describe where things are using location

words. • compare and contrast potential and kinetic

energy using a T-chart and phrases for comparing and contrasting.

Prepared arTip: Include model response frames, individual preparation and reflection, and assigned partner rehearsal

Struc ured verb res nse • Whole class (chorally repeat word/phrase) • Partner to brainstorm and discuss • Partner to share responses using frame • Partner to read text passages • Individually respond (preselected) • Individually respond (all partner As) • Individually respond (random)

A ar n Tip: Articulate student roles and responsibilities and practice engaged teacher monitoring

Struc uring inclus pa • Preselect 1-2 students to initiate class

discussion • Discourage individual hand-raising until

voluntary responses are invited • Encourage partner nominations • Invite all partner As or Bs to stand and

report • Select 1-2 students using name cards • Allow a reporter to “popcorn” the next

reporter • Ask for volunteers from sections of the

classroom

!

Academic Langu gentribu e Res nse

Tip: Use responses and sentence frames that emphasize academic English…

… for clarif Everyday English

What? What do you mean? I don’t get it.

Academic English

Will you please repeat that? Could you restate your idea more slowly? Can you explain to me what you mean by…? I don’t quite understand. Do you mean…?

… for e ra

My idea is… My answer is..

My reason… My prediction… My example… My point of view… My perspective… My experience… My solution…

Academic Discuss Tip: Create clear norms and expectations for group discussions and reporting out

• Use your public voice: 2x slower, 3x louder

than conversation voice. • Use the sentence frame to report your

idea. • Look and listen attentively to the reporter • Record two classmates’ names and ideas • Listen for similarities and comparisons. • Use sentence frames to structure

discussion

A strong I think and example I heard my evidence is was _. .

Academic anguage each • g dea w l d t t t co t

(d mo ssil l) • Hig - academic w t t

(i sti i b cti ) • Hig - d scip n r w

t t ( t p li ci ) • ys us w wit w d mic i g

(w p dict) • Academic d sc urse w ds st d t d t tal

t t t t (claim)

! ! ! ! ! !!

What resonates with you?

What do you have more wonderings about?  

  What resonates with you?

What do you have more wonderings about?  

What resonates with you?

What do you have more wonderings about?  

  What resonates with you?

What do you have more wonderings about?  

What resonates with you?

What do you have more wonderings about?  

  What resonates with you?

What do you have more wonderings about?

Structuring  the  Process:  Paired  Interactions  

 

1. Find a partner with a different color card. 2. The person with the blue card reads the first question to the person with the yellow card. 3. Person with the yellow card – responds to question. 4. Person with blue card paraphrases: “I heard you say….” 5. Repeat the process.

  Structuring  the  Process:  Paired  Interactions  

 

1. Find a partner with a different color card. 2. The person with the blue card reads the first question to the person with the yellow card. 3. Person with the yellow card – responds to question. 4. Person with blue card paraphrases: “I heard you say….” 5. Repeat the process.

Structuring  the  Process:  Paired  Interactions  

 

1. Find a partner with a different color card. 2. The person with the blue card reads the first question to the person with the yellow card. 3. Person with the yellow card – responds to question. 4. Person with blue card paraphrases: “I heard you say….” 5. Repeat the process.

  Structuring  the  Process:  Paired  Interactions  

 

1. Find a partner with a different color card. 2. The person with the blue card reads the first question to the person with the yellow card. 3. Person with the yellow card – responds to question. 4. Person with blue card paraphrases: “I heard you say….” 5. Repeat the process.

Structuring  the  Process:  Paired  Interactions  

 

1. Find a partner with a different color card. 2. The person with the blue card reads the first question to the person with the yellow card. 3. Person with the yellow card – responds to question. 4. Person with blue card paraphrases: “I heard you say….” 5. Repeat the process.

  Structuring  the  Process:  Paired  Interactions  

 

1. Find a partner with a different color card. 2. The person with the blue card reads the first question to the person with the yellow card. 3. Person with the yellow card – responds to question. 4. Person with blue card paraphrases: “I heard you say….” 5. Repeat the process.