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Oral language Primary Delta BJF

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A focus on the importance of encouraging oral language with young children to enhance their thinking and their exploration of self and others. Also a focus on the language we use as teachers and how this influences a child's world. Strategies to use in the class.

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Oral language Primary Delta BJF

  1. 1. Oral Language in the Primary Grades K-3 Barbara Jarvis Founda/on Delta Oct 28, 2015 Faye Brownlie Slideshare.net/fayebrownlie/oral language
  2. 2. Learning Intentions •  I have a beEer idea of the power of talk – listening and speaking in the primary classroom. •  I have a plan to listen to my talk to ensure it supports each child becoming a more self- regulated, independent learner. •  I have a talk-fueled strategy to try in whole class or small group instruc/on.
  3. 3. BC Redesigned Curriculum •  K & Gr.1 – Listening & speaking builds our understanding and helps us learn. •  Gr. 2 & 3 – Listening & speaking helps us to explore, share and develop our ideas.
  4. 4. •  Reading and wri/ng are floa/ng on a sea of talk. •  James BriEon
  5. 5. Beliefs about oral language •  All voices must be heard. •  Talk should extend the child’s thinking. •  Talk before reading and wri/ng enables more sophis/cated reading and wri/ng. •  Repeated interrup/ng of vulnerable readers while they are reading does not support their development. •  My talk should support the child’s POSITIVE view of himself as a learner.
  6. 6. •  “…preschool children growing up in professional households heard about 1,500 more words per hour than children living in low-income environments, crea/ng a 32 million word gap between children in poverty and their more affluent peers before even star/ng school.” •  Study by BeEy Hart and Todd Risley •  “interrup/ng the Cycle of Word Poverty”-B.J. Overturf, in Reading Today, Nov/Dec 2014
  7. 7. Whole Class
  8. 8. Engaging in Literate Conversations
  9. 9. Big Thinking in Kindergarten Lauren Rutley, Houston •  Animals in Winter – Stephane Poulin •  Recorded a few big ideas •  Chose 3 words •  2 weeks: acted out these words and looked for their connec/on in stories •  Read Three Snow Bears – Jan BreE •  Kids decided this was about dormancy.
  10. 10. Sharing after science inquiry centres •  Grade 2/3 Michelle Hikida •  Group share: –  Most had worked with a partner, so shared with a partner –  “Anything you learned that you can share with us?” –  “What was the challenge in yours?”
  11. 11. The Life Cycle of a Salmon Jennifer Forbes & Cathy Van der Mark, Gr. 3, Smithers Learning Inten/on: -iden/fy powerful words to increase our vocabulary when describing the life cycle of a salmon 2 hours
  12. 12. •  Partner talk – review life cycle •  Introduce new vocabulary •  Predict from book cover •  Thinking page to collect words, 3 chunks 1) Sumi feels, sees and hears 2) Sumi’s environment 3) choose: either or 1 or 2 or Sumi’s changes
  13. 13. •  Aeer each chunk, students share their words with their partner, then teacher collects as a class •  Write, using powerful words to show how Sumi: – Feels, sees, hears – Changes physically – Her environment ••Circle your powerful words
  14. 14. •  haunches •  cedar •  secreted •  lingered •  mucous •  fragrance •  algae •  larvae
  15. 15. Story Workshop (thanks to the Opal School, Portland) •  K •  April Pikkarainen & Lauren MacLean •  Day 2 of the workshop
  16. 16. Small Group
  17. 17. Teaching Reading Strategies •  The costume at the door was scary. Sam could feel his heart ___________.
  18. 18. •  The costume at the door was scary. Sam could feel his heart r___________.
  19. 19. What strategies did you use? •  Thinking about meaning. •  Thinking about parts of speech. •  Thinking if the word would sound right. •  With the ‘r’ you now had visual informa/on to add in. •  Children who are struggling with reading, oeen have trouble using all sources of informa/on and tend to rely on just one…their easiest one!
  20. 20. Literacy Centres •  Repeated readings, alone and together •  Re-construc/ng text in pairs and small groups – “What strategies are you using to figure it out?”
  21. 21. Writing
  22. 22. Writing to Read – Gr 1/2 Catherine Feniak & Stacey Shaw, Lord Kitchener, Vancouver •  Narra/ve wri/ng •  Strengths: personal wri/ng •  Stretches: depth, meaning, structure •  No/ce the vocabulary and the risk-taking☺
  23. 23. Writing Necklaces First, Then, Finally •  Day 1: read the story •  Day 2: reread the story, thinking about ‘first, then and finally’ •  Distribute 3 recipe cards •  Title the cards: first, then, finally •  Upon comple/on of the wri/ng, thread the cards into a story necklace •  Share with a partner

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