The driving principle of this session that oral language development is so critical to concept attainment that essentially the person in the classroom that does the most speaking, does the most learning. Intentional design for oral language interactions all day long, creates the space for multiple voices, perspectives and more learning.

1. 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

2. 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

3. 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)

4. 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)

5. 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

6. 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

7. 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)

8. 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.

11. Weinstein, A. (2009, January 23). Social Talk versus School Talk: Are
Some Kids at a Disadvantage? Retrieved November 6, 2015, from http://
www.education.com/magazine/article/social-talk-school-talk-kids/

14. 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 ar
Tip: 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 ge
ntribu 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)
! ! ! ! ! !
!

15. 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?

16. 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.