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Oral Language, Spelling and the Daily Five

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Oral Language, Spelling and the Daily Five Harcourt Valley PS May, 2010 The language of poverty Ruby Payne Each individual brings with him the hidden rules of the ... – PowerPoint PPT presentation

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Title: Oral Language, Spelling and the Daily Five


1
Oral Language, Spelling and the Daily Five
  • Harcourt Valley PS
  • May, 2010

2
The language of poverty Ruby Payne
  • Each individual brings with him the hidden rules
    of the class in which he was raised.
  • Schools operate from middle-class norms and use
    the hidden rules of middle class.
  • For our students to be successful, we must
    understand their hidden rules and teach them the
    rules that will make them successful at school.
  • We can neither excuse nor scold students for not
    knowing we must teach them and provide support,
    insistence and expectations.

3
Poverty and language
  • 3 elements of language impact on schools
  • Registers of language
  • Discourse patterns
  • Story structure

4
Registers of language
Register Explanation
frozen Language that is always the same. eg. wedding vows
formal Sentence syntax and structure used in schools and workplaces. Complete sentences.
consultative Register used in conversation.
casual Language between friends. Not always complete sentences, limited vocabulary.
intimate Language between lovers.
Many students do not have access to formal
register at home prior to coming to school.
5
Discourse patterns
  • In formal register, the pattern of discourse is
    to get straight to the point.
  • In casual discourse, the pattern is to go round
    and round and finally get to the point.

Teachers may become frustrated with students who
have no access to formal register as they meander
endlessly through a topic....think of an example?
6
Story structure
  • In formal register, the story has a clear
    structure. It starts at the beginning, continues
    through in a logical or chronological sequence
    and has a clear ending. The most important part
    of the story is the plot.
  • In casual register, the story begins with the
    end, or the part with the most emotional
    intensity. The audience participate in the
    storytelling and it ends with a comment about the
    value of the character. The most important part
    of the story is the characterisation.

What are the implications of this for student
writing?
7
What matters for at risk students?
  • Daily allocation of time to engage in quality
    conversation with a competent adult.
  • Be sensitive to the receptive language capacity
    of the student and adjust your own language
    accordingly.
  • Time to think and mentally rehearse before
    responding.
  • A supportive environment with opportunities to
    think, talk, explore, question and respond.
  • Regular exposure to high quality texts which they
    can understand.

8
Receptive language precedes productive language.
Listening comprehension precedes reading
comprehension.
9
VELS outcomes
  • listen attentively
  • ask and answer questions
  • contribute to discussions
  • follow instructions
  • sequence ideas
  • use appropriate tone, volume, pace and vary them
    in different situations
  • rephrase
  • speak clearly
  • project voice
  • listen to others and respond
  • recall ideas
  • justify opinions
  • plan and present
  • sustain and support ideas

10
Assessment finding a starting point
  • Formal
  • Informal
  • Record of Oral Language or Oral Language
    Assessment
  • Speech pathologist assessment
  • Class Observation Profile
  • Individual Observation Profile
  • Observation Survey
  • Observations of student behaviour, performance,
    involvement or interaction in
  • class discussions
  • group tasks
  • individual conferences
  • informal play

11
Opportunities within the Daily Five
  • Individual conferences
  • Focussed teaching groups
  • Whole class interactions
  • turn and talk
  • reflection time
  • group discussion strategies and protocols

12
Implications for teaching
  • Grouping students for explicit teaching
  • Teacher behaviour and expectations
  • Teacher instructions and questioning
  • Text selection
  • Choice of teaching approach
  • Group / class discussion protocols
  • Individual goal setting
  • Monitoring student learning

13
What are you currently doing in work on writing
and work on words?
  • Individual and class word collectors
  • Word walls, alphabet strips, word lists,
    dictionaries
  • Spelling investigations
  • Teach spelling strategies
  • Writing challenges or goals

14
Ideas
  • Language Support Program teaching procedures and
    strategies
  • Small group teaching approach Oral Language
    (Mondo)
  • Explicit teaching of speaking and listening
    skills in small group situation
  • Mini lessons on writing and spelling strategies
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