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School Aims

School Aims. To improve literacy outcomes in students with an emphasis on oral language. Gallery walk. What does it mean to be powerfully literate in contemporary society? What is powerfully literate? What is contemporary society?. Powerfully literate.

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School Aims

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  1. School Aims To improve literacy outcomes in students with an emphasis on oral language.

  2. Gallery walk What does it mean to be powerfully literate in contemporary society? What is powerfully literate? What is contemporary society?

  3. Powerfully literate Does literacy refer to understanding the world/community we live in? Are there different types of literacy's? Social literacy? Gestural literacy? Oral literacy? Print literacy?

  4. Oral language is the foundation on which all literacies are built on.

  5. Where to now? • What have we done? • Where do we go from here?

  6. ORAL LANGUAGE ASSESSMENTRESULTS AND ACTIONS 2010

  7. ASSESSMENTS COMPLETED • Record of oral language (grammar) • Picture Naming Test (vocabulary) • CELF (grammar) • Still to be done video narrative

  8. RECORD OF ORAL LANGUAGETESTS STUDENT KNOWLEDGE OF GRAMMARTHIS TEST IS USED TO BENCHMARK STUDENTS BETWEEN AGES OF 4 AND 7LEVEL ONE TESTS 4-5 YEAR OLDSLEVEL 2 6 YEAR OLDSLEVEL 3 7 YEAR OLDS

  9. * * * - - * * * That big dog over there is my brothers. * * * * * * * * * * Here comes an elephant with children sitting on his back. - - - - * My brother’s knees are dirty. Sally is staying at home. The girl saw who her mother was giving cakes to. There goes the fireman who put out the fire in the building.

  10. Actions and possibilities…. • Time for talking program in afternoons in primary section. • Children grouped according to like needs. • Profile developed for each student. • Session takes 20 minutes.

  11. Sample profiles • NAME • Michael Linaker George • Rhyse Laidlaw • Steven Brown • Alex Hillbrick • PROFILE • very little language • very little vocabulary • single word utterances • learn responses echolaic • SUGGESTIONS FOR TEACHING • Vocabulary development games

  12. NAME • Kaitlyn Havis • Tameeka McGregor • Morgan Smith • PROFILE • High vocabulary levels • Poor grammatical structures but starting to get into higher level grammatical; structures eg irregular past tense (sat/sitted swam/swimmed) • Developing different conjunctions • Difficulties with descriptive language • Difficulties describing and explaining relationships • SUGGESTIONS FOR TEACHING • As sentences get longer there is more strain on memory therefore students rely on past knowledge of grammar and vocabulary to repeat sentence. • Teach tense • Extend complexity of sentences • Introduce descriptive language • Explore relationships between objects

  13. NAME • Brendan Rush • SCORES IN FEBRUARY 2010 • Record of oral language 13 • CELF 6 • Picture naming test 84 • PROFILE • single word naming very good • Basic grammatical structures “The boy is walking on the road.” • Do not self monitor • Experiences confusions with male and female pronouns • Experiences difficulties with plurals • Past tense is tricky • ORAL LANGUAGE GOAL

  14. SUGGESTED WHOLE CLASS FOCUS • Monthly focus on a different speech area over the course of the year. For example – vocabulary, questioning, describing, sequencing • PLT to focus on an information session around this area with two others being practical workshops and resource building. • Daily oral language tip to be provided at morning meeting. • Exploring ways of embedding good oral language in all curriculum areas.

  15. STAFF FEEDBACK AND SUGGESTIONS • WHAT DO YOU THINK? • WHAT WOULD YOU LIKE ADDED/CHANGED. • HOW CAN I BEST SUPPORT YOU IN OUR AIP AIM TO IMPROVE LITERACY OUTCOMES IN YOUR CLASSES?

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