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Oral Language

Session Outline. Brief Overview of Oral LanguageWhat is it? Why is it important?Strategies for the Classroom- Activity 1

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Oral Language

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    1. Oral Language 9/7/07 Special Education Teachers PD Compiled and Presented by Danielle Young Intro Self, explain conference Give Credit to Robyn Groom, Suzanne Mungall and Dani Obel Intro Self, explain conference Give Credit to Robyn Groom, Suzanne Mungall and Dani Obel

    2. Session Outline Brief Overview of Oral Language What is it? Why is it important? Strategies for the Classroom - Activity 1 – New Text Introduction - Activity 2 – Teaching Group Roles - Activity 3 – Blank’s Levels of Questioning Bandscales – Vanessa Boal Resources Available – Judy Hutchinson

    3. How do Children Learn to Talk? They require: Good speaking and listening models An interactive environment Exposure to books and games Encouragement to play and make believe An introduction to rhymes and songs Need to know how students learn to talk at home because a lot of the time we have to make up the deficit In early childhood classrooms/those with students with Oral Language problems all of these things should be prevalentNeed to know how students learn to talk at home because a lot of the time we have to make up the deficit In early childhood classrooms/those with students with Oral Language problems all of these things should be prevalent

    4. How do Children Learn to Talk? Encouragement to talk in a variety of situations with a variety of people Repetitive language (eg. rhymes, stories) A purpose for talking An expectation to communicate Opportunities to use and practice language We need to provide the structure and direct teaching of these for the students in our classes. We need to timetable opportunities for these to occur not rely on incidental occurences. Many suggestions for how to teach games, strategies etc in the First Steps Oral Language Resource Book.We need to provide the structure and direct teaching of these for the students in our classes. We need to timetable opportunities for these to occur not rely on incidental occurences. Many suggestions for how to teach games, strategies etc in the First Steps Oral Language Resource Book.

    5. What is Oral Language?

    6. Speech ? Language In Speech Language Pathology terms, speech and language are very different Speech = the mechanical process, involving co-ordination of brain, nerves, muscles, and breathing to produce sounds Language = exchanging meaning using sounds, symbols, words and groups of words (eg; following instructions, speaking in full sentences, participating in conversations)

    7. So...what is oral language?

    8. Oral Language is the basis for all literacy. That’s why it is vital to teach it in classrooms and to work on it with special education students. Oral Language is the basis for all literacy. That’s why it is vital to teach it in classrooms and to work on it with special education students.

    9. Language Expressive Language (Speaking) Expressive language is the ability to express ideas, wants and needs ( Naming objects, using the correct words, using the correct grammar, sentence structure, retelling a story). Receptive Language (Listening) Receptive language is the ability to understand language (ie. Understanding vocabulary, following directions, concept knowledge, understanding different sentence structure)

    10. Language Pragmatics Pragmatics is referred to as social skills or conversational behaviours. It includes: Establishing and maintaining eye contact Beginning, ending and maintaining a conversation Turntaking Greetings Understanding body language Selecting a conversational topic Appropriately disagreeing Again these must all be taught explicitly in the special ed context. Again these must all be taught explicitly in the special ed context.

    11. Language Difficulties What is a language delay? Acquisition of skills is behind peers but developmental order is the same; remediable What is a language disorder? Difficulties or skills not seen in normal development; may be remedied through therapy What is a language impairment? Deficit skills are not able to be remedied; lifelong difficulties Language delays and disorders should be addressed with focused teaching activities – SLP/AVT SLI can suggest these Even students with impairments can improve their skills and knowledge through direct focused teaching of language – particularly pragmatics. Language delays and disorders should be addressed with focused teaching activities – SLP/AVT SLI can suggest these Even students with impairments can improve their skills and knowledge through direct focused teaching of language – particularly pragmatics.

    12. Causes Hearing loss (eg. middle ear infections) Genetic predisposition (ie family history) Siblings talking for them Language poor environment Psychological (eg. trauma) Intellectual or physical Impairment, Autism. Cultural factors (ie English second language) Unknown

    13. How does language affect learning?

    14. Language demands of the classroom Language delays and disorders will impact on all areas of the curriculum e.g. maths concepts necessary for comparing and categorising according to number, shape, size (ie. What is the number before 20, sort the elephants from smallest to largest, sort the objects into groups and name the categories)

    15. Strategies to improve language

    16. Strategies to Improve Language Simplify Simplify your language when the child doesn't understand This may require you to Re-word your instruction or question, focussing on one information carrying element at a time Break down the question or instruction into more manageable steps Model and repair This is a positive way to stress the words or grammar you want the child to learn Naturally include this in conversation For example: Child: Him felled down the stairs Adult: Yes. He fell down the stairs

    17. Strategies to Improve Language Offering a choice This technique significantly reduces the complexity of the response For example: Where’s Spot? (No Response) Is he under the chair or table? (Table) Focussing on important information The technique helps children identify the part of the request they should be attending to For example: How are these flowers different? (Yes they are different) What colour is this flower? (Red) And what colour is this one? Etc Relating unknown to the known The technique helps students to make meaning by activating prior knowledge For example: The spaghetti is hard. How will it feel when it is cooked? (I don’t know) Remember when we cooked the potatoes? How did they feel? Ask Open ended questions (not yes/no)

    18. Strategies to Improve Language DO NOT: Ask another child the answer Challenge the response when it is wrong (Why do you think that?) Say No These responses affect a child’s self esteem, they know they are wrong and will gradually not participate. Stay with the same child to get the answer by providing prompts/strategies.

    19. Activity 1 – New Text Introduction Important to familiarise the students with the vocabulary they will need in order to understand it. Several activities can be completed to introduce the text before it is even read. See Participant notes for activity – use text!See Participant notes for activity – use text!

    20. Group Work - Teaching the Roles Encourager Manager Recorder Reporter

    21. ‘Sick Grandma’ Activity What present would you choose? Why? Choices – walking stick, chocolates, perfume, rug, book, flowers, apples, hamburger, vitamin pills

    22. Blank’s Levels of Questioning Based on research conducted by Blank, Rose and Berlin with year one students to analyse levels of comprehension required for the classroom. The four levels are categorised according to complexity from concrete to abstract Enables adults to direct questions at the child’s level of understanding thereby ensuring success for the child Able to expose students to questions at the next level to stimulate development of comprehension skills At the beginning of year 1 children need to understand language from all 4 levels to understand all classroom language Questions require both receptive and expressive language

    23. Level 1 – Matching Perception “RIGHT THERE – the answer is in front of you” Apply language to what is seen. Includes matching, identifying, and naming objects Matching objects “Find one like this” Naming objects “What is this?” Imitating a simple sentence “Say this” Recalling objects or information “What did you see? (frog)”

    24. Level 2 – Selective Analysis of Perception “THINK AND SEARCH – the answer is in front of you but you need to look for it” Focussing on specific aspects of the question. Includes identifying objects by function, describing and making basic classifications Identifying an object by function “Find something that cuts (scissors)” Describing a scene “What is happening?” Recalling information from a statement “What things……….?” Completing a sentence “Finish this: I like…” Attending to 2 characteristics “Find something that is sweet and red (apple)” Identifying differences “How are these different?” Giving an example within a category “Find a fruit (orange)”

    25. Level 3 – Reordering Perception “THE AUTHOR AND YOU – the answer is not in front of you, use clues from the book and form your own answer” Restructuring and reordering ideas. Includes assuming the role of another, formulating generalisations and making basic predictions Predicting “What will happen next?” Taking on the role of another “How would he fix it?” Following a set of directions “Get the cup and bring it to mummy” Retell a routine sequence “Tell me how to make a sandwich” Identifying similarities “How are these the same? (both hot)” Understanding negatives “Find one that is not red” Defining words “What is a….”

    26. Level 4 – Reasoning About Perception “IN YOUR HEAD – the answer is not in the book – it is your own opinion” Problem solving at a higher level. Includes predictions, explanations and logical solutions. Predicting changes “What will happen if…” Justifying “Why can’t you use a spoon to row a boat?” Identifying causes “What made it happen” Formulating a solution “What could you do?” Problem solving “How could we fix it?” Explanations “How can you tell he is sad? (because he is crying)

    27. Blank’s Levels of Questioning Activity From the book we read earlier come up with……. 2 Level 1 Questions 2 Level 2 Questions 2 Level 3 Questions 2 Level 4 Questions Be prepared to answer why your question is from that level.

    28. Thank you for your attention! Bandscales – Vanessa Boal Resources – Judy Hutchinson

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