Embed Size (px)
Citation preview
10/30/16
1
Oral Language Development and Literacy Learning: Suppor7ng Teachers to Scaffold Students
MARRE Conference Reading Recovery Pre-‐Conference November, 2016
Adria Klein, Ph.D., Reading Recovery Trainer Saint Mary’s College of California
[email protected] @adriaklein_read
Session Descrip,on Vygotsky's concept that language reflects thought leads us to understand the impact of language on literacy development. This session will provide a brief overview of the founda7onal importance of oral language, iden7fy teaching that fosters oral language and literacy development, and discuss support for teachers in understanding the reciprocity between oral language and reading and wri7ng.
In Change Over Time, page 95, Marie Clay says:
If we harness the established power of children’s oral language to literacy learning from the beginning, so that literacy knowledge and oral language processing power move forward together, linked and paZerned from the start, that will surely be more powerful.
Outcomes • Increase awareness of the importance of oral language development.
• Learn more about our resources to assess oral language for ELs and LLs.
• Explore instruc7onal prac7ces for oral language development in all aspects of the Reading Recovery™ lesson and Small Groups.
Copyright © 2011 New Teacher Center. All Rights Reserved.
How does oral language support literacy
learning?
Research The Instruc3onal Importance of Oral Language Development
The Compelling Why
10/30/16
2
If children have been slow to acquire speech or have been offered fewer opportuni7es to hold conversa7ons (for many reasons) there can be limita,ons in the grammar they control, which might mean that they have difficul,es with comprehending oral and wri?en language. Such children may not have control of some of the most common sentence structures used in story book English and therefore are unable to an,cipate what may happen next in the sentences of their reading texts. Clay, M. (1991). BL, p.38
What a beginning reader has to do is to discover that he can also an,cipate what may occur among the visual paZerns in wriZen language…The an7cipa7on of what may follow creates a pleasing tension—a puzzle to be solved. It is related to a skills that will be needed in reading as the child an,cipates the structures of the sentence and the next step in the story.
Clay, M. (1991). BL, P.94
From oral language, children learn to an,cipate… • words • phrases • sentences • paragraphs • story structure
All readers an7cipate up-‐and-‐coming text, and therefore children who do not control some of the simple rules of grammar (for using verbs, plurals, and possessives in their speech) will be slower to solve these simple problems in their reading and in their own aZempts to write.
Clay, Biks and Gutches, page 8, 2007
For example, what does an,cipa,on mean at the sentence level?
Ben’s Treasure Hunt Beverley Randell, Rigby PM Mom said, “Ben, come here. Here is a clue for you.” page 2 “I love you, Mom,” said Ben. page 16
Following Vygotsky. . . I would emphasize the value of children’s talk about events and ideas for their understanding of the world, and for their growing ability to articulate that understanding orally and in writing. Creating links between words and the world, and between words and other words, is the heart of the educational process. Children’s expression of ideas in the classroom are thus not just product in which they display the process by which much of that learning takes place. Teacher’s’ “talk more” invitations can stimulate and encourage this important process…
Clay, Change Over Time, p. 31
10/30/16
3
Early Literacy Skills Linked to Reading Skills
§ Oral Language § Vocabulary Development
Scientifically-Based Reading Research
§ Reading Vocabulary § Reading Comprehension
§ Phonological Awareness § Alphabet/Print Knowledge
§ Decoding of Words § Fluency and Spelling
“Language has always been in someone else’s mouth before it can come out of ours.” Peter Johnston, Choice Words/Opening Minds
“Language has always been in someone else’s mouth before it can come out of ours.” What does this quote from Johnston mean in your teaching situation?
“Language is a child’s most powerful learning tool. Within all of the instruc7onal contexts that are part of a comprehensive language and literacy curriculum, learning is mediated by oral language.”
Fountas & Pinnell (2011)
What are these neural connec7ons based on in the young child’s life?
10/30/16
4
What is average or typical oral language development by age 5? The child can: • understand opposites • use sentences of about 6 words with
correct grammar • talk about events in the present, past and
future • explain the func,on of objects • follow three oral direc,ons • tell their own feelings and ideas • speak clearly enough to be understood
www.speechpathologyaustralia.org.au in Dixon, JRR, Spring, 2014
The child who does not like to talk with the teacher or who has some difficulty in understanding what the teacher is saying may be a child at risk. Clay, M. (1991) BL, p. 73 Oral language as the first self-‐extending system a child develops.
Clay, M. (2001), COT
Oral Language
Reading Wri7ng
The Triangula7on of Processing Systems
Oral Language Research The Early Catastrophe: The 30 Million Word Gap by Age 3 •Observed 42 diverse families over 2 years • Divided families into 3 socio-‐economic classes • Analyzed child’s rate of language acquisi7on and parent’s communica7on style
Hart & Risley. (2003). American Educator (Revisi7ng study from 1983)
10/30/16
5
Oral Language Research “All the families nurtured their children and played and talked with them. They all disciplined their children and taught them good manners and how to dress and toilet themselves. They provided their children with much the same toys and talked to them about much the same things. Though different in personality and skill levels, the children all learned to talk and to be socially appropriate members of the family with all the basic skills needed for preschool entry.” (p.3)
Hart & Risley, (2003). American Educator
Children's vocabulary development is dependent on the diversity and quan7ty & complexity of the caregiver's vocabulary o Caregiver language was found to be even more
important than SES
Kids take on the structures they hear o Frequency of specific syntac7c structures by
caregivers was a strong predictor of the order of acquisi7on of those structures in children’s speech
HuZenlocher et al. (2010)
Oral Language Development “I am encouraging teachers to understand that learning in one language area enriches the potential for learning in the other areas. Therefore, if we plan instruction that links oral language and literacy learning (writing and reading) from the start--so that writing and reading and oral language processing move forward together, linked and patterned, from the start--that instruction will be more powerful.”
Clay, Becoming Literate, 1991
Vygotsky’s Theory How does it apply to OLD?
Zone of Proximal Development
Zone of Actual Development Cognitive and Speech Support Lyons, Supporting Struggling Readers, p. 35
•Reading Process – Learning to Read Concept Development Analysis and reasoning Crea,ng Integra,on Connec,ons to the real world
Zone of Proximal Development
10/30/16
6
Cognitive and Speech Transitions Language and Thinking According to Vygotsky: Speech does not merely accompany the child's activity, it serves mental orientation, conscious understanding; it helps in overcoming difficulties; it is speech for oneself, intimately and usefully connected with the children's thinking. To understand another's words, we must also understand his thought.
Vygotsky, Mind and Society, 1978
You are helping children create a mental model through oral language.
Klein (2013)
I am encouraging teachers to understand that learning in one language area enriches the poten,al for learning in the other areas. Therefore, if we plan instruc,on that links oral language and literacy learning (wri,ng and reading) from the start-‐-‐so that wri,ng and reading and oral language processing move forward together, linked and pa?erned, from the start-‐-‐that instruc,on will be more powerful. Clay (1991) Becoming Literate
similar to quote in COT (2001), page 95
Assessment Observing changes over 3me in
Oral Language Development to Make Instruc3onal Decisions to Support ELs and LLs
Assessing Oral Language An analysis of the responses a child gives to a set of sentences carefully ordered for difficulty yields a detailed descrip7on of his control over oral language. When a child fails, he usually repeats the difficult sentence in a way which indicates the structures over which he has control.
Clay, M. (2007). Record of Oral Language, pg.11
10/30/16
7
Scaffolding Oral Language with ELs Syntax is fundamental to the development of meaning… Much like mathema,cs, children
develop language through pa?erns, categorizing and classifying through manipula,on and play.
Language Play is Language Work
Klein (2012)
Understanding Language Structures to
Foster Oral Language Development
Based on and adapted from Clay (1976, 2007) and Gen7le (2003)
Record of Oral Language USE: The Record of Oral Language is appropriate for children 4 to 7 years of age with English as a primary language — as well as for 5 years aeer children begin to learn English as an addi,onal language.
PURPOSE: Teachers need to know something about the structure of the language as well as how structure is acquired by young children to help children improve their skills in using the language. This is important for teachers of children whose mother tongue is other than English.
10/30/16
8
Clay’s Research • The ROL allows teachers to examine a child’s expanding control over the structures within the English language by using a repeated sentence task that shows what a child can do and changes over 7me. From Clay’s research, we know also that oral language proficiency contributes immensely to learning in both reading and wri,ng.
Reading, Wri,ng and Oral Language Since reading and wri7ng are language ac7vi7es, it is vital for teachers to have a clear understanding of how language develops and to know the most common structures of English and how these structures are acquired by children who are learning to read and write.
Clay, M. (1991). BL, pages 108-‐118
Assessing Oral Language An analysis of the responses a child gives to a set of sentences carefully ordered for difficulty yields a detailed descrip7on of his control over oral language. When a child fails, he usually repeats the difficult sentence in a way which indicates the structures over which he has control.
Clay, M. (2007). Record of Oral Language, pg.11
Sentences are grouped in three levels of difficulty; each level has two sentences of each type for the seven types used in the ROL. (See pages 39-‐41)
Let’s look at a video of an ELL first grader who has difficulty retelling a book he could read.
What are the issues you notice/
hear in his language use?
How could you scaffold retelling?
Jose Video
10/30/16
9
Reading Recovery and Small Group Lessons What are the implica,ons for new book selec,on and familiar reading in par,cular?
What do we need to consider in wri,ng with our students?
Let’s look at some examples of the sentence types in classroom use…
Simple Sentences Basic language structure that contains forms of the verb to be and name, classify, or categorize objects and events. They usually include an ar7cle, a noun, verb and object or complement. In English, simple sentences also included the -‐ing form of verbs describing ac7on.
I went home. I love my mommy.
Expanded Statements Using Preposi,ons This structures shows relationships and links. A
preposition is a word used with an article, noun, or pronoun to form a phrase, i.e., in the kitchen, on the table, into bed, for my birthday, with his brother, at her house, down my street, around a building, under the blanket, to school, behind the sofa, from home.
I like to play with my cat. I like to color at my school.
In language interac,ons, think about the first two sentence types and development of more complex syntax. . . Asking where, when and who to expand sentences by adding preposi,onal phrases and then moving their posi,on.
Think about ways you might show students how to stretch a sentence… Work with a partner: l Take one simple
subject (not a sentence)
l Start with the WHO l Add a WHAT l Tell WHEN l Tell WHERE l Then try adding
WHY
Two Phrases or Clauses Linked by a Conjunction
(i.e., and, because, so, if, while, but, however) - shows connected ideas. A conjunction is a word serving as a connector between words, phrases, clauses, or sentences expressing a cause-effect relationship or condition, i.e., and, because, so, if, while, but, and however.
I went to the store and got lots of candy. His pet ate ten things, but it was still hungry.
10/30/16
10
Prepositions A word used to show the relationship of a noun or pronoun to another word. Examples: across, below, toward, within, over, above, before, until, of, beyond, from, during, after, at, against Relative Pronouns A word found in a sentence with more than one clause. It relates the clause to the rest of the sentence. Examples: that, which, who, whom, whose
Conjunctions A word that is used to join words or groups of words. Examples: and, or, either, neither, but, because, while, however, since, for, so
Adverbs A word that is used to describe a verb, telling where, how, or when. Examples: quietly, lovingly, skillfully, slyly, honestly, very, quite, extremely, too, moderately, seldom, never, often, periodically, forever
Two Phrases or Clauses Linked by a Relative (Demonstrative) Pronoun (i.e., who, that, what, which) - shows pronoun
referent. Two phrases or clause statements linked by a relative pronoun. A relative pronoun is a word referring to a noun or pronoun used previously in a sentence that makes meaning more explicit and establishes a relationship between two things, i.e., who, that, what, and which.
She found what she needed. He was the one who hit me.
Children’s control of language when talking, wri7ng, or reading expands outwards in flexible ways from the current structures they already control. Specifically, • they use their range of language op7ons for talking, wri7ng, or reading; • they need to explore how to vary language, no7ce how authors and speakers use language, and develop an ear for a new turn of phrase; and • they need to increase their speed of making decisions when composing language.
Control over new language structures is acquired throughout schooling.
Clay, M. (2004) Talking, Reading, and Wri7ng, JRR, p. 14
New from RRCNA and NATG
Clay’s Research • Clay’s studies of oral language revealed that control of sentence structure is very important in early stages of learning to read. When teachers of early readers choose texts that are close to a child’s oral language, the child can an7cipate and self-‐monitor using what he or she knows about language.
Opportuni,es to Scaffold Oral Language
in Reading Recovery and Small Group Interven,ons Familiar Reading/Rereading
Teaching Aeer the Running Record Wri,ng
Cut-‐up Story New Book
10/30/16
11
Teachers should not avoid authors whose texts are hard to read. Rather, they should find ways to work with new, unexpected, and unusual structures. Teachers should read aloud to students the language that is new to them. Get the new phrase or sentence
• to the ear (listening) • to the mouth (saying) • to the eye (reading) • to the wri?en product (crea,ng text)
Clay, M. (2004), JRR, page 9
In my own teaching I have osen ignored the pronoun subs,tu,on him/her and other pronoun subs7tu7ons during the running record because (a) it is a meaningful subs,tu,on that also fits the structure and (b) the English language learners I have taught had a consistent problem with English pronouns that have no equivalent in their first language. Teaching about pronoun usage is osen done in other parts of the lesson by focusing on oral language, meanings, and how the word looks or is wriZen .
Fried, M. JRR (Fall, 2013), p. 13
Changing this teacher ac7on during the running record might send a different message and could lead to opportuni,es for effec,ve teaching aeer the child finishes reading independently. The child might reread to sharpen up self-‐monitoring or perhaps learn more about male and female pronouns.
Fried, M. JRR (Fall, 2013), p. 13
Happy ran through the yellow flowers. (Pat’s New Puppy, Level 7)
The student said in for through which fit the meaning and sounded right for language structure but he probably no7ced that the predicted word in did not look like the word printed in the text . The student took another type of ac7on by rereading from the beginning of the sentence to pull together meaning and language structure and, addi7onally, paid more aZen7on to a third set of informa7on, the visual informa7on. Now the reader probably looked at the word and even sounded the /th/. This series of ac7ons represents strategic problem solving by using more than one source of informa7on. Fried, page 15
In our earlier discussion of an,cipa,on, we talked about Clay’s theory regarding what children learn to an,cipate from oral language… • words • phrases • sentences • paragraphs • story structure
10/30/16
12
Copyright © 2011 New Teacher Center. All Rights Reserved.
Syntac7cal Development based on Clay’s Theory of Literacy Development
Change in grammar takes 3me, and I doubt if we know why. The child reads easy grammars well, reads more, and has more exposure to alterna7ve ways of varying the construc7on of sentences. Talking and wri3ng alone may not introduce enough exposure to literary varia3ons of language use.
Clay, M. (2004). Talking, Reading and Wri7ng, JRR, Spring, p. 13
Firefighters Text Level 16
Complex Syntax
Copyright © 2011 New Teacher Center. All Rights Reserved.
Book Language and Oral Language As you look at the following pages from a level 6 book, think about the possible language challenges for one of your students.
LANGUAGE TRANSFORMATIONS THROUGH WRITING -‐
EXPANDING REFINING, AND MANIPULATING LANGUAGE
ERM
Oral Language Development based on Clay’s Theory of Literacy Development
1. Create a rich context for language learning. 2. Increase language learning opportuni,es. 3. Understand that children learn language easily through conversa,on.
10/30/16
13
4. Consider what things make a child reluctant to speak. 5. Recognize the importance of reading aloud to children. 6. Create the need to produce language. 7. Arrange for sources of new language.
8. Realize that repea,ng language has severe limita,ons 9. Think about which language structures are easier to learn. 10. Understand how children discover new rules and find when to use them. 11. Understand how children learn the order of words and structures in English.
12. Appreciate how children learn to say the same thing in different ways. 13. Encourage the use of alterna,ve construc,ons: expanding the phrase, moving things around, transforming simple statements. 14. Consider the impact of overloading the child’s grammar. M.M. Clay. Talking, Reading and Wri,ng. The Journal of Reading
Recovery. RRCNA. Spring, 2004.
Syntax Development based on Clay’s Theory of Literacy Development
Encourage the use of alternative constructions: expanding the phrase, moving things around, transforming simple statements. (Point 13)
Clay, M.(2004) Talking, Reading and Writing, JRR, Spring
Discovering how to vary language, how to rearrange the bits, how to capture a new phrase and use it to the point of tedium are all part of language learning from the preschool years throughout life.
Clay, M. (2004), JRR, page 7
Such flexibility is learned from family talk, teacher talk, peer talk, stories told and stories read, messages wriZen, and stories composed. Children steadily increase the flexibility with which they explore all these kinds of alterna7ves. Teachers must find ways to help this. Clay, M. (2004) Taking, Reading and Wri7ng, JRR, Spring, p. 13
10/30/16
14
Language Play is Language Work
Klein (2012)
Writing in Lessons
When the child composes the ‘message’ that he will write during his lesson it is not a matter of copying words or stories. It is about • going from ideas in the head • to spoken words • to printed messages • and finding out that you can reconstruct those messages.
Clay, LL 2, p. 51
Clay, LL 2, p. 53
How do we scaffold the child to develop this more complex syntax?
What does it mean to have a “genuine conversa,on?
Procedures for elici,ng a story Start up a conversa7on, guided by all you know about this child. Talk about something that you feel sure he would be interested in. This should not be an interroga7on. In a genuine but short conversa7on, help reluctant children to compose something. This topic might come from a variety of sources: Clay, LL2, p. 55
10/30/16
15
Early in a series of lessons this will be a sentence but later he may compose two or three sentences, wri,ng one before composing the final form of another.
Clay, LL 2, p. 55 Aeer the child has become an eager writer the teacher may suggest how a sentence might have some more ideas, or be changed in structure, just a li?le. If the child cannot go with your sugges,ons, back off.
Clay, LL 2, p. 56
By the end of a lesson series the child’s construc7on of messages should show an increase in syntac,c complexity and some skillful packaging of ideas.
Clay, LL 2, p. 56
Cut-‐up story in Lessons
And consider:
Cuong up the story (which the child composed, then wrote and then reread more than once) provides the child with opportuni,es to relate reading to wri,ng, wri,ng to speaking, and reading to speaking.
Clay, LL 2, p. 181
And consider how the Cut-‐up Story in RR contributes to oral language development: Teachers can use their observa7on of the child’s assembly of the cut-‐up story to inform further teaching, taking into account how quickly the child works across knowledge sources—whether used or neglected —and how he “consolidates one-‐to-‐one correspondence of words spoken and wriZen, co-‐ordinates direc7onal behaviors, prac7ses checking behaviours and monitoring behaviours, breaks oral language into various segments (not just phonemes), and gives aZen7on to a word among other words in a way that no ac7vity for studying words in isola7on can ever teach” (Clay, 2001, p. 30). In Kaye and Lose (Spring, 2014), JRR
Sentence Transforma,ons I like birthday cake.
1. Nega,ves I don’t like birthday cake
2. Ques,ons Do you like birthday cake?
3. Commands Get the birthday cake you like.
4. Exclama,ons Yea! Birthday cake!
Adapted from work by Gen,le, L. OLAI, (2003)
10/30/16
16
Talking, Reading and Wri7ng
• Expanding language networks means having more alterna7ves from which to choose. (page 3)
• Evidence of a child’s evolving command of language structures is also found by no7ng changes observed in wri7ng. (page 3)
• Such flexibility is learned from family talk, teacher talk, peer talk, stories told and stories read, messages wriZen, and stories composed. (page 13)
Three areas of need with ELLs in the wri,ng and reading components of lessons: • Posi,ve/Nega,ve and Contrac,on Use • Ques,on/Answer Rela,onship • Dialogue
Think about the posi,ve/nega,ve Rela,onships including contrac,ons in speaking, wri7ng and reading. You might start by taking a statement a student has wriZen and asking “what if it didn’t happen?” Consider books at levels 2-‐5, A-‐C.
Think about the ques,on/answer rela,onship in speaking, wri7ng and reading.
You might start by wri7ng a statement then help with shaping a ques7on from words in the statement or the reverse process. Consider books at levels 3-‐8, C-‐F.
Think about the use of dialogue in wri,ng and reading.
You might start with a simple statement then help with adding who said the statement, with the dialogue markers in the beginning, end and then middle of the sentence. Consider books at levels 3-‐12, C-‐G.
Discovering how to vary language, how to rearrange the bits, how to capture a new phrase and use it to the point of tedium are all part of language learning from the preschool years throughout life.
Clay, M. (2004). Talking, Reading, and Wri7ng, JRR, p. 7
Syntac7cal Development based on Clay’s Theory of Literacy Development
10/30/16
17
I am encouraging teachers to understand that learning in one language area enriches the poten,al for learning in the other areas. Therefore, if we plan instruc,on that links oral language and literacy learning (wri,ng and reading) from the start-‐-‐so that wri,ng and reading and oral language processing move forward together, linked and pa?erned, from the start-‐-‐that instruc,on will be more powerful. Clay, M. (1991), BL
Systema,zing Language Observa,ons Using Running Records
• Clay’s running record provides systema7c observa7ons about students’ reading behaviors on an ongoing basis
• We know that language is related to literacy achievement, so
What do we use to systema7cally record: -‐Observa7ons of student’s language? -‐Change over 7me in oral language?
Copyright © 2011 New Teacher Center. All Rights Reserved.
“…teachers should look more closely at language behaviors. Knowing what the pupil does leads to more significant teaching.”
Clay, M. (1998). COT, p.105
Language Behaviors Describe how something is said rather than what is said.
Show how a child interacts with different features of language.
Are important to observe (but oeen ignored)!
Help to determine next instruc,onal steps/ possible language objec,ves to teach.
In communication theory there is
1. a source of messages used by the sender, 2. a sender of messages, 3. a channel along which messages flow, 4. someone who listens to or receives the messages, 5. and that listener’s knowledge of the code.
The sender (2) selects a message (1) and transmits it using the channel (3) (often along the airwaves), and the receiver (4) gets the message and tries to understand it (5). Communication is a two-way process; a speaker is not effective unless the conversation flows and messages are exchanged. A competent speaker and a skilled listener are required (Miller 1981). In Clay, Change Over Time, pages 34-35
Observing Oral Language in Various Seongs
Sentence Types • Incomplete sentences
• Complete sentences
• Complete sentences with preposi7onal phrases
• Complete sentences with conjunc7ons
Language Behaviors • Appropriate response
• Teacher-‐prompted response
• Echo/repe77on
• Child-‐generated
• Parallel talk
• Code-‐switching
• Social language
• Academic language
oral-‐language.newteachercenter.org
10/30/16
18
www.rrcna.org/development/web_conference/orallangdev.asp
oral-‐language.newteachercenter.org
Try sharing dialogue or adding dialogue to a story…
This creates a type of Reader’s
Theater script. RT is an excellent way to develop oral language, develop vocabulary, practice
phrasing, expression, and fluency while linking oral language,
reading and writing.
Shifts in ELL Instruction
• The common core is really going to require teachers to move from understanding
language as form or function to understanding it as activity and giving
students the supports they need to participate in academic activities using
language.
(Summarized in Ed Week)
• See ell.stanford.edu for papers and resources
“Spoon feeding in the long run teaches us nothing but the shape of the spoon."
--E.M. Forster, British writer
oral-‐language.newteachercenter.org
OLAT iPad app
Adria Klein [email protected]
@adriaklein_read
Feel free to email me
