Oral Langage Activities Prepare for Writig and Reading

Classroom Profile

"Many of the people who come into my classroom — coincidental observers — do non detect that many of my children have lots of learning and behavior issues. And that, to me, is a really good thing. I experience very pleased. It means that my management system, the construction of my classroom, is working."
Cindy Wilson

Video Summary

In this total-solar day kindergarten, Cindy Wilson and her bilingual adjutant, Ms. Li, promote oral language development and individual responsibility through reading, writing, listening, and sensory experiences. Students take leadership roles equally "Room Readers and Writers," guiding classmates through daily routines and gathering useful information for the class and schoolhouse community. Students share personal stories through art and writing, and read and listen to carefully chosen literature. In hands-on activities they explore holiday celebrations, including Valentine'south Day and the Chinese New Year. Using thematic curriculum and integrated learning opportunities, Ms. Wilson and Ms. Li help students connect their own and each other'south linguistic and cultural noesis.

Ms. Wilson's literacy lessons demonstrate the post-obit:

Appreciation of the students' diverse linguistic and cultural backgrounds
Students are responsible for their classroom environment, materials, and routines
Development of students' ability to use print and language in "real-globe" ways
Play, hands-on experience, and sensory exploration to increment conceptual and oral linguistic communication development
Thematic and integrated instruction to help students link what they learn with their own lives

Literacy Teaching Practices
See sections in Lens on Literacy

Read-Aloud
Shared Reading
Contained Reading and Writing

"The most important piece in my classroom is the development of oral linguistic communication. All children need the feel of having a dialogue to make sense of the world. Read-alouds, dramatic play, story telling — hearing things orally is then important."
Cindy Wilson

The Teacher and the Class

Cindy Wilson teaches full-day kindergarten at the Josiah Quincy Unproblematic School in the eye of Boston'southward Chinatown. Josiah Quincy's diverse pupil body is predominantly Chinese-American and many are English language learners.

A former special educational activity teacher, Ms. Wilson designs her educational activity around the item needs of her students. With her middle on the English language learners in the class, Ms. Wilson makes oral language development her primary literacy focus. Influenced by the thinking of Mary Ellen Giacobbe, she believes that telling stories is the starting time stride toward reading and writing stories. She aims to make even her quietest students verbal.

Ms. Wilson plans class activities that are thematic and easily-on to reinforce the literature students read in class. "What some people view equally play creates a meaningful experience with print." In Ms. Wilson's opinion, students may take the skills to decode linguistic communication, merely not the familiarity with concepts and vocabulary to understand the content. She believes that experiencing new things — dances, food, cultural traditions — is the best way to improve comprehension. "I could show them pictures, and I could talk about it, but actually feeling it, seeing it, is the most powerful fashion for them to empathize."

Ms. Wilson works closely with Ms. Li, her full-time bilingual aide, to connect home and school. "Ms. Li brings an understanding of the Chinese culture to me which impacts my pedagogy. She also communicates with children and parents who speak Chinese so they are able to fully participate. She really is that link that helps me keep the channel open betwixt families and school."

Before Viewing

The following activities prepare you to observe this classroom video, whether alone or with a group. Taking notes on the Observational Checklist while you spotter will assist you focus on important aspects of instruction and learning in the classroom. You may also utilize the KWL chart to tape your thoughts earlier and after watching the video.

one. Set To Record Your Observations

Impress out copies of the Observational Checklist (PDF) and Central Questions (PDF) to record your observations, reactions, and farther questions throughout your viewing.

2. Review Important Terms

Review the definitions of the Literacy Teaching Practices (see section in Lens on Literacy):

Read-aloud
Shared reading
Guided reading
Independent reading
Interactive writing
Contained writing

Review the definitions of the Essential Components of Literacy Development:

Oral linguistic communication
Phonological awareness
Word study
Vocabulary/Concepts
Word identification/Phonics
Comprehension
Composition
Fluency/Automaticity

three. Create a Know-Wonder-Learned Chart

Print out a re-create of the KWL Nautical chart (PDF) to record what you lot already know and what yous would like to acquire most teaching reading and writing in kindergarten. Groups can employ the KWL nautical chart to generate word and questions to consider while viewing.

Start Impressions

1. Watch the Video

On your first viewing, use the Observational Checklist to have annotation of how Cindy Wilson implements some of the Literacy Teaching Practices. In item, note how Ms. Wilson supports students' language evolution.

2. Review What You Saw

After watching the video, review the Observational Checklist and reverberate on what yous saw. How do the practices you just watched compare to your own? Think nigh your classroom and the needs of your students. How are they different from or similar to what you saw in the video?

Every bit you reverberate on these questions, write down your responses or discuss them every bit a group.

Relate the Central Question to Sheila Owen'south Classroom

How are the various needs of learners (linguistic communication in particular) met in this classroom?

Consider Ms. Wilson'south annotate, "I actually take to look at how my classroom surround is set up and if I am differentiating educational activity to come across the children's individual needs and differences [so they are all] able to participate and be fully involved in the classroom." How does Ms. Wilson differentiate instruction in her classroom? Consider Ms. Wilson'due south arrangement, types of instruction, choice of materials, and the way she works with her bilingual adjutant. What implications are there here for your own instruction?

How does the classroom environment encourage students to get contained readers and writers?

Ms. Wilson makes deliberate decisions nigh each aspect of her classroom environment: her instructional practices, materials, and the routines she puts in identify. Consider the elements of a classroom surround listed on the left in light of what you saw in Ms. Wilson's classroom. How does Ms. Wilson demonstrate her respect for the students in her grade? What management routines and techniques does she utilize for transitions, cleanup, and gaining attending? Why are the Room Readers and Writers important in this setting?

Elements of Classroom Environment
Run across section in Lens on Literacy

Physical Infinite
Materials and Tools
Techniques and Management
Tone and Atmosphere

Looking Closer

Take a 2nd look at Cindy Wilson's classroom to deepen your understanding of specific literacy strategies. Use the video images beneath to locate where to begin viewing.

ane. Read Aloud: Video Segment

Find this segment 9 minutes and 54 seconds later on the showtime of the video. Watch for ii minutes and 44 seconds.

Ms. Wilson believes that reading aloud is "the centre of the reading plan in kindergarten." As she readsThe Delinquent Rice Cake she highlights the importance of accessing students' background knowledge to build new noesis. She as well demonstrates how to develop mutual understandings through shared, concrete experiences.

Ms. Wilson comments, "I think information technology enriches us to learn most and sympathise those experiences nosotros might not all accept had…. Those experiences enrich the whole classroom, the whole community." As yous watch this segment, recollect well-nigh what she means by this statement. Discover her verbal and nonverbal actions.
What does she do to help students understand and relate to the story? On your checklist, note the ways she addresses the Essential Components of Literacy Development.

2. Centers: Video Segment

Detect this segment thirteen minutes and 29 seconds after the beginning of the video. Watch for iv minutes and 19 seconds.

In Ms. Wilson'south classroom, centers are more than than just a place. They offering opportunities for building oral language, for increasing independence, and for reaching private learners at their own levels. "I make sure that the centers have a wide variety of learning activities and instruction that's differentiated. That includes a lot of hands-on activities presenting instruction in different modalities so that you are able to achieve all learners."

As you scout, identify the multiple ways center activities promote oral language.
How does Ms. Wilson utilize a thematic and integrated approach to educational activity? In what ways is literacy woven throughout center activities, and how do the different activities support language and literacy learning? On your checklist, notation the Essential Components of Literacy that are addressed.

3. Student Storytelling: Video Segment

Observe this segment 17 minutes and 49 seconds later on the beginning of the video. Sentinel for two minutes and 24 seconds.

Storytelling is an essential element of Ms. Wilson's curriculum. In this segment with Justin, a shy English linguistic communication learner, she demonstrates how to link oral language and illustration to writing. Note the sequence of steps Ms. Wilson uses to elicit and scaffold Justin's linguistic communication.

How does Ms. Wilson validate Justin and help him realize he has a "story?" What does the teacher do? What does Justin do? How else might you arroyo this? Consider why Ms. Wilson chose Justin on this occasion. Which of your students might you choose and why?

In this class Ms. Wilson uses the easel to heighten Justin's power to share with peers, and let other children to written report the illustration, and then the story. Ms. Wilson believes strongly that students who may be reticent because of shyness or language differences need to be seen and recognized for what they know. She comments that Justin understands much more than he can communicate. Pay particular attention to the students' response to Justin'due south picture story.

How does Ms. Wilson encourage the students' use of linguistic communication to describe what they notice? Think about how this reinforces the value of his story.
On your Observational Checklist, note the Essential Components (view in Lens On Literacy) Ms. Wilson models and reinforces in this segment.

Summing Upwards

Reflecting on Your Viewing Experience

Review your Observational Checklist and other notes such every bit your KWL chart.

What surprised or interested yous?
What did you observe that affirmed what you already knew or had been doing?
What new approaches or ideas will you endeavor?
What questions do you take?
After watching the video, practice you think differently about your own practices? About the students you teach? About how young students develop literacy?

Equally you reverberate on these questions, write down your responses or discuss them as a group.

Making Connections

Hither are some opportunities to utilise and extend what you've seen.

1. Read This Article

Compare this article on integrating English language learners into the classroom with what you observed in Ms. Wilson's classroom.

Reciprocal Discoveries in a Linguistically Diverse Classroom (PDF)
Abbott, South., and C. Grose. "'I Know English So Many, Mrs. Abbott': Reciprocal Discoveries in a Linguistically Various Classroom."Language Arts 75, no.3 (1998): 175-184.

ii.Spotter These Videos

View the other kindergarten videos in theTeaching Reading library, "Condign Readers and Writers" and "Author'south Periodical," and compare their approaches to teaching English language learners with Cindy Wilson's. OR view the 2d-grade tape "Staying on Topic" and compare the teacher's approach and techniques for supporting the writing of older English language learners to what you lot saw on this tape. What elements remain the same? How are they different in response to developmental differences?

For more than information, see Condign Readers and Writers, Author's Journal, and Staying on Topic.

3. Take Information technology Dorsum to the Classroom

Identify one element or strategy from Ms. Owen's lesson that yous would like to endeavour in your classroom. List supports or resources that you would need to implement it. Use the Classroom Strategy Planner (PDF). If you are participating in a study group, share what happened when you tried out the new strategy. Or keep a reflective periodical of your experience, focusing on the benefits for y'all and for your students.

Selected Resources

Resources Used By Ms. Wilson

Clay, M.An Observation Survey of Early Literacy Achievement. Portsmouth, Northward.H.: Heinemann, 1993.

Fountas, I. C., and Yard. S. Pinnell.Guided Reading: Good Beginning Teaching for All Children. Portsmouth, N.H.: Heinemann, 1996.

Pinnell, G. Southward., I. C. Fountas, and M. E. Giacobbe.Discussion Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom. Portsmouth, North.H.: Heinemann, 1988.

Rigby Literacy Development Program

Books for Students in Ms. Wilson'due south Classroom

Carlstrom, Nancy White.Happy Birthday Jesse Bear. Hong Kong: Simon & Schuster, 2000.

Chinn, Karen.Sam and the Lucky Money. New York, N.Y.: Lee & Low Books, 1997.

Compestine, Ying Chang, and Tungwai Chau.The Runaway Rice Cake. New York, N.Y.: Simon & Schuster Books for Young Readers, 2001.

Thong, Roseanne.Red Is a Dragon: A Book of Colors. San Francisco, Calif.: Chronicle Books, 2001.

Wong, Janet S.This Adjacent New year's day. New York, N.Y.: Frances Foster Books, 2000.

Additional Resources

Books and Articles:

Abbott, S., and C. Grose. "'I Know English So Many, Mrs. Abbott': Reciprocal Discoveries in a Linguistically Diverse Classroom."Linguistic communication Arts 75, no. three (1998).

Da Silva, Thou. E. "Cartoon on Experience: Connecting Art and Language."Chief Voices 10, no. 2 (2001). Urbana, Ill.: National Council of Teachers of English.

Diamond, B., and M. Moore.Multicultural Literacy: Mirroring the Reality of the Classroom. White Plains, North.Y.: Longman, 1995.

Fassler, R. "'Let's Practise It Again!' Peer Collaboration in an ESL Kindergarten."Language Arts 75, no. 3 (1998).

Harris, 5. ed.Using Multiethnic Literature in the K-8 Classroom. Norwood, Mass.: Christopher Gordon, 1997.

Neuman, S. B., and Grand. Roskos. "Play, Print, and Purpose: Enriching Play Environments for Literacy Evolution."The Reading Teacher 44, no. iii (1990). Newark, Del.: International Reading Association.

Spangenberg-Urbschat, K., and R. Pritchard, eds.Kids Come in All Languages: Reading Pedagogy for ESL Students. Newark, Del.: International Reading Association, 1994.

Spider web sites

International Reading Association

National Council of Teachers of English

National Association of Teaching of Immature Children

Center for the Improvement of Early on Reading Ability (CIERA)

National Clan for Bilingual Instruction (NABE)

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Source: https://www.learner.org/series/teaching-reading-k-2-a-library-of-classroom-practices/building-oral-language/