Spiral of Inquiry: Taking action with Oral Language

Taking action
What can we do differently to make enough of a difference? "Genuine inquiry needs space to take risks, make mistakes, and try again – and again". Changing things can also feel risky for some learners who then resist change, and in turn, bring concerned parents. We need to build understanding for all, right from the outset.

So I've had a bit of a lull with my inquiry, mostly because I have been somewhat resentful about having to explicitly teach Oral Language in my classroom. I know I'm not the only one, as we've discussed this at a recent OCoL but the fact of the matter is that oral language is the foundation to reading and writing, and it is vital that children have the oral language to support their ongoing learning.

So, I have been using Time to Talk to guide my 'oral language sessions' and have adapted this to suit my class. Some of our lessons include explicit modelling of conversations and rules for listening (among other things). I am repeating the lesson several times so that children are getting repetition and lots of practice.

I have really played up the idea of 'respectful listening'. What does this mean? Well, Gingers rules for listening are:

1. Look with your eyes
2. Listen with your ears
3. Keep still
4. Be quiet

As a class, we have added 'Be respectful'. Which means focus on the speaker and listen intently.

It seems contradictory to have such a structured oral language programme in a play-based classroom but the role modelling of explicit language conventions seems to support our language in all areas of our classroom. The evidence is quite fascinating.
I have been using JOST (Junior Oral Language Assessment) to measure progress in oral language. Below is an example of the shifts made in an oral story with picture prompt:

May 2018 "The boy is wet".
September 2018 "The girls in the window she's angry at the boy because he took his shoes off and jumped in the water".

In addition to a rich language focussed, play-based programme and lots of 'read aloud' opportunities, the Time to Talk programme has been a good reminder to me of the importance of oral language.

Below are samples of progress in oral language of children in my class.

The areas in which I need to really focus on are:

* All body parts (chin, elbow and little finger) seem to be a struggle for new students.
* Plurals - 1 boat - 2 boats, 1 bus - 2 buses, 1 mouse - 2 mice
* Prepositions - in, under, beside, behind etc
* Tense - jump|ed, fall|fell, find|found, clap|clapped.

So while lots of action has been taken I am looking at ways to support children with specific aspects of their oral language development.

This week I am at a professional development session with Jannie Van Hees and I look forward to implementing my new learning into my classroom.