{"id":9425,"date":"2022-04-19T13:21:31","date_gmt":"2022-04-19T17:21:31","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=9425"},"modified":"2022-04-19T13:26:08","modified_gmt":"2022-04-19T17:26:08","slug":"oral-language-teaching-strategies","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/kindergarten\/toolkit-kindergarten\/oral-language-teaching-strategies\/","title":{"rendered":"Oral Language Teaching Strategies"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\">\n\n\n\t\t\n\t\t<ul>\n\t\t<li>Early childhood classrooms develop a climate and a context that support language learning through play, experimentation, story reading, centre explorations, singing, discussions, and other activities that promote active listening and talking. The following Oral Language Teaching Strategies, emphasized in the program, can be used during whole-class, small-group, or individual communications and can be woven into conversations and discussions during any activity.<br>\n\t\t  <br>\n\t\t<strong>Note:<\/strong> Varying groupings (whole class, small group, partners, individuals) allows you to meet a wide range of student\u2019s language learning needs as you can communicate with many, a few, or individual students.<\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li>Each strategy is intended to stimulate, expand, or refine aspects of language development, including the non-verbal aspects of social communication (e.g., making eye contact with the speaker).      <\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li>You may already use many of these strategies in your classroom and this list will serve as a reminder and confirmation. Some strategies may be new to you. If so, select one and emphasize it during a lesson to try it out. With repeated use it will become part of your overall strategy repertoire.      <\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li>An Oral Language Teaching Strategy has been suggested for use in each lesson. That may be the time to emphasize it, or practise using it. Of course, you will want to combine it with other successful strategies you already use.      <\/li>\n\t\t<\/ul>\n<figure class=\"wp-block-table is-style-regular wp-block-table-spacing\">\t\n\t\t<table border=\"0\"  cellpadding=\"5\" cellspacing=\"0\">\n\t\t<tbody><tr>\n\t\t<td width=\"443\" height=\"25\" valign=\"top\"><h2 id=\"Oral_Language_Teaching_Strategies\">Oral Language Teaching   Strategies<\/h2><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t<td width=\"443\" valign=\"top\"><p><strong class=\"Blue_hi-lite\">1. USE OPEN-ENDED PROMPTS<\/strong>\n\t\t<br>\n\t\tAlthough you may wish to offer some prompts that focus on details and&nbsp; exact responses, the majority of your   prompts should be open-ended and invite a range of answers and thoughtful   reflections. Closed prompts ask for \u201cYes,\u201d \u201cNo,\u201d and other short or single   word responses. Open-ended prompts often result in deeper and more extended   responses. For example,\n\t\t<\/p>\n\t\t<blockquote>\n\t\t<p><strong>Avoid:<\/strong> \u201cAre they angry with each other?\u201d (Closed prompt)<br>\n\t\t<strong>Consider:<\/strong> \u201cHow are they feeling? How can you tell?\u201d (Open-ended   prompt)<\/p>\n\t\t<\/blockquote><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t<td width=\"443\" valign=\"top\"><p><strong class=\"Blue_hi-lite\">2. MODEL EYE CONTACT WHEN LISTENING<\/strong><br>\n\t\tModel good listening by making eye contact with the student   who is speaking to you. <\/p>\n\t\t<p>Support good listening by noticing it and commenting on it,   for example, \u201cI noticed Rahim was looking at Andy\u2019s face when he was talking.   It\u2019s important to look at people when they are talking as it shows you are   listening to them.\u201d<\/p><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t<td width=\"443\" valign=\"top\"><p><strong class=\"Blue_hi-lite\">3. CONNECT WITH THE STUDENT\u2019S MESSAGE<\/strong><br>\n\t\tListen to the meaning behind the student\u2019s communication and   respond to that. Clarify the meaning with the student, for example,<\/p>\n\t\t<blockquote>\n\t\t<p><strong>Student:<\/strong> \u201cI don\u2019t know\u2026 I think he ran\u2026 last\u2026 later.\u201d<br>\n\t\t<strong>Teacher:<\/strong> \u201cYou\u2019re not sure, but you think Ben ran in a later   race?\u201d<\/p>\n\t\t<\/blockquote><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t<td width=\"443\" valign=\"top\"><p><strong class=\"Blue_hi-lite\">4. MODEL GOOD LANGUAGE USE<\/strong><br>\n\t\tAvoid corrections and model appropriate language such as   grammatical structures, for example,<\/p>\n\t\t<blockquote>\n\t\t<p><strong>Student:<\/strong> \u201cNobody done it.\u201d<br>\n\t\t<strong>Teacher:<\/strong> \u201cSo you\u2019re saying nobody did it.\u201d<\/p>\n\t\t<\/blockquote><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t<td width=\"443\" valign=\"top\"><p><span class=\"Blue_hi-lite\"><strong>5<\/strong>.<strong> EXTEND AND CHECK THE MEANING<\/strong><\/span><br>\n\t\tExpand language and check the meaning with the student, for   example,<\/p>\n\t\t<blockquote>\n\t\t<p><strong>Student:<\/strong> &#8220;Red boots.&#8221;<br>\n\t\t<strong>Teacher:<\/strong> &#8220;Do you mean the bright red boots with the   blue stripes down the sides, or the ones with Superman on them?&#8221;<\/p>\n\t\t<\/blockquote><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t<td width=\"443\" valign=\"top\"><p><strong class=\"Blue_hi-lite\">6. ENCOURAGE PARTNER TALK (e.g., Turn and Talk) <\/strong><br>\n\t\tEncourage students to talk through their ideas with a   partner before sharing their ideas with the group. Some students talk more   with a peer than in a large group setting and this offers opportunities to   talk aloud and express ideas when large group performance is not an issue.<\/p><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t<td width=\"443\" valign=\"top\"><p><strong class=\"Blue_hi-lite\">7. PROMOTE PIGGY-BACKING<\/strong><br>\n\t\tEncourage the expansion of conversation through   \u2018piggy-backing\u2019 (adding to another person\u2019s ideas), for example, <\/p>\n\t\t<blockquote>\n\t\t<p><strong>Teacher:<\/strong> \u201cEvan said \u2026. What do you think about that?\u201d<br>\n\t\tOR<br>\n\t\t<strong>Teacher:<\/strong> \u201cSo Joanna thinks\u2026 and you added to her idea.   It\u2019s good to listen to other people\u2019s ideas and add to them.\u201d<\/p>\n\t\t<\/blockquote><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t<td width=\"443\" valign=\"top\"><p><strong class=\"Blue_hi-lite\">8. ROLE-PLAY: EXPLORE OTHER PEOPLE\u2019S VIEWPOINTS<\/strong><br>\n\t\tEncourage role-playing to help students to develop   understanding and empathy for another viewpoint, for example,<\/p>\n\t\t<blockquote>\n\t\t<p><strong>Teacher:<\/strong> \u201cLet\u2019s all pretend to be the girl in this   picture. What is she feeling? What would she say?\u201d<\/p>\n\t\t<\/blockquote><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t<td width=\"443\" valign=\"top\"><p><strong class=\"Blue_hi-lite\">9. DISAGREE AGREEABLY<\/strong><br>\n\t\tHelp students to cope with disagreements in social   situations, for example, <\/p>\n\t\t<blockquote>\n\t\t<p><strong>Teacher:<\/strong> \u201cIs he looking happy right now? So is there   something else you could say that doesn\u2019t hurt his feelings?\u201d<\/p>\n\t\t<\/blockquote>\n\t\t<p>Help them to disagree in discussions, too. For example, <\/p>\n\t\t<blockquote>\n\t\t<p><strong>Student:<\/strong> \u201cNO, he\u2019s telling his brother that he\u2019s GOOD at   soccer.\u201d (Disagreeing in a loud, argumentative voice with a student who had a   different interpretation of the picture.)<br>\n\t\t<strong>Teacher:<\/strong> \u201cIt\u2019s okay to disagree about what\u2019s happening in   the picture. You could say, \u2018I think something different is happening,\u2019 and   use a quieter voice when you tell us.\u201d<\/p>\n\t\t<\/blockquote><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t<td width=\"443\" valign=\"top\"><p><strong class=\"Blue_hi-lite\">10. OFFER PROMPTS AND FRAMEWORKS TO RELUCTANT TALKERS<\/strong><br>\n\t\tHelp the child who is shy, or finds it hard to talk, by   offering low-key prompts to elicit responses, for example,<\/p>\n\t\t<blockquote>\n\t\t<p><strong>Teacher:<\/strong> \u201cTell me about that, Jake\u2026 was it hard to do?\u201d<br>\n\t\tOR<br>\n\t\t\u201cDid you   mean\u2026?\u201d<br>\n\t\tOR<br>\n\t\t\u201cIf I   started the idea, could you finish it? I can see\u2026.\u201d<\/p>\n\t\t<\/blockquote>\n\t\t<span class=\"Blue_hi-lite_noItalics\"><strong>Teaching Tips: <\/strong><\/span>\n\t\t<ul>\n\t\t<li> Using puppets sometimes helps reluctant talkers to share   ideas.<\/li>\n\t\t<li>If a student needs extra time in order to organize ideas,   you could consider saying, \u201cI\u2019m going to ask you to tell me about\u2026 in a   minute, Emma.\u201d<\/li>\n\t\t<\/ul><\/td>\n\t\t<\/tr>\n\t\t<\/tbody><\/table>\n\n\t<\/figure>\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Early childhood classrooms develop a climate and a context that support language learning through play, experimentation, story reading, centre explorations, singing, discussions, and other activities that promote active listening and talking. The following Oral Language Teaching Strategies, emphasized in the program, can be used during whole-class, small-group, or individual communications and can be woven into [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":0,"parent":9374,"menu_order":7,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-9425","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/9425","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/comments?post=9425"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/9425\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/9374"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=9425"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}