C.O.P.E WebinarFebruary 24, 2016

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The 3 Levels of Language 1. Receptive Language (Finding a starting point -OÉAL)

2. Instructional Language (Teacher talk - use of the Oral Language

Teaching Prompts)

Oral Language Small Group Teaching Approaches (Aligned with the 4 Oral Language Teaching Foci)

3. Expressive Language (student dialogue) 3

The 4 Oral Language Teaching Foci©

1.  Expressing Ideas,Thoughts and Opinions

2.  Listening and Responding

3.  Questioning ,Challenging and Clarifying

4.  Justifying an Opinion

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The Oral Language Rotation Guides

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6. The Oral Language Rotation Guides ©   The Oral Language Rotation Guides are designed to assist you

with the allocation of Oral Language Teaching Strategies.

  The personalisation of the learning is achieved by:

  matching the students with the most appropriate small group Oral Language Teaching Strategy and

  providing the students with sufficient daily, opportunities for small group, explicit instruction, using the correct small group Oral Language Teaching Strategy

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Oral Language Exploration - Bridges to Writing

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What is Bridges to Writing?

  It is a time to help the young language learner begin to understand the connection between thought and written language.

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Oral Language Exploration- Bridges to Writing

  What I Think I can Say

  What I Say can Be Written Down (with assistance)

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Oral Language Exploration- Bridges to Writing

  This is an Oral Language teaching strategy.

  This is not a Writing teaching strategy.

  The emphasis is not on the manual / production aspects of writing

  It is not a time to focus on spelling

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Bridges to Writing- 4 sections

1.  Generating a Discussion

2.  Recording Their Thoughts

3.  Returning To Their Thoughts

4.  Publishing

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Oral Language Exploration-Bridges to Writing

  Both Oral Language Exploration- Bridges to Reading and Bridges to Writing have the first step of

1. Generating a Discussion

This is done the exact same way in both strategies. The teacher works for Expressing Ideas, Thoughts and Opinions and for Listening and Responding to self and others

The students practice ‘holding onto their thoughts’

The teacher is using the appropriate Oral language Teaching Prompts

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Generating a Discussion

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Oral Language Exploration-Bridges to Writing

  Both Oral Language Exploration- Bridges to Reading and Bridges to Writing have the second step of

2. Recording Their Thoughts

NOTE: In Bridges to Writing the teacher and the students share the pen

•  the teacher writes the hard parts

•  the students write the easy parts

•  it is essential that the teacher knows what is hard and easy for each student in the group

•  The focus is on the language and not on the writing

•  The teacher will be using the appropriate Oral language Teaching Prompts

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Recording Their Thoughts

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Oral Language Exploration-Bridges to Writing

  Both Oral Language Exploration- Bridges to Reading and Bridges to Writing have the second step of

3. Returning To Their Thoughts

NOTE: In Bridges to Writing the teacher and the students return to what has been written, so that they can re- read, re- think and possibly change their ideas

•  it is essential that the students have first done a lot of this orally in Bridges to Reading

•  the students will be developing the ability to hold onto their own thoughts and the thoughts of others

•  The focus is on the language and not on the writing

•  The teacher will be using the appropriate Oral language Teaching Prompts

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Returning To Their Thoughts

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Oral Language Exploration-Bridges to Writing

3. Publishing - What I write others can read

NOTE: The final product must be written correctly.

•  The student/s must maintain ownership.

•  The teacher has to find a way to make sure that the text is correct and that others can read it, without taking total control

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Publishing

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Bridges to Writing- 4 sections

1.  Generating a Discussion

2.  Recording Their Thoughts

3.  Returning To Their Thoughts

4.  Publishing

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CONCLUSION