Standard One: Middle level English language arts teachers understand the function, the influence, and the diversity of oral language.
Oral language is the foundation to literacy success. In order to encourage student leadership among peers, teachers must provide ample opportunities for accountable, student-to-student talk and means of student-to-teacher discussion through activities such as individual conferencing or whole group discussion.
As an English language arts instructor, I provided ample time for oral language practice through the means outlined above as well as the implementation and maintenance of activities related to the discussion of literary experiences. I encourage the use of oral language through collaborative pair activities such as think-pair-share, shoulder buddy, collaborative activators, and literature circle discussions. Speaking norms are established such as reflective response, respectful/thoughtful listening, fair opportunity to share insight, and an environmental safety of oral expression.
Diversity in language use is encouraged among non-native speakers of English in allowing the strengthening of oral language through activities related to literacy strategies of read-aloud, guided and choral reading. The read aloud allows the diverse reader the opportunity to hear native words pronounced as illustrations are presented as affirmative visuals. In addition, the use of guided-reading and choral reading allows the practice for all oral language learners in the sense that they follow the native words in print as they hear them pronounced appropriately through teacher modeling of effective pronunciation. In addition, the strategic grouping of native and non-native speakers of English during choral reading enhances language skills through the non-intimidating, routine practice of word recognition, pronunciation, and vocabulary development.
Evidence of Proficiency in Standard One:
Lesson Plan Development: Students practice the use of oral language through collaborative pair activity designed to prompt student reading, response to reading, and analysis.
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