Five Components of Effective Oral Language Instruction - PDST

Conversation Stations
Conversation Stations are helpful for the development of high quality, consistent
conversations in the classroom. In Conversation Stations, children have the opportunity to
talk, get feedback on their language and to have appropriate language modelled to them. In
order to create a Conversation Station consider the following:
� Designated Space – table, display pocket chart, pictures, props,”Let’s talk about…..”
� One to one conversations - at the beginning, 10 min duration, max. two children
� Rules - establish at outset, talk and thoughtful listening, share purpose with children
� Message Board – “Time to Talk”, topics that arise can be discussed at later time at
Conversation Station
� Shy/Reticent Child - teacher initiated conversations, vocabulary theme, props,
“phone a friend”
� Conversation Essentials – Talk: Open-ended questions and feedback. This supports
child’s use and comprehension of language
Conversation Scenarios
This is a useful activity to involve pupils in a variety of telephone conversations. Pupils work
in pairs and are given a scenario card. They plan and discuss the card and type of
conversation in which they will engage and then with the use of real phones, carry out the
telephone conversation.
You have to phone a friend
to invite him/her to your
birthday party
Scenario Card Examples
You have forgotten which
page you must read for
homework and so have to
phone a classmate and ask
them
Questioning and Interviews
Your friend has fallen from
their bike, you must ring
their mother to explain
what happened
Questioning encourages higher order thinking and forms the basis of enquiry. Good questioning
enhances understanding, as it provides opportunities to explain, clarify, probe, make connections
and identify problems and issues. Questioning encourages dialogue between students and
teachers and influences student’s use of questioning to promote their own learning. Selfquestioning
enables students to reflect and assess their own results and efforts with a view to
making them better.
Interviews provide an authentic context for questioning. In an interview, students purposefully
practice asking questions and develop the skills to listen critically.
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