Five Components of Effective Oral Language Instruction - PDST

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� Hide an object and give directions for others to find it � Provide organizational tools to assist memory, such as graphic or visual organisers � Explicitly teach pupils to be conscious of remembering important concepts, skills and metacognitive strategies such as the “think aloud” I think this is very funny because it reminds me of … 38
The following is a small selection of activities adapted from the book “Auditory Processing Activities” by Jeffries and Jeffries. This book contains a substantial amount of activities that can be used to develop auditory processing with a whole class and individuals pupils. Activity Name and Instructions Activity Activity 4 Teacher assigns new names to the class. Each pupil receives 2 names to remember as his/her name (e.g. Mary could be named 1, 7). The pupils listen to each direction and does at it says only if they hear their numbers following the direction. Activity 5 Teacher reads some sentences twice. On the second reading the teacher leaves out one word. The pupils must re-call the missing word. It may be useful for the teacher to underline the left out word for the second reading Activity 7 Teacher reads a group of words. The pupils listen and then carefully tell the teacher the beginning sound of each word. Then the teacher changes it to the last letter in each word Activity 11 Teacher asks some questions. The pupils must think of more than one answer to the question 1. Clap your hands 2. Say the name of your best friend 3. Stand up 4. Touch your nose 5. Say the name of your favourite sweet 6. Walk to the door and back etc. - Sean and Dana are twins. They look so much alike that your cannot tell one from the other - Say, see, sell - Game, girl, good - Pear, poor, pond - Ring, read, rain - Two, tin, teeth, - Bag, bead, bike - What could you find growing in a forest? - What could you find living in a zoo? - What could you find in a grocery store? - What could you find in an animal shelter? 39
Page 1 and 2: Five Components of Effective Oral L
Page 3 and 4: Develop Listening & Speaking Skills
Page 5 and 6: Awareness of broad rules that gover
Page 7 and 8: Possible ways of achieving this inc
Page 9 and 10: Teach a Variety of Spoken Texts The
Page 11 and 12: Language Function Text Type Text St
Page 13 and 14: Language Function Text Type Text St
Page 15 and 16: Puppetry This again is useful for t
Page 17 and 18: Co-operative Learning Groups In coo
Page 19 and 20: Conversation Stations Conversation
Page 21 and 22: Solve, use, construct, classify, ex
Page 23 and 24: disagreeing with the statement, not
Page 25 and 26: that they end up with the same outc
Page 27 and 28: Ways of developing the physical env
Page 29 and 30: � Read aloud to the children ever
Page 31 and 32: When teaching vocabulary we need to
Page 33 and 34: Activities to Support Vocabulary De
Page 35 and 36: Semantic Gradient Semantic gradient
Page 37: frogs, birds and dogs on your paper
Page 41 and 42: Assessment Tools for assessing base
Page 43 and 44: Concept Mapping (pp. 36-40) attache
Page 45 and 46: Teacher Observation (pp. 46-52) Tea
Page 47 and 48: Infants - 1 st Class 2 nd and 4 th
Page 49: This manual has been designed by me

Five Components of Effective Oral Language Instruction - PDST

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