Five Components of Effective Oral Language Instruction - PDST

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Bibliography Archer, P., Cregan, A., McGough, A. and Shiel, G. Oral Language in Early Childhood and Primary Education (3-8 years). Dublin, NCCA, 2012 Bond, M. A. and Wasik, B. A. Conversation Stations: Promoting Language Development in Young Children. Early Childhood Education Journal 36:467–473, 2009 Christ, T. and Wang, C. Bridging the Vocabulary Gap: What the Research Tells Us about Vocabulary Instruction in Early Childhood. National Association for the Education of Young Children, 2010 Coles, J. Strategic voices? Problems in Developing Oracy through Interactive Whole‐class Teaching. Changing English, 12:1, 113-123, 2005 Deason, D.K. Let’s Talk: The Importance of Conversations with Preschoolers. NHSA Dialog, 12:4, 374-377, 2009 Department of Education and Training in Western Australia, First Steps Speaking and Listening. Oxon, Steps Professional Development, 2006 Department of Education and Science, Primary School Curriculum. Dublin, Government Publications, 1999 Department of Education and Skills, Literacy and Numeracy for Learning and Life. Dublin, Government Publications, 2011 Eisenhart, C. Oral Language Development: The Foundation for Literacy ', PHD dissertation, The University of Virginia, 1990 Fello, S.E., Jalongo, M.R. and Paquette, K.R. The Talking Drawings Strategy: Using Primary Children’s Illustrations and Oral Language to Improve Comprehension of Expository Text. Early Childhood Education Journal, Vol. 35, No. 1, August 2007 Jeffries, J.H. and R.D. Jeffries, Auditory Processing Activities: Materials for Clinicians and Teachers. Arizona, ECL Publications, 1991 Jeffries, J.H. and R.D. Jeffries, Practical Language Activities: Material for Clinicians and Teachers. Arizona, ECL Publications, 1992 Jalongo, M.R. and Sobolak, M.J. Supporting Young Children’s Vocabulary Growth: The Challenges, the Benefits, and Evidence-Based Strategies. Early Childhood Education Journal, 38:421–429, 2011 Kirkland, L.D. and Patterson, J. Developing Oral Language in Primary Classrooms. Early Childhood Education Journal. Vol. 32, No. 6, 2005 Macrory, G. Language Development: What do early years practitioners need to know?. Early Years, 21:1, 33-40, 2001 Massey, S.L. Teacher–Child Conversation in the Preschool Classroom. Early Childhood Education Journal, Vol. 31, No. 4, 2004 National Council for Curriculum and Assessment (NCCA), Assessment in the Primary School Curriculum: Guidelines for Schools. Dublin, NCCA, 2007 Owens, R.E. Language Development: An Introduction. New York, Pearson, 2011 48
This manual has been designed by members of the Professional Development Service for Teachers. Its sole purpose is to enhance teaching and learning in Irish primary schools and will be mediated to practising teachers in the professional development setting. Thereafter it will be available as a free downloadable resource on www.pdst.ie for use in the classroom. This resource is strictly the intellectual property of PDST and it is not intended that it be made commercially available through publishers. All ideas, suggestions and activities remain the intellectual property of the authors (all ideas and activities that were sourced elsewhere and are not those of the authors are acknowledged throughout the manual). It is not permitted to use this manual for any purpose other than as a resource to enhance teaching and learning. Any queries related to its usage should be sent in writing to Professional Development Service for Teachers, 14, Joyce Way, Park West Business Park, Nangor Road, Dublin 12. 49
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 and 38: frogs, birds and dogs on your paper
Page 39 and 40: The following is a small selection
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: Infants - 1 st Class 2 nd and 4 th

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