OLR Form - Oral Language Development - New Teacher Center
OLR Form - Oral Language Development - New Teacher Center
OLR Form - Oral Language Development - New Teacher Center
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Student: Jose<strong>OLR</strong> <strong>Form</strong>Recorder: Sue Date: Feb. 2012Time +Setting1:12:00<strong>Teacher</strong>/Partner PromptT:Tell me what happened in the story. Shouldwe look at it again? Yeah, tell me whathappened. Let’s just see…What was happening on that page?T:Then what happened?T:Yeah, think that’s why Kit ran away?Because of the noise of the helicopter?T:Then what happened?T:How do they feel when they find Kit?T:They were really happy.Focus Student’s Talk/<strong>Language</strong>/OutputS:They saw a fire…and they call to help…and…helicopter wentdown… right here….S:And they got inside…and, and they get and Kit…and Kit ran…away because (hand motions “sish”)He had to go away quick? Hunh?S:(shakes head and mumbles…”uh hunh”)S:And they go up and landed to right hereAnd they get water and put it right here…and again right here…and agai…and the sameAnd they go home and home to find KitS:happySetting: 1:1, Small Group, Whole Group, Recess, Lunch, Other©<strong>New</strong> <strong>Teacher</strong> <strong>Center</strong>/OLD 2011/12
<strong>Oral</strong> <strong>Language</strong> Analysis ToolDate: Feb 2012Case Study Student Name: Jose<strong>Language</strong> Response Sentence Structure MeaningWhat are younoticing the childcan do in...Can respond to apromptUses simplesentencesIs able to makemeaning to himselfWhat strengthsdoes the childhave that you canuse to build on toaccomplish yournext steps in...EngagedLikes storiesRisk takerCommunicates withnon verbal gesturesIs able to pickup some booklanguageDriven by meaningWhat does thestudent need basedon your observation/ analysis in...More specific in hisresponsesMove from “they”to …Retell structurethat allows himto determineimportance inbeginning, middle,endRetell without thesupport of the bookWhat practices willyou use to adjustyour instruction tosupport the studentin....Teaching studenthow to be morespecific in his retellPrompting studentto be specificwith who, what,where, when, whyto generate morecomplex structuresthat incorporateprepositionalphrasesAsk himself, “Doesthis sound right?”©<strong>New</strong> <strong>Teacher</strong> <strong>Center</strong> <strong>Oral</strong> <strong>Language</strong> <strong>Development</strong>, 2012
Date: Feb. 2012<strong>Oral</strong> <strong>Language</strong> RubricStudent: JoseSetting: 1:1 Fire, Fire Retell1 2 3 4 5Provides no responseRelies on nonverbalcommunicationUses social (lessspecific vocabulary)languageUses academiclanguage or stemswhen promptedUses contentvocabulary correctlywith little promptingUses contentvocabulary correctlyand independentlyResponses mimicanother’s answerUses incompletesentencesResponses are mostlysimple sentencesResponses areexpanding to useprepositional phrasesResponses includeconjunctions thatshow relationshipsResponses are variedand complex instructureStructure interfereswith meaningStructure is not yetstandard usageStructure isapproaching standardusageStructure is standardEnglish with fewlapsesStructure is standardEnglishMeaning unintelligibleor incoherentComment requiresfurther probingto determineappropriateness or isoff topicComment conveyssome meaning and isappropriateComments aremeaningful andappropriateComments aremeaningful,appropriate anddetailed©<strong>New</strong> <strong>Teacher</strong> <strong>Center</strong> <strong>Oral</strong> <strong>Language</strong> <strong>Development</strong>, 2012
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