Oral language assessment
Talk is one of the most important elements in order for students to successfully learn. Children use talk in many different contexts through out the day in order to aid the learning process and play a part in developing their own thinking. Talking allows students and teachers to understand the way in which the student comprehends concepts and guides the learning process so that both parties can help one another.
The purpose of observing talk in a classroom is to understand the different ways talk is used and promoted. Observing talk can also help in understanding how students learn best and how to promote useful talk that will be useful in the child’s learning. After observation takes place, it can help teachers evaluate which type of talk has a positive influence on student development and learning and which has a negative influence. There are many different types of talk. The main types of talk include, self-talk, one-to-one talk, peer group, small instructional group, whole group, and talk that occurs in play settings. Each of the different types serves a function and is important to examine. Talk also requires students to listen in order to respond in group situations. It is valuable to observe this as well because it shows if students understand the function of language.
In order to further understand the value of observing talk, I observed my third, fourth, and fifth grade class who are pulled out of their general education classes for small group instruction. I am placed in a Resource room in an elementary school. The children in the class are all different ages and educational levels. Talk in this class is especially important because the students need communication with students and their teacher in order to understand topics. They also use self-talk in order to think through problems step by step using specific strategies. I observed talk in the morning during guided reading and word study. I used two different documents to record the various types of talk I observed in the classroom. The first sheet was “Talk Contexts” which allowed me to document the different types of talk including self-talk, one-to-one with adult, one-to-one with peers, self-chosen peer groups, teacher-chosen peer groups, small instructional groups, Whole group, and talk in play settings. I was able to take notes on specific incidences where talk was used in any of the above categories. The second sheet was “Oral Language Functions: Classroom Observation”. This check sheet allowed me to mark down which functions were present in the classroom. The check sheet was helpful in observing which language functions occurred in various contexts and settings.
After observing and taking notes on talk in the classroom, it is evident that communication is a critical component of the learning environment. Students collaborate and use self-talk to solve problems and work through the thinking process. Self-talk is used by almost every student in the class. Every individual works on independent work alone. They talk out loud in order to understand and make sense of what they are doing. For example, a student talks to himself during word study word sorts in order to break apart the words and understand the different sounds and blends the letters make. A student talks to herself while typing up a narrative she wrote in order to think about what she is doing and concentrate on her work. Their teacher works with students one-on-one and talks about many different topics throughout the day. She will pull students aside and talk to them about instructions for an activity in order to open up conversation and clarify any parts that are confusing. The dialogue involves many questions, modifying instructions by highlighting certain words that they discuss in order for students to better understand the assignment, or asking if they need more time to complete a task. Students also talk one-to-one with peers. They talk about assignments. For example two students discuss the Thank You Letter they are writing. Two students eat snack together and discuss what they need to do during independent work time. Another two students talk during a word study game they were asked to work on together. The communication between students is especially important to observe because it allows the teacher to see if students really understand the content of lessons and the tasks they are asked to complete. If there is any misunderstanding, their teacher would be able to step in and clarify. Small Instructional Groups is another place talk is used frequently. Students are teachers communicate in order to learn new words, themes between different words, discussing guided reading books, and making connections to each other and to the content being taught. Whole group instruction is another place talk is used. When I first arrived, students sat around the table and introduced themselves. This was a good way for me to get to know the students and I was able to observe the students connecting with one another over favorite hobbies, colors, etc. The students loved to talk to each other about sports in particular and shared what they enjoyed participating in. Finally, talk is used in play settings. The students play many games together and enjoy talking to one another and to themselves. Two students talk about the weekend and the basketball games they played while passing a tennis ball back and forth. This is a good opportunity for students to practice listening and dialogue.
The functions of language mainly used by the students in this class are to share stories, retell events, to build relationships with one another and with adults, to express how they feel, and to express their point of views. They are all very curious students and ask many questions throughout the day that build a collaborative environment. The students use language and talk in many different settings. They understand that talk is needed to communicate in order to learn and understand new topics. Since the students are very social and comfortable with one another, they are able to make discoveries and talk through new material.
After learning about and observing talk, it is evident that the function and process of talk is an important component in the learning process. I would use the information I gained from the observation in my future instruction. Emphasizing talk is crucial and should be part of all lessons. It is important to demonstrate the importance of talk to students and explain why each form of talk is needed. Students need to be able to self-talk, talk with peers, talk with adults, and participate in group discussion. In order for students to understand the importance of talk, they need experience talking in different groups and settings. It is important to provide many opportunities for a variety of talk while planning instruction. Developing student’s oral language skills should be a main priority during lesson planning.
Talk is the most important function of development that needs to be emphasized in all classrooms. Talking allows students to think, explain, examine, respond, and develop as a learner. Students in this class participant in a variety of different talk contexts. They used talk in order to question and create many opportunities for discussion. The students are also very good at using self-talk to think out loud and guide their discoveries. Talk should be used and emphasized across different settings. Teachers need to observe talk in these different settings in order to understand student’s thinking and plan future instruction.
Talk is one of the most important elements in order for students to successfully learn. Children use talk in many different contexts through out the day in order to aid the learning process and play a part in developing their own thinking. Talking allows students and teachers to understand the way in which the student comprehends concepts and guides the learning process so that both parties can help one another.
The purpose of observing talk in a classroom is to understand the different ways talk is used and promoted. Observing talk can also help in understanding how students learn best and how to promote useful talk that will be useful in the child’s learning. After observation takes place, it can help teachers evaluate which type of talk has a positive influence on student development and learning and which has a negative influence. There are many different types of talk. The main types of talk include, self-talk, one-to-one talk, peer group, small instructional group, whole group, and talk that occurs in play settings. Each of the different types serves a function and is important to examine. Talk also requires students to listen in order to respond in group situations. It is valuable to observe this as well because it shows if students understand the function of language.
In order to further understand the value of observing talk, I observed my third, fourth, and fifth grade class who are pulled out of their general education classes for small group instruction. I am placed in a Resource room in an elementary school. The children in the class are all different ages and educational levels. Talk in this class is especially important because the students need communication with students and their teacher in order to understand topics. They also use self-talk in order to think through problems step by step using specific strategies. I observed talk in the morning during guided reading and word study. I used two different documents to record the various types of talk I observed in the classroom. The first sheet was “Talk Contexts” which allowed me to document the different types of talk including self-talk, one-to-one with adult, one-to-one with peers, self-chosen peer groups, teacher-chosen peer groups, small instructional groups, Whole group, and talk in play settings. I was able to take notes on specific incidences where talk was used in any of the above categories. The second sheet was “Oral Language Functions: Classroom Observation”. This check sheet allowed me to mark down which functions were present in the classroom. The check sheet was helpful in observing which language functions occurred in various contexts and settings.
After observing and taking notes on talk in the classroom, it is evident that communication is a critical component of the learning environment. Students collaborate and use self-talk to solve problems and work through the thinking process. Self-talk is used by almost every student in the class. Every individual works on independent work alone. They talk out loud in order to understand and make sense of what they are doing. For example, a student talks to himself during word study word sorts in order to break apart the words and understand the different sounds and blends the letters make. A student talks to herself while typing up a narrative she wrote in order to think about what she is doing and concentrate on her work. Their teacher works with students one-on-one and talks about many different topics throughout the day. She will pull students aside and talk to them about instructions for an activity in order to open up conversation and clarify any parts that are confusing. The dialogue involves many questions, modifying instructions by highlighting certain words that they discuss in order for students to better understand the assignment, or asking if they need more time to complete a task. Students also talk one-to-one with peers. They talk about assignments. For example two students discuss the Thank You Letter they are writing. Two students eat snack together and discuss what they need to do during independent work time. Another two students talk during a word study game they were asked to work on together. The communication between students is especially important to observe because it allows the teacher to see if students really understand the content of lessons and the tasks they are asked to complete. If there is any misunderstanding, their teacher would be able to step in and clarify. Small Instructional Groups is another place talk is used frequently. Students are teachers communicate in order to learn new words, themes between different words, discussing guided reading books, and making connections to each other and to the content being taught. Whole group instruction is another place talk is used. When I first arrived, students sat around the table and introduced themselves. This was a good way for me to get to know the students and I was able to observe the students connecting with one another over favorite hobbies, colors, etc. The students loved to talk to each other about sports in particular and shared what they enjoyed participating in. Finally, talk is used in play settings. The students play many games together and enjoy talking to one another and to themselves. Two students talk about the weekend and the basketball games they played while passing a tennis ball back and forth. This is a good opportunity for students to practice listening and dialogue.
The functions of language mainly used by the students in this class are to share stories, retell events, to build relationships with one another and with adults, to express how they feel, and to express their point of views. They are all very curious students and ask many questions throughout the day that build a collaborative environment. The students use language and talk in many different settings. They understand that talk is needed to communicate in order to learn and understand new topics. Since the students are very social and comfortable with one another, they are able to make discoveries and talk through new material.
After learning about and observing talk, it is evident that the function and process of talk is an important component in the learning process. I would use the information I gained from the observation in my future instruction. Emphasizing talk is crucial and should be part of all lessons. It is important to demonstrate the importance of talk to students and explain why each form of talk is needed. Students need to be able to self-talk, talk with peers, talk with adults, and participate in group discussion. In order for students to understand the importance of talk, they need experience talking in different groups and settings. It is important to provide many opportunities for a variety of talk while planning instruction. Developing student’s oral language skills should be a main priority during lesson planning.
Talk is the most important function of development that needs to be emphasized in all classrooms. Talking allows students to think, explain, examine, respond, and develop as a learner. Students in this class participant in a variety of different talk contexts. They used talk in order to question and create many opportunities for discussion. The students are also very good at using self-talk to think out loud and guide their discoveries. Talk should be used and emphasized across different settings. Teachers need to observe talk in these different settings in order to understand student’s thinking and plan future instruction.