ERIC ED453543: Oral Language Developmental Continuum: Second-Fifth Grades.

10 Pages·2001·0.37 MB·English

by  ERIC

DOCUMENT RESUME
CS 217 553
ED 453 543
Grades.
Oral Language Developmental Continuum: Second-Fifth
TITLE
Raleigh.
North Carolina State Dept. of Public Instruction,
INSTITUTION
2001-00-00
PUB DATE
217
9p.; For the preschool to first grade version, see CS
NOTE
554.
Wilmington
NC Department of Public Instruction, 301 North
AVAILABLE FROM
St., Raleigh, NC 27601-2825. Web site:
http://www.dpi.state.nc.us; e-mail: [email protected].
Guides - Non-Classroom (055)
PUB TYPE
MF01/PC01 Plus Postage.
EDRS PRICE.
Elementary Education; *Language Skills; *Oral Language;
DESCRIPTORS
*Student Development; Student Evaluation; Teacher Role;
*Verbal Ability
*Continuum Models; Language Functions; *North Carolina
IDENTIFIERS
ABSTRACT
This brochure is intended to be a useful tool for assessing
well as
students' development along a continuum of oral language growth as
students are expected
for providing information about the competencies that
the brochure,
to learn in second-fifth grades. On the continuum in
descriptors list specific behaviors that detail students' development at
behaviors that
particular ages or grades; the competencies list specific
according to
students are expected to learn in second through fifth grades
English/Language Arts.
the 1999 North Carolina Standard Course of Study for
grade (7-8 years);
The brochure cites the following: competencies for second
grade (9-10
competencies for third grade (8-9 years); competencies for fourth
lists the
years); and competencies for fifth grade (10-11 years). It also
personal,
following oral language functions: instrumental, informative,
(NKA)
heuristic, regulatory, interactional, and aesthetic.
Reproductions supplied by EDRS are the best that can be made
from the original document.
_19
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Second-Fifth Grades
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BEST COPY AVAILABLE
Second-Fifth Grades
Oral language is the foundation skill that students bring to
school. Although students come to school with different
levels of competence in their speaking and listening
abilities, they bring their oral language and experiences
future literacy learning. Oral language is
as strengths to
the foundation on which reading is built. Students' oral
language abilities are interwoven with learning to read
and write. The oral language students acquire as young
students helps them connect words and sounds with print.
Throughout the school years, oral language is both a
wading and is a
means whereby students learn about
goal of literacy instruction. Any competence that students
develop in oral language pays dividends in their reading
and writing development. Encouraging oral language in
the classroom and at home is a continuing process. It is not
something that can be accomplished in a month or even a
the harvest.
year; it requires time and patience to reap
Parents, teachers, and the entire school community must
work together to support students in the process.
3
1
The purpose of the Oral Language Development Continuum
for second-fifth grades is to provide information for
parents, teachers, and other significant adults as they
work with young students. It is a useful tool for assessing
students' development along a continuum of oral language
growth as well as providing information about the
competencies that students are expected to learn in second-
fifth grades. On the continuum, descriptors list specific
behaviors that detail students' development at particular
ages or grades. The competencies list specific behaviors that
students are expected to learn in second through fifth grade
according to the 1999 North Carolina Standard Course of
Study for English Language Arts.
years
Third oracle:
Second Grade: 7-8 years
Competencies
Competencies
Listen actively by:
Explain and use new concepts and
facing the speaker.
information in own words.
making eye contact.
Increase oral and written vocabulary by
asking questions to clarify the message.
listening, discussing, and composing text
_
asking questions to gain additional
when responding to literature that is read,
information and ideas.
and heard.
Read aloud grade-appropriate text with
Begin to use formal language and/or
fluency, comprehension, and expression.
literary language patterns, in place of oral
Participate in creative responses to texts
language patterns, as appropriate.
such as discussions, dramatizations, oral
Use oral communication to identify,
presentations, and plays.
organize, and analyze information.
Use oral language to:
Read aloud with fluency and comprehension
present information in a sequenced,
any text appropriate for early independent
logical manner.
readers.
discuss.
Respond appropriately when participating
sustain conversation on a topic.
in group discourse by adapting language
share information and ideas.
and communication behaviors to the
recount or narrate.
situation to accomplish a specific purpose.
answer open-ended questions.
Use expanded vocabulary to generate
Report information on a topic.
synonyms for commonly over-used words
expibin own learning.
to increase clarity of oral and written
Share oral products in a variety of ways
communication.
(e.g., discussions, presentations, etc.).
Draw conclusions, make generalizations,
and gather support by referencing the text.
Summarize main idea(s) from written or
spoken text in succinct language.
5
3-io
Firth Crack
Fourth Grade:
10-11 years
years
Competencies
Competencies
Listen actively and critically by:
Listen actively by:
asking questions.
asking questions.
delving deeper into the topic.
paraphrasing what was said.
elaborating on the information and ideas
interpreting speaker's verbal and
presented.
non-verbal messages.
evaluating information and ideas.
interpreting speaker's purposes and/or
making inferences and drawing
intent.
Read aloud grade-appropriate text with
conclusions.
making judgments.
fluency, comprehension, and expression
Identify strategies used by a speaker or
demonstrating an awareness of volume
writer to inform, entertain, or influence an__
and pace.
Use oral and written language to:
audience.
Read aloud grade-appropriate text with
present information and ideas in a clear,
fluency, comprehension, expression, and
concise manner.
personal style demonstrating an awareness
discuss.
of volume, pace, audience, and purpose.
interview.
Use oral and written language to:
solve problems.
- formulate hypotheses.
make decisions.
Make oral and written presentations using
evaluate information and ideas.
visual aids with an awareness of purpose
present and support arguments.
influence the thinking of others.
and audience.
Make oral and written presentations to
Share self-selected texts from a variety of
inform or persuade selecting vocabulary
genres (e.g., poetry, letters, narratives,
for impact.
essays, presentations).
Demonstrate understanding in speaking
Demonstrate understanding in speaking
and writing by using:
and writing by appropriate usage of:
troublesome verbs.
pronouns.
nominative, objective, and possessive
subject/verb agreement.
pronouns.
- verb tense consistency.
Elaborate information and ideas in
subject consistency.
Elaborate information and ideas in writing
speaking and writing by using:
and speaking in using:
prepositional phrases.
simple and compound sentences.
transitions.
regular and irregular verbs.
coordinating and/or subordinating
conjunctions.
adverbs.
Determine the impact of word choice on
prepositions.
coordinating conjunctions.
written and spoken language.
People use oral language for different purposes. Parents and teachers can
use this chart to encourage students in their oral language development.
Instrumental
Informative
Personal
Language to get what
Language to develop
Language to represent
we want
and maintain one's
the world to others
own unique identity
Asserting personal
Language to impart
rights/needs
what one knows
Asserting positive/
Labeling, noting details
negative expressions
Noting incidents,
Requesting an opinion
sequences
Incidental expressions
Making generalizations
Comparing
That's a Lexus.
I want some milk.
My name is Anne
It's green and blue.
I'm first because I'm
Catherine.
My cookie is bigger
I'm good at music.
the oldest.
than yours.
I need a pencil.
like Siamese cats.
I
My sister is in the
I'm the only child in
It tastes good to me.
hospital.
Do you like my new
my family.
I have twenty dollars.
shirt?
I want to be a teacher
I'm taller than anyone
My goodness!
when I grow up.
else my age.
You're too loud.
I'm smart at language.
Engage children in
Encourage children to
Provide opportunities
experiences which
state their requests for children to share
require them to
clearly.
personal opinions,
observe, record,
Help children become
interpretations, and
summarize, and draw
aware of how people
experiences.
conclusions.
use language to get
Listen to and talk with
Use open-ended
what they want.
the students personally.
questions.
Encourage children to
Create opportunities
Collect data over time.
provide assistance to
for students to listen to
Interpret and draw
and talk with others.
and seek assistance
conclusions from
from peers.
records.
Have children revise
reports and presenta-
tions (their own and
others').
Encourage children to
share what they know
in a variety of formats
and settings.
Aesthetic
Interactional
Regulatory
Heuristic
Language for its own
Language to establish
Language to control
Language to specu-
sake, to express
and maintain rela-
others and the world
late and predict what
imagination, to
tionships with others.
around us
will happen
entertain
Requesting directions
Noting cause/effect
Requesting others'
relationships
attention
Noting an event
Controlling self
Drawing conclusions
Requesting a reason
Problem solving
Let me tell you a
The airplane crashed
Let's be friends.
Do it this way (to self).
because the landing
story.
Give me the biggest
Tell me about...
gear didn't work.
Let's pretend.
one.
I like you because...
The rock is too heavy
Let's sing a song.
Give me your paper
Will you play with
to float.
and I'll give it to the
Let's play house.
me?
It might rain
teacher.
Once upon a time...
Would you like for
tomorrow.
Give me a blue
Peter Piper picked...
me to help you?
We better not run
crayon.
Show me how to do
away from home.
it.
Why can't I go?
Where shall I put it?
Why does this
Watch this.
happen?
Look at me
Provide opportunities
Schedule opportuni-
Talk about why,
Engage children in
for students to use
where, and when
ties for students to
problem solving.
their imaginations
people use
share their strengths
Create an environ-
regulatory language.
through drama,
ment that encourages
with others.
Let children give
poetry, role playing,
inquiry, promotes
Provide opportunities
directions and
investigations, and
puppetry, music,
for students to work
explain class rules.
generates new
dance, mime, and
in collaborative
Encourage children
questions.
discussion.
groups. Provide
to use more appro-
Invite predictions
Schedule storytelling,
opportunities for
priate regulatory
when reading fiction
read alouds, and
students to read and
language as teachers
or non-fiction and in
performances.
write together.
use less.
content area studies.
Schedule reading and
Let children be in
writing workshops
charge of large and
as a part of the
small groups.
instructional routine.
12,eferenCeR
Allen, Leanne. West Australia Department of
Education. (1994). First Steps: Oral Language Resource
Book: Melbourne, Australia: Addison Wesley
Longman Australia Pty Limited.
Children's Choices. (October, yearly). Primary Level
Books. The Reading Teacher. Newark, Delaware:
International Reading Association.
Gambrel!, Linda B. and Almasi, Janice F. (Eds.).
(1996). Lively Discussions! Fostering Engaged Reading.
Newark, Delaware: International Reading
Association.
Heibert, E.H., Pearson, P.D., Taylor, B.M.,
Richardson, V., and Paris, S.G. (1998). Every Child a
Reader. Center for the Improvement of Early
Reading Instruction.
North Carolina English Language Arts Standard Course
of Study. (December, 1999). Raleigh: North Carolina
Department of Public Instruction.
Snow, C.E., Burns, M.S., and Griffin, P. (Eds.). (1998).
Preventing Reading Difficulties in Young Children.
Washington, D.C.: National Academic Press.
Staab, Claire. (1992). Oral Language for Today's
Classroom. Pippin Publishing Limited.
Teachers' Choices. (November, yearly). Primary Level
Books. The Reading Teacher. International Reading
Association.
,
r
,
Public Schools of North Carolina
State Board of Education
Department of Public Instruction
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