Week 31: Listening Assessment


There’s more to observing than meets the eye. And when it comes to oral language, it is really about what meets the ear.  In the last couple of weeks, I’ve had several conversations around listening comprehension and oral expression.  

Week 30: Language Readers


Work smarter not harder is one of my favorite mottos. Sometimes having the right tool does just that.  This week, using one of the Language Readers series, I was able to assess and address student need leading to desirable outcomes. 

In the beginning of the week, I used the wordless book of the Getting Dressed series as a pre-assessment tool with my focus student. I had her tell me what is happening.  Here’s a short sample of her OLR (Oral Language Record).

Week 29: Academic Conversations


Academic conversations provide authentic assessment and opportunities for students to collaborate.  Listening to students’ thinking has been very valuable in determining what students understand. In sharing their thinking students, who may need additional support, learn from their peers.   As a result, students are able to apply learning. This was quite evident in one of our lessons last week.

Week 28: Active Listening


How do you know when students are actively listening? From day one, we have been working on the conversation skills of looking at the speaker, waiting to speak, and building on each other’s talk. Students have learned and have been using the stems for agreeing, disagreeing, and asking for clarification.  Before spring break, I saw active listening beyond the procedural level and seeing the purpose of why it is so important to teach. To see a fruit of your labor is one of those proud moments in a teacher’s life. 

Week 27: Equitable Language


Language can be inclusive or exclusive.  Thinking about language in those terms, the issue of equity rises to the surface. When we look through the lens of equity, the work around oral language becomes more than just meeting the listening, speaking, reading and writing standards whether it be the current standards or CCSS. 

Week 26: Academic Vocabulary


Week 25: Language Objective


Week 24: Analyzing Text


Why do some students seem to get stuck in a particular reading level? Could there be something about the level of the text contributing to their lack of movement? 

This week, my colleagues and I decided to analyze the books we use for Guided Reading. We wanted to see what structures are used in those higher-level texts. Can our students hold on to those structures in their oral language? If not, then what must we do that we have not done before? 

Week 23: Language Structure


Week 22: Strategies