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K-5 Oral Language #3

Extending Discourse With Details

 

 

Oral Language

 

Common Core State Standards

• SL.K.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail.
• SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
• SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
• SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
• SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
• SL.5.4 Report on a topic or text or present and opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

 

Rationale

Speaking and listening are the forms of language most frequently used to explore new knowledge, to understand new experiences, and to develop new meanings. Learning to speak with and listen for relevant information is an important function of oral language development.

 

Materials

Poster with Who, What, When, Where, Why, and How and picture symbols beside each one on it.

Individual cards for each student with the words and symbols for Who, What, When, Where, Why, and How.

 

Direct Explanation

When you share something you want to tell your friends, it helps them understand it better if you remember to tell who it is about, what happened, when it happened, where it happened, how it happened, and why it happened.

You want to tell the “whole” story of what happened and not leave out the important parts.

 

Model

Retell a simple event and then ask the who, what, when, where, how, and why questions about what you told. Point to the words/symbols on the poster and ask each question. Explain again that telling the “whole” story helps your friends understand much better.

 

Guided Practice

Ask individual children to retell a simple event. Ask the who, what, when, where,

how, and why questions about the retelling, using the poster and the individual

cards for prompts, and have the speaker and the other children do the

answering. Note the missing information, as it occurs, and how thinking about

the questions helps the person telling the story to tell the “whole”

story.

 

Independent Practice

Have children share personal narratives with partners. Have the listening partner

use the who, what, when, where, how, and why questions to help prompt the

speaker tell the “whole” story. Then take turns by switching roles.

 

Assessment

Teacher observation of partner sharing

 

Tier II Additions
  • Do this activity in small groups where the teacher can coach, as needed

  • Have children who are having difficulty with all of the questions focus on only a few at a time

 

Assessment

Same as Tier I

 

Tier III Accommodations/Modifications

 

  • Allow student extra practice time in both roles

  • Provide cue cards for student to use to ask partner the questions

  • Focus on one question at a time

  • Provide a notebook with common answers to who questions, to when questions, etc. For example, under who might be “me, I, mother, student’s name, father,” etc

 

Assessment

Same as Tier II with student using notebook

Tier IV Modifications
  • Allow student extra time to practice in both roles

  • Allow student to chose from a list when asked a question (list may be written or be a list of pictures/icons)

 

Assessment

Same as Tier I with student using the list of pictures/icons

 

Tier V Modifications
  • Allow student to use augmentative/alternative communication system

  • Have student use pictures/icons for people, places, things, locations, sizes, colors, shapes, numbers, and actions to ask for or give clarification to the narratives

 

Assessment

Teacher will observe student using pictures/icons to ask for or give clarification

(student does not have to use oral language if non-speaking) or have student

perform the task on request using augmentative/alternative communication

system

 

Resources

 

Education Department of Western Australia (2004). Oral Language Resource Book. Salem, MA: Steps Professional Development & Consulting

 

Gentile, Lance M. (2003). The Oracy Instructional Guide. Carlsbad, CA: Dominie Press, Inc.

 

Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or sold for commercial use or profit. ADE employees are not authorized to waive these restrictions.

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