Talk to Learn

Training Session

Kerensa RobertsonRTLB

Pakuranga

What is Talk to Learn?» Talk to Learn is an oral language intervention

» Approximately 5 students will work in a small group with

one teacher or support person.

» Each session will take 30 minutes and there should be a

minimum of 4 sessions a week. Every day would be ideal.

» There are 20 themes contained in the programme which

link to commonly used topics in primary schools. This is so

students can use their vocabulary in the classroom and

receive continuous exposure to the language.

» Each lesson has six short, fun activities.

Benefits» The benefits of oral language programmes for

children are well established.» Students who participate on oral language

programmes:» Make greater progress in vocabulary and

grammatical skills (Boyer-Crane et al, 2007)» Participate in class learning» Make progress in classroom reading programmes» Continue to make progress at the end of the

intervention» Consistently make progress (Educational

Endowment Foundation, n.d)

Curriculum Links» New Zealand Curriculum» Talk to Learn relates to the key competencies of participating and

contributing, relating to others and using language, symbols and texts.

» Ka Hikitia» The Goals for primary education are to 'provide early, intensive

support for those students who are at risk of falling behind' (Ministry of Education, p36 2013).

» Pasifika Education Plan 2013-2017» One of the goals from the Pasifika Education Plan is to provide

language and learning intervention to support a smooth transition to school for learners coming from Pasifika immersion early childhood centres, and particularly Pasifika learners that have not participated in early childhood education.

Programme Structure

Greetings» Each session begins with a greeting and a poem

» Use student names e.g. good morning, S______

» All activities for the theme (including the poem) use the key words listed

» The poem is a chance for students to practice vocabulary

Naming Activity» Under each theme, there are a set of cards

» These cards contain pictures of the key words.

» Get students to name the items, either together or taking turns.

Listening Activity» This is to teach students to focus and listen to

the speaker and each other. It also teaches students to listen for key words and phrases.

» Activities include:

» Simon Says; Go Fish etc

» Positioning and sequencing activities

Story Time» Share a story with students

» The story should be connected to the theme

» These should be available from school journals and PM texts etc

Daily Activity» This activity is different every day as different

skills are focused on and students become familiar with the key words for the theme.

» There are four different activities and one is finished/repeated on the fifth day

» Day 1: Barrier Games

» Day 2: BSM Activity

» Day 3: Scissor Activity

» Day 4:Sequencing Activity

» Day 5: Repeating Activity

To Finish…» Students are to tidy up and put kits away

correctly.

» Repeat initial poem with students (reinforcing vocabulary)

» Say Farewells (to group and individuals)

Our ActivityWelcome to Talk to Learn….

We are going to practice the activities for one of the themes….

References» Bowyer-Crane, C., Snowling, M. J., Duff, F. J., Fieldsend, E., Carroll, J. M., Miles, J., . . . Hulme, C. (2008).

Improving early language and literacy skills: differential effects of an oral language versus a phonology with

reading intervention. Journal of Child Psychology and Psychiatry. doi:10.1111/j.1469-7610.2007.01849.x

» Bruton, R. W. (1975). Evaluation of the Objectives of an Oral-Language Intervention Program. Elementary

School Journal, 76(3), 170-180. doi:10.1086/460970

» Education Endowment Foundation. (n.d.). Oral language interventions. Retrieved

from http://educationendowmentfoundation.org.uk/toolkit/oral-language-interventions/

» Gonzalez, J. E., Goetz, E. T., Hall, R. J., Payne, T., Taylor, A. B., Kim, M., & McCormick, A. S. (2011). An

evaluation of Early Reading First (ERF) preschool enrichment on language and literacy skills. Reading and

Writing. doi:10.1007/s11145-009-9212-8

» Green, K. B., Patton, N., & Gallagher, P. A. (n.d.). Progress in Language and Literacy Skills among Children with

Disabilities in Inclusive Early Reading First Classrooms.Topics in Early Childhood Special Education, 17(2), 235-

254.

» Henning, C., McIntosh, B., Arnott, W., & Dodd, B. (2009). Long-term outcome of oral language and phonological

awareness intervention with socially disadvantaged preschoolers: the impact on language and literacy: LONG-

TERM EFFICACY OF INTERVENTION. Journal of Research in Reading. doi:10.1111/j.1467-9817.2009.01410.x

» Lo, Y., Wang, C., & Haskell, S. (2008). Examining the Impacts of Early Reading Intervention on the Growth

Rates in Basic Literacy Skills of At-Risk Urban Kindergarteners. Journal of Special Education.

doi:10.1177/0022466907313450

» Ministry of Education. (2007). The New Zealand Curriculum (32615). Retrieved from Ministry of Education

website: http://http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum

» New Zealand. Ministry of Education. (2012). Pasifika education plan: 2013-2017. Wellington, N.Z: Ministry of

Education.

» Van der Wal, J., De Candole, R., & De Vries, E. (2001). Talk to Learm. Wellington, New Zealand: Ministry of

Education.