time to talk- riverina language project session 2 assessing talking and listening

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  • Time to Talk- Riverina language projectSession 2 Assessing Talking and Listening

  • Characteristics of a students with a language difficultyA student experiencing difficulties with language may exhibit some or many of the following characteristics:

    Difficulty expressing needs and providing information to othersA very literal or concrete use of language. A student may not 'play around' with language, with words jokes punsDifficulty following direction, may only hear key words or phrasesHave poor categorisation skills, grouping and classifying wordsDifficulty with sequencing stories and or recounting events coherentlyDifficulty answering a variety of question types

    An auditory processing deficit can interfere directly with speech and language, but can affect all areas of learning, especially reading and spelling. When instruction in school relies primarily on spoken language, the individual with an auditory processing disorder may have serious difficulty understanding the lesson or the directions.

    Common areas of difficulty and some educational implications:Phonological awarenessPhonological awareness is the understanding that language is made up of individual sounds (phonemes) which are put together to form the words we write and speak. This is a fundamental precursor to reading. Children who have difficulty with phonological awareness will often be unable to recognize or isolate the individual sounds in a word, recognize similarities between words (as in rhyming words), or be able to identify the number of sounds in a word. These deficits can affect all areas of language including reading, writing, and understanding of spoken language.Though phonological awareness develops naturally in most children, the necessary knowledge and skills can be taught through direct instruction for those who have difficulty in this area.Auditory discrimination

    Auditory discrimination is the ability to recognize differences in phonemes (sounds). This includes the ability to identify words and sounds that are similar and those which are different.

  • Characteristics of a students with a language difficulty

    Difficulty speaking clearly and conveying meaning to peers Difficulty re-phrasing statements to increase clarity Uses non-specific words e.g.: sort of, stuff, junk, thingy Has trouble finding the exact word e.g. a stamp is at first called a badge ,label or sticker Vocabulary lacks variety eg. uses big to mean tall, strong, enormous or good to mean happy, polite, kind, generous Difficulty getting to the point when explaining something Difficulty adjusting speech to suit situations e.g. when talking to a younger child, or the principal

  • Characteristics of a students with a language difficultyProblems with the social aspects of language and communication such asPoor turn taking skillsInappropriate eye contactInappropriate personal spaceDifficulty with changes in routineDifficulty initiating and sustaining conversationsDifficulty staying on a topicUnderstanding appropriate terms of addressRequesting needsGaining attention appropriatelyInability to clarify when not understoodOften has verbal misunderstandings with others

  • Characteristics of a students with a language difficultyAuditory memoryAuditory memory is the ability to store and recall information which was given verbally. An individual with difficulties in this area may not be able to follow instructions given verbally or may have trouble recalling information from a story read aloud.Auditory sequencingAuditory sequencing is the ability to remember or reconstruct the order of items in a list or the order of sounds in a word or syllable. One example is saying or writing "ephelant" for"elephant".From The National Centre for Learning Disabilities

  • Developing a talking and listening assessment task

  • Easter bunny recording formSome examples could be: Indicators of success:.. used the following skills

    Student understood the concept or positional wordsbelowcircle aroundbottom small

    abovelarge

    Demonstrated an understanding of the numbers threetwo

    Followed instructions of up to three steps or ideas

    Demonstrated an understanding of coloursgreenyelloworangebrown red

    Demonstrated an understanding of the shapescirclesquarestripestar

    BEHAVIOURS to OBSERVEAsking questions, seeking clarificationWatching speaker, eye contact, keeping on task

  • The task is linked to the following English outcome(s): TS1.1 Communicates with an increasing range of people for a variety of purposes on both familiar and unfamiliar topics in spontaneous and structured classroom activities

    TASK: The student is asked to follow directions to complete a picture. The instructions are simple one and two step instructions(activity from Listening Comprehension - Jn Level by Graeme Beals Curriculum Concepts Aust. Pty Ltd)

    1. Write your name at the top of the page2. Colour the end of the lions tail brown3. Put a circle around the lion4. Colour the lions body yellow5. Give your lion some more teeth6. Colour the lions hairy mane brown like his tail7. Find the piece in the drawing that shows the lion has been roaring and go over the lines in red8. Think about what the lion might have been eating for dinner and draw it on the ground behind the lion9. Colour the lions eye red10. If you would like to be this lions dinner put a x under your name, but if you would not like to be this lions dinner, put a x along the bottom of the page

    English : Talking and Listening Task:

    Indicators of success: .. used the following skills.student understood the positional wordstop end of around under behinddemonstrated attentive listening skills - made eye contact, appeared focussed on the talker

    asked questions to clarify completed the activity independentlyindicated the ability to recall and execute oral directions containing the linguistic concepts of if and but

    Add any comments about the students listening skills

  • Assessing/observing language in the classroom Form of language. Does the child mainly use single words, phrases or sentences. Are the sentences of the subject/verb/object form? Are there mature negatives, pronouns, sentence structures? Understanding of semantic intent. Does the child respond appropriately to the various question forms (what, when, where, how, why?) Does the child confuse words from different semantic classes? Horse/dog; Water/water; sick,sick

  • Assessing/observing language in the classroomLanguage use. Does the child use language in a variety of ways, such as asking for information, help, objects; replying; making statements: providing information;Does the child take conversational turns? Does the child introduce topics and maintain them through several turns? Does the child signal the status of the conversation ( talk appropriately to the level of the other participant) and make repairs when conversation may break down?

  • Assessing/observing language in the classroomSequencing. Does the child relate events in a sequential fashion based on the order of occurrence? Can the child discuss the recent past or recount stories coherently?

    Rate of speaking.Is the rate too slow or fast? Are there lengthy pauses? Does the child use fillers frequently? Are there frequent word substitutions

  • Oral presentation (Expressive language)

    Samples of oral language 1. NewsRecord or tape news. Evaluate the news by looking at what indicators from the Talking and Listening strand of the K-6 syllabus are appropriate for the stage of the student.

  • Joshua. (K)Im going to Sydney and then after that I might be going to the snow. To the skiing.Wow. To ski? When are you going to Sydney?I dont know.Why are you going there? Are you going to see something special or visit somebody?Im going there to see my sister when she has her baby because she might have had it.Wow. Thats right. I remember you saying that your sister was having a baby very soon. How exciting.She said she might be in the hostipal now.My goodness well youll be waiting to see Mum this afternoon to see whether your sister has had the baby or not.Is it a big hostipal or a little one?Its the one in Sydney.Is she gonna have two babies or one?One.

  • Madison (K)These are my pictures what I did last night.Whos that a picture of?My doll.Is it of your doll? What does this say? Who wrote that? Does it say Daniel?This is, this is meee.How many do you have in here Madison? Were they all from last night?A lot. And this is my mummy. And I cutched it all out.Did it take you a long time to cut them all out?No.Whos this one/? Is this one mum?And this is a duck.A duck?A funny duck. And this is a thing that makes the duck fly.What are they called the things that make a duck fly? Wings. Thank you Robert. You were very very busy. Whats this one?Nothing.This is myyyy ummmm, my picture of a --- horse.And what about this one? This is very beautiful. Youve used lots of colours.I drawed and I drawed and I did it all by myself.Youre clever doing that all by yourself and youre getting much better at colouring in, staying inside the lines and using lots of beautiful colours. Would you like to take some questions?ELLIE.Which picture was your favourite?All of them.Did you get any help with it?No. Ill have to do more at home.

  • Nathan (K)Mum wouldnt, uh Mum didnt put a bandaid on this.Your cut? Today, you had a bandaid on there yesterday. Would you like to tell everybody what happened?Mum cut dis yesterday, last night.How?With the sharp knife.Were you grabbing something from Mum when she was cutting? What were you grabbing?The sharp knife. And it

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