Language Curriculum

This article from the Capacity Building Series discusses the importance of using technology in the classroom to optimize learning for students. The article discusses the ‘Technological Pedagogical Content Knowledge’ Model (TPACK), which guides educators for effectively integrating technology in the classroom. The model is broken down into several components: Technological Knowledge (TK), Technological Content (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPCK). Additionally, the article speaks about the importance of enhancing literacy skills using technology, capitalizing on digital tools and the benefits of network learning.
While reading this article, there were two lines that stood out to me when supporting junior learners:
“Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy.”
“As educators become more knowledgeable about how technology can support learner needs, they grow to understand that our focus remains on the learner, and not on the technology.”
As educators, we need to do our best to critically reflect on our own teaching practices and adapt to this technologically advanced society. We need to use digital tools and resources to our advantage to enhance student learning and more importantly, literacy skills. To develop and practice literacy skills (or any skill for that matter) students need to be engaged in the content. We need to create meaningful and relevant lessons that fosters success and allows a student to become a “literate learner.” At the end of the article, there are several tips for educators when getting started, I recommend looking at these J

The Critical Role of Oral Language in Reading Instruction and Assessment

Image result for oral languageAs discussed in the article, oral language skills have a correlation to reading skills and future success. Teachers have the task of ensuring that they are meeting the needs of all learners and implement assessments to refine their teaching practices to support student’s unique needs. The article highlights the importance of oral language particularly for ELL’s and students from a lower SES. My first thought reading this, included “if I have a class of 24 students, 5 ELL’s, 6 students with an IEP, students who are struggling academically and others excelling, how will I ensure they are all getting the support they require for their oral language development?” 
In the article, there are some strategies mentioned to embed oral language in the classroom daily. Some other ways a teacher can embed Oral language instruction includes: reading aloud daily, use of word walls and anchor charts, having diverse books in your classroom library, having daily conversations with students, incorporate a question of the day, etc. Considering a cross-curricular standpoint, in a physical education class, you can implement station cards which require the students to read the cards aloud before completing the activity. 21st century education looks very different then when I was growing up. Reflecting on my own experiences, my teachers used word walls, spelling tests and read aloud to develop oral language. As someone who did not struggle with oral language and communication, I cannot speak to if these methods worked for all students (I am going to assume no). As educators, we have so many tools and resources available to us and we should be utilizing these in our teaching to enhance and support student learning. In a previous post, I wrote about the tool FlipGrid, which is a great resource for students to practice their oral language. In FlipGird, students upload videos of themselves (with audio) speaking about topics. This tool is interactive, engaging and teachers can differentiate the topics depending on student interest.
As a SERT, I recently administered a Kaufan Test of Education Achievement (KTEA), to a grade 9 student to get a baseline of their learning before they had a psychological assessment done on them. Within this test, one of the categories we were assessing was Oral language. However, I also had a scoring manual with me so I knew exactly how to assess the student. I can honestly say if I did not have the manual, I would have had a very difficult time assessing  category. Does anyone have any experience assessing oral language at the Junior level? If so, what was your experience with this?

 Click here to check out an example of a modified oral communication curriculum expectation



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