Oracy
As English language learners (ELL) and developing presenters, students are developing their communication and discussion skills. To promote high levels of oracy in the classroom, students have multiple opportunities to share their writing and engage in discussions. Students are learning these critical oracy skills during oracy lessons given during community meeting on Tuesday, Wednesday, and Thursdays. During these lessons, students are working on skills to use during argumentative situations, discussions, how to agree or disagree, and social cues to watch during discussions. Students are able to use these skills during "author's chair" after writing and during reading comprehension to find a lesson of a story.
"Author's chair" is a weekly part of writing where students take the stage to present their writing. During this time, I am looking at student writing while analyzing their oracy skills. Students should be able to speak audibly, ask and answer questions, and retell their stories/writing in sequential order. This is a great opportunity for students to share their work. Students work diligently on their writing in preparation for their presentation. Students take pride in their work and think about the progress and outcome of their writing.
Students are learning presenting skills and listening skills while others are presenting. Students are able to present on their writing and writing process. Their skills learned during oracy is applied into writing content and reading comprehension content. The skills learned during oracy are not only to be applied during presentations but also outside of school and eventually in the workplace. Students are developing skills that can be used in meaningful ways for students to carry forward throughout the rest of their lives.
Below are examples of "author's chair" and writing samples students present.
"Author's chair" is a weekly part of writing where students take the stage to present their writing. During this time, I am looking at student writing while analyzing their oracy skills. Students should be able to speak audibly, ask and answer questions, and retell their stories/writing in sequential order. This is a great opportunity for students to share their work. Students work diligently on their writing in preparation for their presentation. Students take pride in their work and think about the progress and outcome of their writing.
Students are learning presenting skills and listening skills while others are presenting. Students are able to present on their writing and writing process. Their skills learned during oracy is applied into writing content and reading comprehension content. The skills learned during oracy are not only to be applied during presentations but also outside of school and eventually in the workplace. Students are developing skills that can be used in meaningful ways for students to carry forward throughout the rest of their lives.
Below are examples of "author's chair" and writing samples students present.
In this image, one student is reading a writing piece she crafted. Students are sitting around the rug as she is presenting. After she is done, students ask questions to the presenter. By asking questions, students are showing they are respectful listeners and applying knowledge from other content areas. Often, students ask questions connected to prior reading comprehension lessons from connections they made from a text and the presenter's writing. Through writing and presenting, students are developing deep understanding of the content. They must be connecting their writing and pictures to their presentation to ensure they make sense and can be presented in a logical sequence.
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Above are samples of student written work that they present during "author's chair." This writing preceded a reading comprehension lesson. In the text, the character faces a problem where something that is very special to him is taken away. While reading, I used GLAD strategies to help students identify all STORY elements. As students were discussing the story, I was charting the retell and STORY elements. After, I had students think about the problem in the story and how they would feel if they were the character. Students were feeling compassion as they were relating to the character. Then, students were asked to identify something that is special to them and to write about it. Students were deeply understanding the text by connecting their own schema to the story and expressing this through writing. Through this writing process after reading comprehension, students were able to apply their knowledge in multiple blocks and in meaningful ways. After students wrote about what is special to them, they presented their writing through "author's chair." As mentioned above, during "author's chair," students practice their oracy skills and showcase their writing. Their peers ask questions about their writing and students respond with meaningful answers. By asking and answering questions, students are making deeper understandings of the content and their connections. I use a variety of instructional strategies through oracy, reading comprehension, and writing for students to be able to apply knowledge in meaningful ways.