After the initial four days of Professional Development, our junior P-2 teachers meet weekly for a literacy P.L.T. These now have a greater emphasis on oral language being the foundation of literacy learning, thinking and interacting. We have discussed aspects of explicit/implicit instruction and our role as facilitator of the development of strategies so our students can construct their learning (Collins model).

We have high expectations of both ourselves as teachers and our children and include specific oral language components in planning. We aim to have children understand they are responsible for developing strategies for constructing their own learning.

• A staff member(Therese Keane) is studying the Oral language subject at The University of Melbourne- Therese has reported back to staff
• Support of Anne Bone (literacy advisor) and Robyn Cranage (speech pathologist) CEO to support us in the implementation of strategies and expanding our oral language understandings.
• Hugh McCusker has visited our school in term two to observe our junior classrooms in action and interview teachers. He presented our whole staff with an overview of the OLSEL project and facilitated a parent meeting outlining the same.
• Parents visited a classroom to see a demonstration of how teachers use big books in whole class teaching. We promoted the importance of providing opportunities for different kinds of questions. Parents were also given a bookmark outlining the four levels of Blank’s Questions.
• Other community links included Grandparent day which highlighted opportunities for oral language about our Inquiry unit comparing the olden days and now.
• Book week also provided opportunities for cross age activities.
• School newsletters include parent information and suggestions from First steps, information from Prep Talk project and general strategies to assist parents in supporting their children’s oral language, especially using conversation starters.

• children respond in sentences/use their words
• teach and develop social language pragmatics ( use of voice, articulation etc.)
• give children think time before speaking (emphasis on formulating questions as well as thinking about appropriate responses and the positive reinforcement of children’s use of strategies.)
• read to activities/shared reading; using the 5 W and H questions from both fiction and non fiction books.
• consolidation and extension of vocabulary i.e. naming, similarities and differences, sequencing,
  synonyms and antonyms and grammar.

Blanks Questioning has been a key focus for term 3 in both whole and small group instruction with initial assessment using the Townsville screener Blanks Questions component to determine the scaffold needed for individual students.

We are more aware of using a variety of stimuli to ensure we give children the opportunity to become more competent in levels three and four. We hope this will have a positive impact on children’s thinking and making connections with their own and others life experience.

CEO Ballarat myclasses has a wealth of resources to use and many big books are available on our smartboards for whole class focus. We are utilizing school resources more effectively and set up a resource folder for teachers to access and share.
We are mindful of prioritising oral language opportunities throughout all aspects of the day, including during maths, R.E., and discussions in our social skills program PATHS.

Early in term 3, our whole staff attended a Stephen Graham PD. There were many links with our OLSEL PD. He reinforced that children need to understand / manipulate the English language because language in the head will dictate what they say, read and write. There will be more gains in independent tasks if children have competency in oral language. His focus supported explicit teaching based on ideas, conventions and purpose.

In term four, we will endeavor to become more familiar with the ICPALER model, exploring the interdependence of each aspect. We will continue to develop an understanding of the Collins model. We plan to utilise colourful semantics to support language development and consolidate the 5 W and H questions. We anticipate, both as individual teachers and a team, greater understanding of our students speaking and listening capabilities when reporting to P-2 laying the foundations VEL standards.