0:13 hello everyone camilla here from
0:16 decodable readers australia today we're
0:18 going to have a look at the crucial
0:21 skill of oral language now oral language
0:24 is the foundation of all learning the
0:28 most crucial and it is the ability to be
0:32 able to understand and speak our oral
0:35 language and our language being english
0:37 now when students have the skills of
0:40 oral language they are able to
0:43 understand information process that information
0:44 information
0:48 and express so we call this receptive
0:51 and expressive language now receptive
0:53 language let's have a look at this concept
0:55 concept
0:58 receptive language refers to how a child
1:01 understands language it's the input of
1:03 language and the ability to understand
1:07 and comprehend spoken language that you
1:09 hear and eventually
1:12 language that you read now expressive
1:14 language let's have a look at expressive
1:16 this is the output
1:20 expressive language is the use of words
1:23 sentences and eventually writing to
1:26 convey meaning to others express wants
1:29 and needs thoughts and ideas argue a
1:32 point of view and to develop the use of
1:35 language to engage in successful interactions
1:36 interactions
1:39 now it's important that students can put
1:41 those words together
1:43 and have the right grammar and sentence
1:47 structure that syntax to be able to
1:51 express accurately now as educators it
1:55 is our job to provide many opportunities
1:58 for students to be immersed in
2:03 engaged in and be able to be guided in
2:06 conversation where they can
2:08 develop that receptive and expressive
2:11 language so how do we do this as
2:14 educators now if you're a parent at home
2:16 all those why questions those
2:20 discussions those talking points are so
2:23 crucial immersion is definitely the way
2:25 to go with oral language and that
2:27 development any conversations that you
2:30 can have with your students engaging in
2:32 beautiful story books and talking about
2:34 the characters and the events that are
2:37 happening all of these things can really
2:40 foster the development of oral language
2:43 now if you find that a child's oral
2:45 language is poor or they're speaking in
2:48 broken sentences it's really important
2:50 to guide that language and you can do
2:52 this in multiple ways
2:55 so let me give you an example of this if
2:59 a child says i run home so they've got
3:01 that tents mixed up
3:04 i would say oh you ran home can you say
3:05 it like this
3:08 i ran home so you're gaining the
3:11 information that the child wants to
3:13 express but you're modeling the exemplar
3:16 practice you're modeling the correct
3:18 structure of that sentence and the
3:21 correct tense in order for accuracy of
3:24 that expressive language so that's how i
3:28 see paraphrasing working by gaining the
3:30 information that the child is trying to
3:33 express and then modeling that exemplar
3:36 practice so paraphrasing can be a great
3:40 tool when developing this receptive and
3:43 expressive language
3:46 the next strategy is called parroting
3:48 now i like to use parroting as a
3:50 strategy for students that are either
3:53 early in their oral language development
3:56 either have very poor oral language or
3:58 even students with english as their
4:00 second language so english language
4:02 learners now parroting is when the
4:05 instructor goes first and the
4:08 expectation is that the student will
4:11 repeat exactly what the instructor says
4:13 now you can start very basic at word
4:15 level and then move to a very simple
4:18 sentences with two or three words and
4:21 then build in complexity now this offers
4:26 the students a way of seeing and hearing
4:29 a modeled sentence and sets up that
4:32 expectation for their expressive
4:34 language and if you think back if you've
4:36 had children or you've seen little
4:38 babies and toddlers we do this all the
4:41 time even from when they're really
4:44 little i know as a mother i would say
4:48 mummy mum me and really expect that the
4:50 child would say that back or i'll point
4:54 to objects and i will say what they are
4:56 and try and have the student or the
4:59 child in this case repeat back like car
5:01 or book
5:03 and that is that parroting that
5:06 expectation that the student or the
5:09 child will repeat back this is great for
5:11 english language learners and this
5:14 brings me to our product
5:16 in our new sounds of reading toolkits we
5:18 have a section that develops oral
5:21 language and we use these beautiful
5:23 chatterbox cards this is a picture
5:26 prompt to provide an opportunity for
5:28 language development what i love most
5:30 about these pictures they're age
5:33 appropriate for our very first couple of
5:35 years of school
5:38 they are aligned to the australian
5:40 curriculum so topics that are covered in
5:43 these beautiful pictures align to other
5:46 key learning areas like science and
5:49 health geography history and there's
5:52 just so much richness not only in
5:54 language development but building
5:57 content knowledge and vocabulary
6:00 also on the back of each card are a list
6:03 of questions developing in complexity
6:06 starting off from very basic of
6:09 identifying things within the picture to
6:11 then asking lots of questions around
6:14 opinions and what they believe and what
6:17 they want to communicate in regards to
6:20 the picture so it really helps and
6:22 guides the educator so this is a great
6:25 tool for parents and teachers even
6:28 tutors and speech pathologists to be
6:30 able to have the questions already
6:33 written in that complexity level as well
6:36 as beautiful images to really foster the
6:40 conversations every toolkit comes with a
6:42 step-by-step teaching guide so that
6:45 educators can really understand how a
6:49 lesson is run by how to introduce the
6:52 topic and have your students engage in
6:55 that lesson now over the coming weeks we
6:58 are going to add a video through this
7:01 whole series outlining each component of
7:04 our learning progressions that way
7:06 educators know all the things that are
7:09 included in a systematic synthetic
7:12 phonics approach and give lots of hints
7:14 and tips to really foster that
7:16 development of teacher knowledge and
7:19 implementation in the classroom and as
7:22 we do that we'll showcase many of our
7:24 products within our sounds of reading
7:28 toolkits so stay with me and join me on
7:31 that journey of this new series around
7:34 our toolkits [Music]
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