Blog #3 Oral Language and the Reading Process

This has been my year for exploring the oral language connection to reading. Because of the reading program, Mondo, I have been engaged in learning and practicing strategies that support oral language development. Because of my own awareness, I've found myself asking students to engage in more conversation than ever. Furthermore, I implore students to define their ideas rather than letting them default to the "I can't remember" when they are just not sure how to say what they want to say. I've noticed a difference in student articulation and patience with each other because they've learned that others do care what they have to say and want to understand. There seems to be a difference in student's wanting to be understood. This all takes time and in past years I've pushed aside oral learning for more product outcome, i.e. paperwork. As the research is just now reaching teacher's in our school, well, last two years, I'm seeing a certain change in mentality concerning the feel of a classroom or "hum" and the acceptance if not expectation for oral language to be present. The "slow down" dialogue referred to by Gibbons(2002) is not new but I needed a reminder, and our ESL coach talked about the positive effects for our ELL students. I've observed a difference for all students. The biggest push for me is to engage students in more pair and share. It's become habitual in most classrooms in our school and the surprise is that teachers are surprised that students are engaged in their discussions and just visiting. It now, all seems so obvious.