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Children arrive at school with expertise in the language and literacy practises of their own communities. These may or may not overlap with the expertise recognised by conventional schooling... McNaughton, 2002.
Our role as teachers is to scaffold our students to become proficient users of educational language which will allow them to access and interact with the curriculum throughout their school life. We must work with the child's personality and communication style to facilitate this development.
Establishing group norms to support oral language.
Establishing group norms to support oral language.
Relationships - build trust that students ideas, thoughts will be accepted with respect by teachers and peers. Build connection.
Teacher talk - wait times, recasting, prompting, repeating, adding on. - Strive for Five iterations in a teacher/child conversation.
Meaningful and Child lead interactions - seek out authentic opportunities to talk to students, turn questions into comments,
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