This Oracy Toolkit has been developed to support teachers in their instruction and assessment of the ELA programs' Talk competency; Uses language to communicate and to learn. Our fall 2020 survey on the State of Talk in Québec’s English Schools collected data from over 300 ELA teachers across the province. Some 81% of teachers expressed a need for resources and formative assessment tools to help them better teach and assess talk.
An overview of the oracy tools, this infographic describes how the tools work together and explains the purpose of each one. The Oracy Skills tool outlines “what to teach” while the continua describe a developmental progression of oracy skills in action.
This continuum describes a developmental progression of the oracy skills in action. It is not tied to specific grade levels or cycles. Students typically will land on different places on the continuum depending on the complexity of the task and the learning context
This continuum is meant to be used to situate learners in order to plan instruction and provide feedback to students.
Similar to the continuum for teachers but written using “I statements” and with a focus on metacognition, it was designed to help promote reflection and allow students to set goals in their oracy development. It can be used as part of a Talk journal, in student-teacher conferences and/or student-teacher-parent conferences.
This glossary defines terms used in the suite of oracy skills tools and documents, and explains concepts and practices related to oracy/talk.
THE ORACY TOOLS ARE ALSO AVAILABLE IN FRENCH!
Deliberately teaching for transfer of language learning, by explicitly linking understanding and ongoing learning from one language class to the other, develops cognitive and metacognitive strategies and skills that support students’ language competencies in both languages. Language learning transfer also promotes positive attitudes towards both languages, and expands students’ view of the world.
LITERACY TODAY IS UNDERSTANDING THE WORD AND THE WORLD.
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