ORACY CONTINUUM TEACHER
The Developmental Continua of Oracy Skills reflect a developmental view of oracy from elementary school through secondary school and beyond. They describe a learner’s progression in oracy over time. It is important to note that a learner might be at different places on a continuum at one point in time, based on the complexity of the task, the learning context. and the nature of the supports being offered.
Th continua are read from bottom to top. You will see a section “Before Beginning” with no descriptors because it is possible that learners are not yet at the beginning level. Note that the levels build upon each other, so it is understood that behaviours described in lower levels are still present as students move through the developmental progression. Higher levels assume that students have already mastered the skills in the previous steps.
Students typically will land on different places on the continuum depending on the complexity of the task and the learning context.
Please note that a continuum is very different from a rubric and has a different purpose. A continuum is NOT used to determine a mark. Use continua to monitor progress of skill development, not to give a grade to these discrete skills.
Oracy Continuum Teacher_Icons.pdfFOR PLANNING INSTRUCTION AND PROVIDING FEEDBACK
The continuum for planning instruction and providing feedback, sometimes referrred to as the "teacher" continuum, helps teachers to closely observe students’ oracy behaviours in order to plan teaching strategies that are well-aligned with learning needs. If a student lingers at “Beginning,” it is likely the talk tasks may be too complex, or that the teaching strategies needed to progress need to be taught more explicitly. Similarly, if a student is consistently at “Extending,” it might indicate that the tasks do not present the student with enough challenge.
The continuum 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.
It is not necessary to take into account all strands at once. Sometimes it is preferable to focus on just one or two areas.
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HOW IS A CONTINUUM DIFFERENT FROM A RUBRIC?
Watch this short video to learn more!
Teaching_Ideas.pdfTEACHING IDEAS FOR TALK
Looking for teaching ideas to move your students forward in their oracy development? This tool provides practical teaching ideas that correspond to every statement on the Developmental Continuum of Oracy Skills - For Planning Instruction and Providing Feedback.
The teaching ideas are categorized by strand: physical, linguistic, cognitive and, social and emotional. They are specifically designed to mirror the complexity of each level and challenge students to practice their oracy skills.
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