In this all day Kindergarten classroom there are 20 students all of whom speak English as a second language. The majority of the students speak Cantonese but other languages represented in the classroom include Punjabi and Vietnamese. In an all day Kindergarten classroom 40-60% of teaching time should be devoted to oral language, also referred to as oral literacy. It is no surprise that oral literacy is directly linked to a child's reading development. The success a child has in speaking and listening provides them with a basis for reading and writing. This can be seen when a child begins to understand that what they say orally can be written down and later read back! Realizing how important oral literacy is, together with other Kindergarten colleagues, we learned that oral language can be divided into three areas:
All of the above areas are intergrated in many subjects, in many classrooms throughout the day, sometimes without even knowing that they have occurred until we reflect on the days events.
The one I have chosen to reflect on is Language for literacy, specifically focussing on "Show and Tell", also known as 'Newstelling', 'Sharing Time', 'Special Day', and/or by some teachers, 'Bring and Brag'. During Newstelling the information is known by the 'teller' but not the 'listeners'. One person talks most of the time and others listen. The information shared is not necessarily shared sequentially but there is connection between statements. In our classroom we refer to this as 'Show and Tell'. This form of oral language development is highly used in many Kindergarten classrooms but it's potential for developing oral literacy skills is rarely used. I would also like to mention that not only does this time help children develop speaking and listening skills but it also promotes confidence! Having an environment that promotes all of the above is very important to learning and growing.
Our time for 'Show and Tell' is everyday and each child has a special day to bring in items to share. Having 20 students in the class, we have 4 students per day. We discourage toys but in the beginning the students can bring in whatever they are comfortable and familiar with. Our "Show and Tell' table was designed to give students a special place to support their learning and to display their items. This place later, without teacher support, becomes a place which encourages children to discuss the items and stimulates conversation and discussions. The discussions that occur after they have presented their "Show and Tell' can sometimes be heard in their first language. Occassionally, and especially during the first few months of school, "Show and Tell' is delivered in their first language. I have learned many Cantonese words!! Especially at first some children may wish to watch and listen or contribute in their first language, this is respected and accepted in our classroom. As a class we recognize and respect that children speak a different language at home and it is highly valued since personal identity is vested in oral language.
During "Show and Tell" we also work on speaker and listener skills. The following video clips will demonstrate:
The Speaker's job
The Listener's job
During "Show and Tell" the teacher plays a critical role in supporting the student's learning. The teacher may give direct support, guided support or minimal or no support.
In the following video clips you will see how Elaine has developed through these stages.
Here the teacher is supporting Elaine's learning by giving her direct and guided support.
Three months later Elaine has develop greater oral literacy skills and self-confidence and needs minimal to no support from the teacher.