Kaitlyn Rokita ELD 307 Oral Language Assessment Kidwatching by Gretchen Owocki and Yetta Goodman includes many

forms of assessments of how literacy development should look and be taught in the classroom. In pages 110 and 111, Owocki and Goodman have assessments on how oral language should look and be taught in the classroom. What these assessments look for is oral communication from teacher-to-student and student-to-student conversations about comprehension and how language is expressed in the classroom. I am currently placed in Mrs. Shwoms first grade classroom at Wicoff Elementary School in Plainsboro, New Jersey. Even though I have been in Mrs. Shwoms classroom a few times, I have already learned so much and have had the opportunity to teach. During one of my field days, I carefully observed her classroom and methods of instruction to assess how oral language is used in her classroom based upon Owocki and Goodman. The first part of Owockis and Goodmans oral language assessment is based on what is happening in the classroom. Key aspects that should be found in the classroom are: sharing stories, retelling events, reporting information, explaining how to do or make something, expressing language and literacy knowledge, building productive learning relationships with peers and adults, creating imaginative worlds, taking social action, planning events, enjoying language for it aesthetic value, describing sensory experiences, expressing feelings, empathy, emotional identification, expressing points of view, taking leadership, asking questions; requesting information, building collaborative relations, and responding to peers and teachers questions and requests for information.

The findings I made from Mrs. Shwoms classroom was that she provided opportunities and activities for her students that meet the all of key aspects as listed above except I did not see enjoying language for its aesthetic value. I believe she has or will be in the future and I just have not had the opportunity to see that in action yet. Continuing on, she provides her students opportunities to read independently, guided reading groups, shared readings and paired readings. During independent read, students pick a spot to sit in the room and read to themselves. Mrs. Shwom will walk around the room to ask questions about the independent reading books when time permits. During guided reading, the students are divided into groups that include students of similar reading levels. In a guided reading group, students take turns reading the book for their level and then answer questions to Mrs. Shwom so she can assess if the students comprehend the story or not. During shared readings, a student will read a book of choice of his/her reading level to the class. At the end of the book, the other students will ask questions about the book just read or provide comments (e.g. I like the book. I like the pictures.). Paired readings are students who are on a similar level are paired up to reading chosen books from the classroom library to each other and the student who listened will ask questions about the book. These types of reading activities help promote sharing stories, retelling events, reporting information, expressing language and literacy knowledge, building productive learning relationships with peers and adults, taking social action, describing sensory experiences, expressing feelings, empathy, emotional identification, expressing points of view, taking leadership, asking questions, building collaborative relations, and responding to peers and teachers questions and requests for information.

When Mrs. Shwom has her students write original stories, it shows that she is allowing students to share stories, retell events, express language and literacy knowledge, build productive learning relationships with peers and adults, creating imaginative worlds, taking social action, planning events, describe sensory experiences, express feelings, express points of view, take leadership, etc. These findings indicate that Mrs. Shwom uses all of the functions Owocki and Goodman suggest that promote successful oral language functions. The way I would use these findings to inform instruction is to continue to follow the same teaching methods Mrs. Shwom is currently using in the classroom. To further the oral language first grade experience in the classroom would be to push the kids to think about stories and experiences in more detail by answering with more sensory information. Owocki and Goodman have an oral language functions assessment for and individual student on page 111 in Kidwatching. The individual observation looks if the student: shares stories, retells events, explains how to do or how to make something, creates imaginative worlds, plans events, enjoys language for it aesthetic value, expresses feeling, empathy, emotional identification, and takes leadership. For this part of the assessment, I chose to observe Padma, a six-year-old girl in Mrs. Shwoms first grade classroom. My findings conclude that Padma performs each of the oral language functions provided on the sheet. She shares stories during partner reads. She retells events when a peer asks her a question about a story or if Mrs. Shwom asks her to retell. When the students were creating original stories, Padma explained to her other tablemates and I the order of how to write an original story. The same writing activity also shows her creating

worlds while drawing pictures for her original story as well as planning the events of what her story would consist of. When she was reading her published story to her classmates, she read with enthusiasm, which can be considered as enjoying language for aesthetic value. Additionally, she expresses emotion while speaking of how she feels or how a story makes her feels as well as taking leadership in making sure directions are being followed or when working in a pair or group, she will suggest the reading order between her and a partner. Based on Owocki and Goodman, Padma is successful in oral language functions using the methods Mrs. Shwom provides for her classroom. Padma is very communicative and has shown to be a successful reader, writer, and speaker in Mrs. Shwoms class. To further Padmas first grade experience, Padma can potentially be given more challenging reading material or be required to write more to show further expression and thoughts. This assessment was very useful to track oral language functions in the classroom. The list of what oral language functions to find was defined well, so when reviewing the sheet, I knew what types of activities would fall under each category. This assessment would definitely be something I would use in my classroom to ensure my students have plenty of opportunities to use the different oral language functions and observe individual students to show what skills can be pushed further or worked on as an individual or class.