Oracy | Instructional Design in Composition
SIGNACY | Literacy | ORACY Classroom Organization and Time Management Teachers should create a vital mouthing/speaking environment, planning activities and instructional time to build a confident, motivated learning community for mouthing/speaking skills. Assessments for Instruction Regularly assessing students’ mouthing/speaking skills and offering feedback guides both students and teachers in whole class and small group instruction. […]
Oracy | Experience in Composition
SIGNACY | Literacy | ORACY Structures and Genres Analyzing fiction and nonfiction audio/verbal productions enhances students’ grasp of purpose, audience, and message. Teachers should offer authentic mouthing/speaking opportunities and instruction. Processes and Strategies Mouthing/speaking involves complex skills. Teachers should ensure learning through engaging opportunities, emphasizing planning, organizing, editing, and revising signed compositions for students. Comprehension […]
Oracy | Foundation Skills in Composition
SIGNACY | Literacy | ORACY Concepts of Spoken Word Explicitly demonstrating spoken language features, such as lip movements and voices, and explaining speech organization is vital for language and literacy introduction. Phonological Awareness Students need to be taught that the words they mouth or say can be broken into parts, based on individual speech sounds, […]
Oracy | Whole Child in Composition
SIGNACY | Literacy | ORACY Motivation for Learning Interactive signing games, storytelling, role playing, and creative exercises cultivate a passion for signing and inspire active participation and fascination. Language Use Understanding and using spoken language is fundamental to developing mouthing/speaking skills. Teachers should intentionally create time and space for mouthing and speaking activities. Knowledge Building […]
Oracy | Whole Child
SIGNACY | Literacy | ORACY Motivation for Language Learning Interactive lipreading/listening activities, such as lipreading games, audio stories, role playing, and debates, highlight the value and joy of lipreading/listening. Language Use Understanding and using spoken language is fundamental to developing auditory listening and/or lipreading skills. Teachers need to intentionally create time and space for students […]
Oracy | Foundation Skills
SIGNACY | Literacy | ORACY Concepts of Spoken Word Explicitly demonstrating spoken language features, such as lip movements and voices, and explaining speech organization is vital for language and literacy introduction. Phonological Awareness Students need to be taught that the words they read can be broken into parts, known as morphemes. This awareness plays an […]
Oracy | Experience
SIGNACY | Literacy | ORACY Listening Structures & Genres Analyzing fiction and nonfiction audio/verbal productions enhances students’ grasp of purpose, audience, and message. Teachers need to offer authentic mouthing/speaking opportunities and instruction. Comprehension Strategies Students must use problem-solving skills to recognize and address gaps in understanding when lipreading/listening spoken language. Teachers need to model and […]
Oracy | Instructional Design
SIGNACY | Literacy | ORACY Classroom Organization and Time Management Teachers need to build a productive learning community by preparing engaging lipreading/listening activities and allocating instructional time for students to feel confident and motivated to learn lipreading/listening skills. Assessments for Instruction Regularly assessing students’ lipreading/listening skills and offering feedback guides both students and teachers in […]
