Bridging Spoken and Written Narratives

Presented By:

Sofia PardoEmily WhiteMat Thomson

• Charles LaTrobe College is a P-12 College in the North Eastern Suburbs of Melbourne, adjacent to La Trobe University.

• Approximately 150 students in our Junior School (P-4)

• Approximately 20 different countries represented in our student cohort.

• Many students and families come from EAL backgrounds, where English is not the primary language spoken.

• Some transiency of students moving in and out of the college.

• Part of ‘Classroom Of The Future’ Project with a focus on using contemporary technologies to improve student learning.

School Context

Renfrew – Action Picture TestCatherine Renfrew

•Series of ten picture cards

•Targeted questions

•Used to assess grammar and information content

•Norm referenced for ages 3-8

Assessment ProcessUtilised an App called ‘30 Hands’ which allows students to Draw, Take Photographs, Type, and Record information.

Within 30 Hands we took images ofeach of the Renfrew picture prompts to create individual slides. We were then able to record the questions, and the student responses onto the slide.

Using the recording we then transcribed the students responses and scored them according to the Renfrew Assessment guidelines.

RAPT – Student Transcript Sample I G

1. What is the girl doing?I think she is hugging the bear 2/2 1/1

2. What is the mother going to do? She is taking her boot off 2/3 0/2

3. What has been done to the dog?I think he is tied onto that bit of wood 3/3 3/5

4. Tell me all about what the man is doing.The man is riding the horse 2/4 1/1

5. What has the cat just done?Holding the mouses tails 1/2 1/4

6. What has happened to the girl?She fallen down and her glasses have broken 4/5 6/6

7. What has the big girl done?Helped her brother come up so that he can put the message in 1.5/

4 3/3

8. Tell me what the man is doing.He is trying to rescue the cat 3/6 1/3

9. What is the boy doing?Crying because the dog took its shoe 4/4 5/5

10. Tell me what’s happening.The apples are falling down off the bag and the little boy is picking them 5/7 5/7

I: InformationG: Grammar

27.5/40

26/37

Traditional Vs Non Traditional RecountsTraditional Non Traditional

* Paired discussions (Think, Pair, Share)

* Individuals sharing with whole grade

* Sentence starters provided as a reference

* Utilise technology to generate ideas* Drawing tools for writing stimulus* Voice recording to develop oral language, vocabulary, and help generate ideas* Listen back to ideas to self reflect* Share recordings with others to receive feedback* Use drawing and recording to prompt ideas when writing* Enthusiastic and engaged particularly during the planning stage

Additional Resources

Explain Everything

Tellegami

PuppetPals

Write About

Anecdotal Observations• Children found the technology easy to use

• Children were engaged and enthusiastic to participate, particularly when using the ipads

• Children were able to use technology to listen to and change their spoken texts

• Low pressure - only sharing with self- more risks were taken

• A way to track development orally with newly arrived EAL students

• Students often required prompting to use their recordings to inform their writing

• Recordings and written ideas were often different

Questions ???