Oral Language Assessment

The oral language assessment is a technique used by teachers as an insight to the

functions of a specific child. Its a great instructional tool for gauging the level of language and
literacy for a certain individual. In Mrs. Bowes third grade classroom at Wicoff Elementary
School in West Windsor Plainsboro New Jersey, I observed 8 year old Dhaksha. Through
careful observation of her daily routine in the classroom I was able to see her speaking in many
different contexts from sharing stories, to taking leadership, and even enjoying language for its
aesthetic value.
Mrs. Bowes has a very talkative class this year. Any assignment given, the room is filled
with childrens voices talking about what needs to be done. The third grade has many different
forms of oral language present on any given day. Mrs. Bowes really encourages her students to
share stories and retell events; connections are made during almost every lesson. She also asks
the students to explain tasks instead of herself so students are talked to by their peers. Creating
imaginative worlds occurs within the pages of their writing journal; its filled with stories
theyve written and continue to add on to. Dhaksha seemed shy in group discussions or even
partner work if she was even the slightest bit unsure of herself. However, with confidence came
very strong words explaining how to improve ones writing, complete a problem, or even tell me
the different roles in the art room. She is very comfortable sharing if she knows she is correct.

Creates Imaginative Worlds/ Enjoys Language for Aesthetic Value

It was very interesting to see Dhaksha write in her journal. One day, the class went
outside to the side of the school to see the ducks. After visiting the ducks and feeding some of

them, the class came inside to write about the experience in their journals. Dhaksha writes with
a lot of detail, as if to someone who had never seen the ducks. Also she drew a very artistic
picture to go along with her page of description. Something surprising to me was that when she
had run out of things to say, instead of stopping she simply went in a new direction. I was
prepared to nicely tell her to put the book shed taken out away because shed have time to read
letter, but was pleasantly surprised at her response. Dhaksha pulled her independent reading
book out of her desk and used it as a reference for how to write a sincane poem. Few students in
my opinion would have gone above and beyond as she did. It impressed me that Dhaksha
understood the poem from the book and made the attempt to use it in such a different context.
Explanations
The students have different specials each day of the week such as gym, music, etc. One
of the days I was observing the students went to the art room, so I joined them. As the students
were sitting quietly at their desks I watched one student from each table go to the back of the
room and pick us various art supplies along with the papers theyd been working on during the
previous class. I told Dhaksha she was very nice for getting the other girls thing for them, but
she informed me that was her job. Every month, one person at each of the art tables is given the
job of helper. Dhaksha clearly explained to me that it is her responsibility to gather the tables
supplies as well as their drawings they are working on. She stated it matter-of-factly not in rude
way.
Another opportunity arose for Dhaksha to explain how to complete a task. During Social
Studies, the students were given a worksheet focusing on their directions and how to read a map.
During this exercise, students were expected to determine cities in South America using lines of

latitude and longitude. Several students made the mistake of skipping 0 in the middle and
confusing the direction for latitude. As I told Dhakshas partner to take a second look, she
quickly explained that the lines of the equator are similar to those on a sphere because of the
Earths shape. She was able to explain the mistake in a way that didnt make her partner feel
badly. On the map on the other side of the sheet, it displayed a few of the worlds ocean.
Dhakshas partner was having some difficulty saying the names and Dhaksha quietly reminded
her to articulate the names so I could understand them as I was listening in.
During math class, Dhaksha eagerly raised her hand to describe the associative property.
She struggled saying the word parentheses but once corrected made sure to say the word
properly. She then went on to explain that one must add the numbers inside the parentheses first
which came across very clearly.
Retells Events/ Shares Stories
For one of the assignments in writing class, students were asked to write a short story
about a significant event in their life. Dhaksha chose to write about the birth of her twin cousins.
After a few days of getting started writing their stories, students were asked to pair up and
verbally share what they had written about in order to get feedback and ideas on how to
elaborate. Dhaksha actually chose me as her partner and I got to hear firsthand about her
adventure in India. She spoke very clearly and used lots of descriptive details that they had
previously talked about in class. It was also evident she was trying to add in dialogue which they
had discussed moments before; she wanted to stay on top of things. Another day I went into the
classroom, the students were sharing their stories with partners, but theyd much more to their
stories since the last time Id heard it. This time Dhaksha had her own partner and she was

listening attentively to the story. Her partners story was very long, most likely because she was
trying to tell every single detail of the story verbally. Dhaksha was a very good partner and had
a lot of good constructive criticism to give such as asking, how were you feeling or could you
add more dialogue? However, Dhaksha also became frustrated because her partner had been
talking for a long period of time and began to slur her words. Dhaksha then told the girl in a tone
that couldve been nicer: its surprise, not supplies. She meant well, but it came across a little
harsh. Dhaksha really only wanted to help her friend so her point wasnt lost in translation.
Takes Leadership
Mrs. Bowes utilizes the carpet in the front of her room many times throughout the day.
Having the students sitting on the floor makes them feel more comfortable and open to
participating in class discussions. The class just began reading a chapter book called 100
Dresses. The book is about a young girl who talks about owning 100 dresses at home while
wearing the same blue dress to school every day. Unfortunately, other girls at school dont
believe her and tease her relentlessly simply because of the way she looks. Dhaksha eagerly
offered a connection to the class about a character in another book shed read who was called
four-eyes because she wore glasses. Dhaksha has no problem taking that kind of leadership role,
making sure the class truly understand the topics discussed.
These findings would prove very helpful for classroom instruction. Dhaksha is very
comfortable sharing stories or retelling events, providing explanations, or creating imaginative
worlds through her writing. These aspects should be reinforced through daily practice. She
enjoyed a small amount of poetry which could be more encouraged by reading poetry as a class
or the teacher suggesting books of poetry during her independent reading time. Dhaksha takes

leadership if she is completely confident about what she is going to say. The teacher could speak
to her one on one and continue to explain that wrong answers are okay and that it is better to
simply try and participate always. Dhaksha could use some more opportunities for planning
such as school events or possibly group/class projects. Her personality will make her a very
strong leader. She doesnt express her feelings a lot unless they tie in to a connection she is
making for the whole class. She might benefit from talking to a counselor or simply talking
more at home. Overall, Dhaksha has very high oral language skills in the classroom, but there is
always room for improvement.