These resources are for schools who have attended the OLSEL training.
The OLSEL resources include 'an OLSEL implementation guide' (the 4 elements), a selection of work programmes and term planners (written by the OLSEL schools to help you with your own planning documentation), some presentations on the Colourful Semantics Program and the Parent Information Sessions.
Addressing the four elements
Description: In considering what aspects of oral language should be targeted to enhance early literacy acquisition, we can be guided by the current findings of the OLSEL research project. At this stage of the project, the following 4 elements of oral language ability have been identified as explaining the most variance in students’ early reading acquisition:
More resources on the "4 elements"
Link: What is story grammar? How to teach story grammar?
Link: A story grammar plan (designed by an OLSEL school)
Link: The Story Grammar Marker in action (Mindwing Concepts) View the youtube video
Link: Story Grammar Outlines
To further explore story grammar, search out these researchers/educators:
Longer and more complex sentences
How do we determine whether or not a sentence is more complex?
One option is to use a formula to establish the 'readability' of the text.
The 'fifth' element - self talk / self-scipts
Self-scripts (self talk) are things students can tell themselves to do, to scaffold reading. Through learning self-scripts, a student learns to understand what they will do when they read. When teaching self scripts it is important to move the reader from "What did I do when I read?" to "What will I do when I read?"
The student will need to learn self scripts at each stage- before, while & after reading.
Developmental Sequences for the 4 elements
Link: John Munro's Developmental Sequences for:
1. Vocabulary development (word meanings)
2. Phonemic & phonological development
3. Grammatical and discourse development (longer & more complex sentences)
4. Story Grammar - No developmental sequence available
The Phonological Early Reading Instruction program (PERI)
Description: The PERI program Outline
Link: To apply to do the PERI PL activity go to IPLS on the CEOM website.
Assessing and Monitoring student outcomes for the '4 elements
Phonological and phonemic awareness
Comprehension and use of longer and more complex sentences
ROL Colour-coded (Coming soon)
Awareness and application of the Story Grammar Sequence
Listening Comprehension Task (ERIK)
Speech Pathology Screener Package (CEOM)
Oral Retell (J. K. Munro)
Synonyms Test (J. K. Munro)
More assessment and monitoring tools
Overview of the Reading Progress Test (RPT), Progressive Achievement Test - Reading (PAT-R) and a range of other literacy and oral language assessment tools.
Powerpoint (coming soon)
Reading Progress Test (RPT)
To assess pre-reading and early reading skills through administration of a Literacy Baseline test in the first year of school and two reading comprehension tests for the second and third year of school.
The ICPALER checklists (J. K. Munro)
You can use the ICPALER Oral language screening profile (brief) to collate how often a student or a group of students shows each aspect of ICPALER. A higher rating on this chart suggests more effective use of the aspect.
From this you can see which students merit a more in-depth profile. You can use this chart to identifying those students whose language use may not be appropriate. For this you can use
the ICPALER Oral language observational profile (in depth).
Links: Click below to download the checklists as spreadsheets
Calculating Effect Sizes
When to use effect sizes. Why use effect sizes? How to use effect sizes? What scores to use.
Weekly Work Programme
Sample 1: Prep/Year 1
Sample 2: Junior (BLANK)
Sample 3: Years1/2 - reading and writing
Sample 4: Prep/Year 1
Sample 5: Years Prep/one/Two (BLANK)
Sample 6: Year 1/2
Schools OLSEL journeys
Sample 9: Prep 2-week program - A Little Red Hen (St Anne's Sunbury 2012/13)
1-week program - A Nice Walk in the Jungle (St Anne's Sunbury 2012/13)
1-week program - Where the Forest Meets the Sea (St Anne's Sunbury 2012/13)
Resources referred to by St Alban's (2009)
Sample A: Prep/Year 1
Sample B: Years 1/2 - English (VELS)
A Ballarat School's OLSEL Journey (2011)
Presentation by Robyn Cranage and Anne Bone - 16 May, 2011.
Link: Camille and the Sunflowers
Other Resources designed by OLSEL schools
Parent-Led Learning Centre Proformas (used with Year 2 students, adapt for other students)
Proforma for working with Fiction texts
Proforma for working with Non-Fiction texts
Colourful Semantics "What Doing" continuum
Bookmark 1; promoting the use of Colourful Semantics and Questioning, while reading.
Bookmark 2; promoting the use of Questioning and self-management strategies, while reading
Revised ROL Record sheet (not for CEOM use)
An overview of Colourful Semantics by a CEOM Speech Pathologist
Link: About Colourful Semantics (2010)
Link: Colourful Semantics and Complex Sentences (2013)
A Powerpoint illustrating how one school uses Colourful Semantics.
The importance of parental involvement in the OLSEL project.
Presentation given at the Victorian Literacy and Numeracy in Low SES Communities Pilot Projects Forum, 23 August 2010.
Link: Family Engagement
Parent Information Sessions
1. Parent Infromation Session - Asking Questions
2. Parent Infromation Session - Using longer Sentences
Title: Australian Early Development Index (AEDI)
Description: The AEDI is an Australian adaptation of the Canadian Early Development Instrument (EDI). It is a population measure of how young children are developing in different Australian Communities. The AEDI has been completed nationally for the first time between 2009 and 2010.
For the first time, Australia has a national snapshot of young children’s health and development.
Contact: Cathie Nolan, Victorian AEDI Coordinator
Department of Education and Early Childhood Development
Link: The AEDI website
Link: Access the Powerpoint presented to the OLSEL research schools, 13 July 2010.