Build What is Oral Language? What does it look like in the classroom? Oral language is a prerequisite to reading acquisition (Lawrence & Snow, 2010). Success in writing happens when students’ oral language is built up. The existing research shows that structured oral language skills in early literacy programs can lead to students having stronger literacy performance in later years. (Kim et al., 2015a; Kim et al., 2015b; Spencer & Peterson, 2018; Arfe et al., 2016). Lawrence & Snow (2010) state that having skills in the area of oral language is crucial to participating in instructional interactions that will then lead to effective learning of vocabulary and comprehension skills (p. 320). But how does it impact writing? Existing research spells out the relationship between oral language practice and vocabulary or comprehension (Dockrell et al., 2019; Lawrence & Snow, 2010; Fitzgerald & Shanahan, 2000; Kim et al. 2015a; Juel et al., 1986), but there is little connection between structured oral language practice and student writing. This study will help fill this gap with a quantitative study examining the relationship between daily structured oral language practice and the effects on third-grade student writing. Allison Peck Chief Academic Officer