SCITT English course days

1. SCITT English course days Day 5 – Teaching Spoken language

2. Which book?

3. Task 4 • Make a story box or story sack that will help to build some of the reading comprehension objectives in the EPK. Make use of this with a group or class. Evaluate the children’s comprehension skills and the effectiveness of your approach. • EYFS - Make a story box or story sack that will help to build reading understanding, Make use of this with a group. Evaluate the children’s comprehension skills and the effectiveness of your approach. • What foundation subject knowledge are you teaching? How have you transformed and connected this?

4. Easily confused words no.4 • Use less when referring to a single item or an item without a plural e.g. time • Use fewer when referring to more than one item • There are ..... pigeons in Trafalgar Square than there used to be • We are using ......bags • You will need ....... medicine this time • Less is also used with numbers when they are on their own and with expressions of measurement or time • His weight fell from 18 stone to less than 12 • Their marriage lasted less than two years. • Heath Square is less than four miles away from Dublin city centre

5. Day 5 – Teaching Spoken language • You will • Explore the Spoken Language curriculum • Know why talk is important • Consider issues when planning, and assessing, talk • Develop a range of approaches to teaching talk • Be able to teach vocabulary

6. The Teaching Sequence • Reading • Analysing • Defining • Preparation and planning • Shared writing • Independent writing • Reviewing and publishing

7. What is distinctive about spoken language?

8. What’s important? • Order these by the importance which your school and the children within it places on them • Reading • Writing • Spoken language • Number • Using and applying maths • ICT • Now reorder as to how important these will be in later life

9. The importance of talk • Distinctive structures • Tone, volume, voice emphasis... • Non-verbal communication • Interactive • Ephemeral • Collaborative meaning making • Oral exploration of ideas (fluid and open ended) • Varies more widely in terms of purpose, context and levels of formality • Links with personal and social development

10. Factors of variation

11. Exploring the factors • What is being talked about? • Specific vocabulary and expressions • Who is talking? • Language associated with different roles • Formality • What kind of talk? • Structured or unstructured

12. Building vocabulary

13. The Development of Language

14. Talk and phonics “The indications are that far more attention needs to be given , right from the start, to promoting speaking and listening skills to make sure that children build a good stock of words, learn to listen attentively, and to speak clearly and confidently ... They are prime communication skills that are central to children’s intellectual, social and emotional development.” The Rose Report DfES 2006

15. Supporting early vocabulary • Don’t rely on incidental learning • Listen in order to encourage talking • Model good listening and speaking • Provide good models of spoken English • Ask open questions • Develop simple responses • Develop key vocabulary • Avoid colloquialisms • Use guided talk • Use the role play area to explicitly teach spoken language

16. Developing Vocabulary • After the age of five, oral conversation becomes a much less effective way of developing vocabulary knowledge. • Reading and teaching of words, phrases, metaphor and idiom takes over at this point. • These are key elements in developing written language. • We need to ensure that we provide opportunities for this.

17. 3 tiers of words • Tier 1 – Everyday, basic, familiar words e.g. look • Tier 2 – More sophisticated words but of high utility e.g. glance • Tier 3 – Words that are very rare and words that apply to specific domains e.g. ranch

18. Later vocabulary • Using reading • Vocabulary tree • Word of the day • Labels • Articulate • Synonym race • Creating word banks

19. Articulate

20. Teaching vocabulary through a unit • Choose a set of tier 2 words that have mileage from your text • Introduce in context • Provide friendly explanations • Provide some additional contexts • Build in lots of opportunities to use the words • Add to success criteria

21. The Speaking and Listening classroom

22. What do you need? • A classroom environment which supports spoken language • Direct teaching of spoken language • Application of spoken language across the curriculum • Use of talk to support other subjects • Basic assessment of spoken language

23. Teaching Spoken Language • Aim for a limit of five objectives per term • It is recommended that each objective is taught directly then applied in a range of other contexts

24. The dos and don’ts of teacher talk

25. Strategies to combat ‘off task’ talk • Expectation of high mental and physical productivity • Teacher positioning • Scanning • Non-verbal communication • Naming • Praise and sanctions • Seating of children • Checking level of challenge • Clarity of task

26. Key skills of spoken language • Speaking • Organising • Sustaining • Adapting • Listening • Discussion • Drama • Talking about talk

27. Talking about talk

28. How? • Give children linguistic prompts to support their talk • Discuss and demonstrate how to do a task • Use TV and radio as models • Introduce and teach appropriate vocabulary e.g. Audience, formal, emphasis etc. • Use paired presenting (critical friend) • Build in lots of reflection time and include self and peer assessment • Give feedback on the talk

29. Readers’ Theatre • Perform your poem to the rest of the group

30. Speaking

31. Spoken Language - speaking • Clarity and making talk interesting at first • Awareness of audience builds in LKS2 • This extends in UKS2 and builds in a range of effects and purposes

32. Some speaking activities • Guided talk • Radio broadcast • Puppet shows • Just a minute • Debates • Presentations • Commentary • Storytelling

33. Radio Broadcast • Create an excerpt from a radio broadcast on mountains

34. Listening and discussion

35. Spoken language - listening • Listening and responding at KS1 • Then conversing and evaluating • At UKS2, analysing talk

36. Some listening activities • Babble gabble • Word tennis • Barrier games • Telephone conversations • Listening frames

37. Spoken language - discussion • Basic etiquette of working in a group at KS1 • At LKS2, using a range of groupwork techniques • At UKS2 the focus should be on making groupwork more streamlined and also debate

38. Children need varied experience of groups, including… • For different purposes, such as investigating, problem solving, sorting, planning, predicting, reporting and evaluating • With different outcomes, such as carrying out an experiment, making a presentation or constructing a model • Learning to use talk in different ways, such as discussing, hypothesising, questioning and reflecting • In different types and sizes of groups

39. Classroom Techniques • Talk partners • Connections tasks • Information gap • Group roles • Envoys • Snowballing • Jigsaw • Ordering e.g. Diamond Nine • Mantle of the Expert

40. Diamond nine What are the nine most important things to show in your English observation? Order them using diamond nine

41. Drama

42. Uses of drama • As an art form itself • To develop understanding in reading • To prepare for writing • To enhance learning in other subjects • To develop social and emotional understanding

43. Creating a story through drama • Opening – conflicting advice • Character – character insights • Setting – wordscape, guided tour, narration • Event 1 – living image (storm) • Event 2 – small group play making • Treasure - Contrasts

44. Building drama • Character, voice and movement can be focuses throughout • Each year should involve an element of performance • These can build up to also involve children in sound, lights, props, staging etc

45. Mini scene VH – I come to destroy you Prince Dracula. D – You cannot destroy me. I am stronger than you. VH – You fiend of hell! D – Can you not feel my power? VH – I won’t give in. D – Already your eyes are closing. VH – (weaker) I won’t give in D – Soon you will be completely asleep.

46. Task 5 • With a class teach one speaking, listening, drama or discussion objective from the EPK. How successful were you? How do you know? Evaluate the lesson. • EYFS - With a group or the class teach one communication and language activity. How successful were you? How do you know? Evaluate the lesson. • Standard 3a – Have a secure knowledge of the area and address misunderstandings

47. Thoughts and questions