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ASSESSING SPEAKING AND LISTENING
An action research project‐Summer 2010
Contents Page 3 – Acknowledgements Page 4- Statutory Requirements Page 5 – What is the purpose of Speaking and Listening? Page 6- Good Practice Page 8- Ideas for Supporting Speaking and Listening Activities Page 10- Strategies Page 14- Examples of Level 1 Page 18- Examples of Level 2 Page 23- Examples of Level 3 Page 28- Profile of a Level 1 Child Page 33- Profile of a Level 2 Child Page 38- Profile of a Level 3 Child Page 44- Resources
Acknowledgements Our grateful thanks to all those who have contributed: Karen Williams Assessment Support Team Co-ordinator Linda Ward – Assessment Consultant Helen Clark – Assessment Consultant Jenny Bell - St James' Catholic Primary School, Skelmersdale Fiona Eccles – Whittle-le-Woods C of E Primary School, Chorley Michelle Newell- Wrightington Mossy Lea Primary School, Wrightington Michelle Singleton- Anderton St Joseph's Catholic Primary School, Chorley Caroline Smith- Croston Trinity and St Michael's C of E/Methodist Primary School
This was an action research project run to identify opportunities in the primary classroom for assessing pupils' speaking and listening skills. The materials in this document were drawn together from 5 different settings where teachers planned and carried out various activities involving speaking and listening, then used the evidence gathered to assess pupils' progress.
At the initial meeting practitioners explored the purpose of speaking and listening taking into consideration research materials and national guidance. From this four key areas of good practice were identified which the action research was structured around: • • • • Planning Classroom Management and Organisation Classroom Environment Strategies
Detailed examples of the assessment of children's speaking and listening skills have been used to exemplify standards throughout this document. The final section of this document includes profiles of a Level 1, Level 2 and Level 3 child.
Key Stage 1- Speaking and Listening Project Statutory Requirement 'Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding. Since standard English, spoken and written, is the predominant language in which knowledge and skills are taught and learned, pupils should be taught to recognise and use standard English. In speaking, pupils should be taught to use language precisely and cogently. Pupils should be taught to listen to others, and to respond and build on their ideas and views constructively.' National Curriculum National Curriculum Attainment Targets Attainment target 1: speaking and listening Level 1 Pupils talk about matters of immediate interest. They listen to others and usually respond appropriately. They convey simple meanings to a range of listeners, speaking audibly, and begin to extend their ideas or accounts by providing some detail. Level 2 Pupils begin to show confidence in talking and listening, particularly where the topics interest them. On occasions, they show awareness of the needs of the listener by including relevant detail. In developing and explaining their ideas they speak clearly and use a growing vocabulary. They usually listen carefully and respond with increasing appropriateness to what others say. They are beginning to be aware that in some situations a more formal vocabulary and tone of voice are used. Level 3 Pupils talk and listen confidently in different contexts, exploring and communicating ideas. In discussion, they show understanding of the main points. Through relevant comments and questions, they show they have listened carefully. They begin to adapt what they say to the needs of the listener, varying the use of vocabulary and the level of detail. They are beginning to be aware of standard English and when it is used. Level 4 Pupils talk and listen with confidence in an increasing range of contexts. Their talk is adapted to the purpose: developing ideas thoughtfully, describing events and conveying their opinions clearly. In discussion, they listen carefully, making contributions and asking questions that are responsive to others’ ideas and views. They use appropriately some of the features of standard English vocabulary and grammar.
Could you draw or make your own bear? Write a story about a bear. draw pictures or Design your own bear. talk in a range of contexts • To develop an enjoyment of speaking and listening • To improve children's self esteem and confidence • To develop an awareness of audience • To develop speaking and listening skills such as: explanation. turn taking. We are learning about Goldilocks and the 3 Bears in our Traditional stories unit. draw pictures or make a fact file. characterisation. Can you write your own story about a bear? 5|Page . instruction.g. interview. formality of speech. try using a homework sheet to communicate with parents) Homework grid Bears around the world. point of view.What is the purpose of speaking and listening? • To be able to communicate effectively • To develop children's thinking skills • To extend children's vocabulary • To help to sequence and structure children's thoughts • To develop children's ability to be a good listener and engage in purposeful dialogue • To give all children the opportunity to express themselves regardless of ability and language • To develop social skills-e. recount. fact and fiction • To improve standard English and articulation • To educate parents in the importance of speaking and listening in their homework (see Understanding Progress Materials-DCSF. Find out about bears around the world. debate. How many different species are there? Where do they live? You could write a book. 10 stars Famous Bears. conventions of speaking and listening. How many famous bears can you think of? Why are they famous? You could write a book.
Planning also needs to take account of assessment opportunities. Tell your family's 5 things that you have learnt about bears.g. through role play and cross curricular activities is During a science investigation on friction essential to developing effective speaking and the children worked in groups together listening. 10 stars 10 stars 10stars Postcard from Bramble Bear. day to day assessment and include details of next steps in learning. Providing opportunities for children to practise and apply their skills e. We are learning about Bramble Bear’s travels around the world. Where possible other adults in the room should be involved in the planning process and should at the very least know the precise objectives that will be covered in a session. 5 stars 5 stars Good Practice • • • • Planning Classroom Management and Organisation Classroom Environment Strategies Planning Planning should include opportunities for purposeful speaking and listening as well as identifying opportunities to teach relevant skills. Specific and appropriate age related activities should be planned for across a range of contexts. Draw a picture of a place he has visited and write a postcard from him. and include a variety of skills and audience. where they had to discuss their plans can carry out the investigation.make a fact file. 6|Page .
Through Continuing Professional Development it is important to update your own knowledge of speaking and listening regularly. Resources in the room should be well organised and clearly labelled. understanding age related expectations is essential in order to plan for appropriate and challenging lessons including setting clear targets in child initiated speech. Access to resources needs to be easy and children should be shown how to use resources appropriately. this includes training them in what to look for as well as involving them in planning.their st of Classroom Management and Organisation A clear strategy for building up a picture of what children can do is needed e. Assessment for learning is a key component in any effective lesson and the teaching of speaking and listening is no different.g. planned assessment as well as incidental/spontaneous evidence. Other adults in the room are a fantastic resource and need to be managed well to ensure they are supporting individuals and groups well to develop their skills. Classroom Environment 7|Page . Ground rules for using resources should be shared in class and the children may be involved in establishing these in order to give them ownership.
An ethos where everyone feels safe and valued encourages independence and gives children autonomy over their learning. Make use of the outdoors and indoors to promote speaking and listening. As part of a skills based curriculum children research a topic using a variety of sources then orally present their findings. Ideas for Supporting Speaking and Listening Activities 1. After researching tourism in South Africa children packed a suitcase and explained their reasons for choosing specific items to take with them. information. 8|Page . E. instruction or report. Using the indoors and outdoors to support role play. A rich diet of vocabulary in the classroom will enhance the speaking and listening skills being taught. The classroom environment needs to be stimulating and creative with accessibility to resources and clear rules for their use. this could be as explanation.g. 2.
theatre. wigs. Provide plenty of experiences for the children using audiovisual equipment to ensure the children are confident and comfortable with their use. microphones. Use opportunities from school trips and visitors in school. Use a 'discussion dice' to promote open ended questioning (excellent for plenaries).g. masks. 7. E. 4. E. 5. 9.3. Encourage children to think and talk about activities before they make recordings. fabric. Encourage healthy debate. Show and tell gives the opportunity for children to talk about personal interests and experiences. Circle time gives the children the chance to express their views using feelings and concerns as well as promoting good listening skills and turn taking. Develop a resource boxes which are clearly labelled and accessible to all. 6. hats. 8. 9|Page . props. dressing up. puppets.g.
Could start adult to adult then move on to adult to 10 | P a g e . Be an active listener in your own classroom! Make informal observations/notes. Strategies Modelling Modelling could be a teacher demonstrating what to do or a child who is particularly skilled in speaking and listening.10.
share and evaluate the best interview questions. open questions get a greater response than closed questions. Get the children to explain the best types of questions e.child then child to class/group and finally child to child. The programme to create photo stories is free to download off the internet. text and clips for children to create animated stories or reports. Questions should be discussed and generated in advance of the hot seating session. (shopkeepers. builders) making links to real life problem solving. chefs. history or current affairs. Interviews Decide on someone to interview (e. You could have a 'hot spot' or a 'hot seat'. Alternatively give a scenario to set the frame for the questions e.g. Role-play mathematical problems. Sapphire Island Drama 11 | P a g e . Activities most suitable for modelling would be: Hot seating Children generate questions to interrogate a character from fiction. Why do you think Goldilocks went into the three bears house? Photo story Photo story is a programme which enables teachers to input pictures. Modelling and preparation are essential with this task in order to ensure that the questions are meaningful and searching.g.g. a visitor or VIP) children devise. Teachers should model both the hot seating role and the types of questions to be asked. sound.
This could include activities set up by the teacher or free role play. gesture and mime.Drama provides many opportunities for children to use heritage languages and knowledge of a range of cultures to experiment with styles of speaking. Freeze frames 12 | P a g e .
Freeze frames are still images or frozen drama scenes used to highlight a specific point. Partners may be allocated by the teacher and kept for some time e. The children would use these pairings at specific points in a lesson to discuss ideas. Talk partners Talk partners are a fantastic way of ensuring every child in a class has the opportunity to take part in discussion. The children can empathise with characters in a freeze frame by taking their place.g. Effective Questioning 13 | P a g e . a few weeks of half term. The children should be encouraged to discuss and question the characters thoughts and feelings before joining the freeze frame. share experiences and reflect on their learning. They are useful for provoking thought and discussion with a class. This strategy is especially good when building up the confidence of individuals. In this example Nye and Sasha give their views on a fantasy story after discussing together.
Open-ended questions and Philosophical questions. In a busy classroom. is to encourage children to give more detailed and insightful answers.Teachers should aim to ask a range of questions. ponder and explore. too. challenge. Part of the process of developing effective questioning skills. Question to enquire. They should also be taught the different types and functions of questions. Children should be actively encouraged to ask questions. Boogie wonderland 14 | P a g e . children’s answers are often accepted even when they are superficial. Remember to give the children thinking time and encourage children to give each other thinking time too before responding or contributing towards an enquiry. It is equally important to develop children’s questioning skills. clarify. Factual Questions. The four main types of questions are: Closed Questions. This discussion was with a group of four children after they had returned from performing at a dance show at the local high school.
They convey simple meanings to a range of listeners. Oliver is working as a secure level 1. and begin to extend their ideas or accounts by providing some detail. (National Curriculum) Example 1 Oliver recounts a visit to the steam railway with his family. Throughout the play he contributed simple words and phrases such as ‘give 15 | P a g e . To progress further he needs to hold the listeners' interest by linking related points and adding detail to his recounts. They had to allocate roles and decide what each character might say and how they might say it. They listen to others and usually respond appropriately.fairytale role play The children planned alternative fairy tales as a group (guided by SSA). With the help of Rachel and the other members of his group he was able to think of what his character might say within the play. Seth wanted to play the part of Jack as this was his favourite character. Oliver-Show and Tell Transcript One day I went to (pause) The steam railway and I got his erm (pause) And we saw loads of tractors and erm (pause) We saw this machine with erm (pause) It was making water.Examples of Level 1 Level 1 Pupils talk about matters of immediate interest. His recount is a simple description of what he did and where he went with pauses in between. They then acted out the fairytale as a group. Example 2 Activity . He listened well to his peer’s suggestions and took turns to speak within his small group (AF2 Level 1). speaking audibly.
16 | P a g e . Kieran: First I would go to Johannesburg and I would do something with my mum there and then I would go home and then in the morning I would go to Cape Town …. His answers were simple and related to his direct personal interests. To move on further her needs to take account of the listener by linking like ideas together and using more detail. Example 3 Activity – describing an imaginary trip to South Africa This activity took place after an initial research lesson in which the children used books and the internet to find out about tourism in South Africa. Kieran is working as a secure level 1. Overall he is working as a secure level 1. for my mum and dad. Although he spoke clearly he did not adapt the way in which he spoke to suit his character.me my gold’ and ‘pass me the axe’ (AF3 Level 1). like…. When acting out the play for the rest of the class his speech was limited and he relied more on his gestures and movements to tell the story (AF3 Level 1). buy stuff.
Toby and William are the main focus for the APP assessment in this video. The dialogue which goes on between the children is excellent and the children negotiate plans and ideas between themselves. Toby. They have the chance to listen to each other throughout the lesson and the children end up with an extension on their cardboard box. William and Joseph decided to work together as a group to make the extension of the house. William and Joseph decided to work together as a group to make the extension of the house. Next Steps in Learning 17 | P a g e . Toby is levelled against the APP Grids as a High Level One child in speaking and listening. The children had already made the main part of the house – using a cardboard box and the children decided to work as a group to create an extension for the house using the large outdoor play blocks. Toby’s next steps are to begin to recount experience and share these with the children he is working within the group. They had to work together to make the house. Toby and William are the main focus for the APP assessment in this video. Toby. No one – just the three children to begin and other children joined in the activity later in the afternoon. They have the chance to listen to each other throughout the lesson and the children end up with an extension on their cardboard box. The dialogue which goes on between the children is excellent and the children negotiate plans and ideas between themselves.Example 4 An Extension for our New Home! Film Clip Name William – Y2 Toby – Year 1 Joseph – Nursery Children Involved An Extension to our New House! Lesson Context Level of Prior Learning and Independence Audience Level and Notes Continuous Provision Topic Lesson Houses and Homes Topic Children were asked to construct a new house for the three little pigs to live in.
Example 5 In an activity during a reading lesson we used the 'Racing Tracks' idea. Note Rhian's comments are simple answers that relate to straightforward literal retrieval from the text. Here is a copy of the track and each child's response to the text. 18 | P a g e . Rhian is working as a secure level 1 in speaking and listening.
Nicole worked with Jhotpreet and Lewis to create an imaginary world freeze frame.Examples of Level 2 Level 2 Pupils begin to show confidence in talking and listening. They are beginning to be aware that in some situations a more formal vocabulary and tone of voice are used. 19 | P a g e . The children then worked in small groups to create their own imaginary worlds. Nicole volunteered straight away and the other children in the group happily accepted this. At the beginning of the workshop the actors demonstrated how to create a freeze frame. On occasions. When the children had completed their freeze frames the actors asked each group to pick one child to tell the rest of the class about their imaginary world. They usually listen carefully and respond with increasing appropriateness to what others say. One of the actors then described that the freeze frame was an imaginary world and told the children what was happening in this world. As they worked the actors supported the children and helped them to develop their ideas (see photographs).Lancaster The children travelled to the Dukes Theatre in Lancaster for a drama and art workshop. She made simple comments and suggestions as to what she wanted to happen in their imaginary world (AF2 Level 2). they show awareness of the needs of the listener by including relevant detail. In developing and explaining their ideas they speak clearly and use a growing vocabulary. Example 1 Activity – Drama workshop at the Dukes Theatre . I watched this group closely and Nicole made helpful contributions to the group discussion. particularly where the topics interest them.
Example 2 Transcript – One to one correspondence between Nicole and one of the adult actor Adult: Ok. She discussed her group’s freeze frame well and often extended and connected ideas (AF1 Level 2). 20 | P a g e . Adult: And who will eat this chocolate? Nicole: Erm… (short pause) the birds. I wonder what’ s going on? What is happening in your imaginary world Nicole? Nicole: Jhotty is a magic tree and when you pump her arm chocolate comes out of her branches. Adult: That’s fantastic. this looks interesting. Overall – secure Level 2. thank you for sharing that with us Nicole. Nicole spoke with confidence in front of her peers. Adult: Wow that sounds amazing? What type of chocolate? Nicole: Melted chocolate and its spills on the ground. Adult: And does anything else happen in your imaginary chocolate tree world? Nicole: Erm … yeah the tree can talk. teachers and adults she had only met that day. Adult: Who to? Nicole: The birds. She listened carefully to the questions asked and paused for thought when necessary.
Robyn: Ok. You be the wolf and I’ll be the witch. Keziah: Lets have the wolf in now. Keziah: But then they saw a sweetie house made out of toffees. Both pupils engaged in imaginative play enacting simple characters and situations using everyday speech. They took turns in speaking. Keziah: And then he could eat the witch. Keziah: Ok. agree what to do and build on each other’s contributions. (Transcript of conversation / narration) Keziah: Should we do the Little Red Riding Hood story? Robyn: Why don’t we do our own story? Keziah: Yeah. 21 | P a g e . Do you want to be Hansel or Gretel? Robyn: I don’t want to be a boy. Robyn: But what about the kids? He can’t eat them! Keziah: Well maybe they could give him lots of sweets to eat. They were able to consider alternatives. Robyn: And then they got lost and were so scared and they started crying. Keziah: Ok. showing good listening skills by responding with appropriate comments or questions to what had gone on before. we can have the wolf and Hansel and Gretel.Example 3 Keziah and Robyn were observed creating their own stories using a range of characters from different traditional stories. Robyn: And the wolf could be in the woods and eat the witch. I want to be Gretel. One day Hansel and Gretel’s dad taked them into the woods and left them looking for fire wood. He could knock on the door. Robyn: Yeah and then all his teeth could fall out so he can’t eat them! Keziah: Should we show Rebecca and Amelia? Robyn: Oh yeah! I’ll go get them. Robyn: Yeah and it had a chocolate door and lolly trees so they went in and then the witch got them and put them in a little cage.
(Transcript of Rhian’s explanation) Rhian: Well. 22 | P a g e . Teacher: What are you going to do with your puppet now? Rhian: I might make another one and then I can do a puppet show.Example 4 Rhian brought in a stick puppet which she had made at home to share with the class during ‘Show and Tell’. She sometimes included relevant detail showing awareness of the needs of her audience and contributed appropriately when taking turns as both a speaker and a listener. Rhian was able to speak confidently and clearly when recounting a personal experience. Then I stuck on some shiny paper for the tail and some glitter. on Sunday I made this puppet with my Nana and I drawed it first and then she cut it out because I couldn’t do it right. There were grammatical errors when using the word ‘drawed’. Teacher: What type of puppet is it that you have made Rhian? Rhian: It’s called a stick puppet because it’s got a stick at the back and also we put a pin in the middle so its tail wiggles. Then my Nana drawed the face and I put some more glitter on the blue hair.
Pavanjot: I would get my case packed. see the hotel I want… I want to stay in an then I would do kind of things that I wanted to do but not like at Skelmersdale where I live now…. go on the plane. 23 | P a g e . take pictures of them and then I would send them to my family because they said bring back something so I thought I would bring animal photos back for them.Example 5 Activity – describing an imaginary trip to South Africa This activity took place after an initial research lesson in which the children used books and the internet to find out about tourism in South Africa. go to the airport. Erm… go to safari and see animals. get my tickets.
they show understanding of the main points. In discussion. Through relevant comments and questions. exploring and communicating ideas. Alex: If I went to South Africa I would go on safari and see animals like lions and tigers and go and watch a World Cup Match and hope for England to win… and then I would climb Table Mountain and see the really nice view at the top. I’d go to Cape Town and go on the beach there and wear my swimming costume. varying the use of vocabulary and the level of detail. they show they have listened carefully. Example 1 Activity – describing an imaginary trip to South Africa This activity took place after an initial research lesson in which the children used books and the internet to find out about tourism in South Africa. 24 | P a g e . He included appropriate vocabulary and gave reasons for his choices. They are beginning to be aware of standard English and when it is used. Alex remembered significant details from his research.Examples of Level 3 Level 3 Pupils talk and listen confidently in different contexts. Alex is working as a low level 3. They begin to adapt what they say to the needs of the listener.
science One to one correspondence between the teacher and pupil Transcript Teacher: What have you been doing this lesson Hayden? Hayden: We had to make the bulb light up. He also added additional relevant details depending on the 25 | P a g e . Teacher: Did you mange to do that? Hayden: Yes it was easy. Hayden spoke confidently throughout this conversation. Teacher: Did u enjoy this activity? Hayden: Yes. I think I need a better one next time. Teacher: Why did the bulb light up? Hayden: Because the batteries have got electricity in them and that made the bulb light up. Teacher: What did u have to do? Hayden: First I got a wire and clipped it onto the end of the battery. but the bulb wasn’t very bright. Those crocodile clips were dead stiff but I did it! Teacher: Did that make the bulb light up? Hayden: No not yet. His speech was well organised and he listened well to the questions asked (AF1 Level 3). Then I got the other wire and clipped that onto the other battery.Example 2 Activity – explanation of and electric circuit . He adapted language and used specific vocabulary throughout the conversation (AF1 Level 3). I had to clip the other ends of the wire to the bulb then and then the bulb came on.
Sacha is levelled against the APP grids as a Secure Level Three child in speaking and listening. Example 3 Change – Speaking and Listening through re-telling the story – “Whatever Next!” Film Clip Name Sacha – Y2 Olivia – Y2 Change – “Whatever Next!” Children Involved Lesson Context Level of Prior Learning and Independence Audience Level and Notes Literacy Lesson – Focus Settings Read the story of “Whatever Next!” to the children and the children had to work with their talk partner to listen to their partner speaking and then when they hear “Change” they swap roles. Sasha's next steps in her learning are to develop her non-verbal features of speaking and listening. The Childs talking partner. The children were asked to listen to the story of “Whatever Next” and listen to the detail. The children were using this story to look at the setting of the house and then the mood as a stimulus for their writing for the lesson. The children sat and listened to the story as a whole class. Next Steps in Learning 26 | P a g e . The children were working in similar ability pairs for this activity. The children then had the job of retelling the story to their talk partner and when I said “Change” they swapped roles. He showed a good awareness of standard English and used it well. Olivia’s next steps in her learning are to develop gesture and movement in her speaking and listening activities.questions asked. Olivia is levelled against the APP grids as a High Level Three child in speaking and listening. The children had already discussed settings and how a setting can be changed to be a fantasy setting. the descriptions and look at the pictures to help to picture in their minds what the settings looked like. Overall – secure level 3.
Nye and Sacha worked together to discuss the snowman and the details of the characters and the setting. The videos which the children watched in the lesson were all “normal” settings which had been made into a fantasy setting through adding a magical character. Literacy – Fantasy Stories and Settings Children have been looking at and describing a range of settings for the last couple of lessons and the children have as a class created various story box settings. They then spoke clearly to the children in the class to feedback their findings to the children and what they thought. Next Steps in Learning Sacha’s next steps in her learning are to develop her non-verbal features of speaking and listening. They listened to each other and joined in with the conversation in class. Sacha is levelled against the APP grids as a Low Level Three child in speaking and listening for this activity.Example 4 Talking Partners – Feedback to the Class Film Clip Name Nye – Y1 Sacha – Y2 Talking Partners – Feedback to the Class Children Involved Lesson Context Level of Prior Learning and Independence Audience Learning Objectives for the Lesson Level and Notes In literacy the children sat on the carpet together to watch a selection of film clips and trailers from children’s films. The whole class Chan to think about the settings in the video clips and discuss the setting and how the snowman makes this into a fantasy setting. The children then discussed with their taking partner the setting they had just watched. 27 | P a g e .
Elizabeth’s next steps in her learning are to develop the level of language which she is using with her peers in her class.Character and Setting Description Hannah – Y1 Jessica – Y2 Tayzia – Y1 Elizabeth – Y1 Children Involved Lesson and Context Level of Prior Learning and Independence Audience Level and Notes In literacy the children have been working together looking at a range of settings and linking this to fantasy settings. Elizabeth is levelled against the APP grids as a Low Level Three child in speaking and listening for this activity. They listened to the questions of the TA well and acted upon the suggestions from the TA and other children they are working with. The children took turns to speak and they did not interrupt each other. Children have been looking at settings and fantasy settings for a number of lessons and I asked this group to create the models to act out at the end of the lesson. the whole class were watching the children. This linked well with the themes of houses and homes and the space station we have currently in our role play in the classroom. The children worked together outside with a TA to create the models. When the children role played and acted out using the models. The children were asked to create two items which they could use for a role play – they were told to create a character and a setting and the children planned this together and created an alien and a rocket. When making the project the audience was the children in the group. They thought through ideas and they negotiated plans and listened to all members of the group.Example 5 Character Setting and Description – Group Activity Clip 1 Clip 2 Clip 3 Clip 4 Clip 5 Clip 6 Clip 7 Clip 8 Film Clip Name Group Work . Next Steps in Learning 28 | P a g e .
Profile of a Level 1 Child A child working at level 1 will: • Express feelings and ideas when talking about matters of immediate interest • Begin to listen to others and respond appropriately • Start to understand the need to speak in turn • In simple ways convey meaning to a range of listeners • Begin to speak clearly and start to develop their ideas by adding some detail • Join in with imaginative play taking on roles of different familiar characters 29 | P a g e .
Hannah spoke clearly. 1. I love to eat porridge. constructing each clue carefully before saying it. I’m sneaky and always get into trouble. 30 | P a g e . My favourite meal is breakfast. I’ve got blonde. 3. There was no attempt to sequence clues in order to create suspense.Hannah gave the following clues to the class to describe which traditional story character she had dressed up as. 2. 4. 5. She showed awareness of what the listeners needed to know by giving sufficient detail to describe her mystery character. curly hair. I like playing in the woods.
When Hannah was in character the class were all watching and asking Hannah questions as she played the role of Baby Bear. Hannah is levelled against the APP grids as a Secure Level One child in speaking and listening. We looked at the setting of the house where baby bear set off and the moon as a different setting which the bear visits. I then asked the children who wanted to be baby bear and come into the classroom to answer questions on the “Hot Spot” Hannah volunteered to do this (Hannah is usually a very shy girl who often does not like standing up in class) I decided as it was this child who had volunteered not to use the mask for the bear as she would not have role played and answered the questions with the mask on.I’m Baby Bear – Character Role Play after reading the story “Whatever next!” Film Clip Name Character Role Play Children Involved Lesson Context Level of Prior Learning and Independence Audience Level and Notes Hannah – Y1 Continuous Provision Topic Lesson Houses and Homes Topic The children were asked to talk to their talk partner and come up with a bank of questions which they could ask Baby Bear if he visited our school. The children were asked to think of questions they would ask Baby Bear if he visited. Next Steps in Learning 31 | P a g e . Hannah’s next steps are to extend her ideas by providing some detail. Hannah also needs to engage with others through taking turns in pairs and small groups. The children in the class had already read the story of “Whatever Next” and had been looking at fantasy stories in class over the week.
The children worked together outside with a TA to create the models. 32 | P a g e Next Steps in Learning . This linked well with the themes of houses and homes and the space station we have currently in our role play in the classroom. Children have been looking at settings and fantasy settings for a number of lessons and I asked this group to create the models to act out at the end of the lesson. Hannah also needs to engage with others through taking turns in pairs and small groups. They thought through ideas and they negotiated plans and listened to all members of the group.Character Setting and Description – Group Activity Clip 1 Clip 2 Clip 3 Clip 4 Clip 5 Clip 6 Clip 7 Clip 8 Film Clip Name Group Work . the whole class were watching the children. The children took turns to speak and they did not interrupt each other. Hannah is levelled against the APP grids as a Secure Level 1 in speaking a listening. The children were asked to create two items which they could use for a role play – they were told to create a character and a setting and the children planned this together and created an alien and a rocket. They listened to the questions of the TA well and acted upon the suggestions from the TA and other children they are working with. When the children role played and acted out using the models. When making the project the audience was the children in the group. Hannah’s next steps are to extend her ideas by providing some detail.Character and Setting Description Hannah – Y1 Jessica – Y2 Tayzia – Y1 Elizabeth – Y1 Children Involved Lesson and Context Level of Prior Learning and Independence Audience Level and Notes In literacy the children have been working together looking at a range of settings and linking this to fantasy settings.
R) How many years does a dinosaur live? (Ethan) What did you eat? (Hannah) When do dinosaur eggs hatch? (Charlie. Below is a list of question which the class created. O) How long is a dinosaur’s tail? (Roman) What did mummy dinosaurs eat in the past? (Keira) What do dinosaurs act like? (Hannah) How long have dinosaurs been extinct? (Constance) What are they called? (Hannah) How many dinosaurs were there? (Luke) What was the biggest dinosaur? (Sienna) What was the smallest dinosaur? (Nathan) Where did they live? (Olivia) Did you like to eat plants or meat? (Charlie. Note Hannah's ideas are simple questions that do not require extended answers. What we would like to know about dinosaurs Did you feel sad when people ran away from you? (Kieran) How do dinosaurs lay their eggs? (Lewis) How did you become extinct? (David) What was the first dinosaur ever? (Holly.At the beginning of a unit on information texts the children completed a KWL grid as a class. P) Did you have any enemies? (Imogen) Did you have any friends? (Hannah) How bug were your teeth and claws? (Oliver) How quickly could you move? (Hana) 33 | P a g e .
g.Profile of a Level 2 Child A child working at level 2 will: • Begin to show confidence in talking and listening • Talk about topics that are of interest to them or which they enjoy • In simple ways gain and hold the listener's attention. actions and movements in simple roles and different situations • Begin to be aware that some situations require a different role and language e. formal and informal situations 34 | P a g e . on occasions showing awareness of the audience and purpose • Begin to develop and explain their ideas • To make more specific vocabulary choices • Usually listen carefully and respond appropriately • Take turns in contributing to discussion • In some activities extend experiences and ideas by using different voices.
Jake worked as part of a group of 4 to play 'Racing Tracks' in response to reading a text. Throughout the activity Jake responded with appropriate comments linked to what he had read. Jake is currently working as a secure level 2 for speaking and listening. He took turns as part of his group and listened carefully to what others had to say. 35 | P a g e .
"The beebot is one square long so we need to press the forward arrow the same number of squares we want it to move. 36 | P a g e ." Jake is currently working as a secure level 2.g.During a mathematics lesson on position and direction the children used beebots and programmed them to go from one point to another on the floor mat. In this activity Jake worked as part of a small group to create programmes for beebot. He responded well and made vocabulary choices specific to the position and direction activity. Jake listened carefully to his group's suggestions and ideas. When speaking Jake was able to justify why he thought an idea was correct e.
I have big pointy ears and very sharp claws. I don’t have any friends. 5. I can roar very loudly and always scare people. I’m brown and furry. Jake spoke clearly but quite quietly as he delivered his clues to the class. 4. 3. He used some precise and detailed vocabulary and showed an awareness of the use of standard English in speech. I like to eat pigs for my breakfast and dinner. 6. He was able to keep the interest of the listeners by ordering his clues so the identity of his character was not apparent immediately. I’m in lots of traditional stories.Jake gave the following clues to the class to describe which traditional story character he had dressed up as. 1. 2. 37 | P a g e .
Wolf: Then I’ll huff and I’ll puff and I’ll blow your house down flat. little pig. Jake was able to improvise and sustain his role as the wolf throughout the puppet show. solid bricks. Mother Pig: You are too old now. 38 | P a g e . You must all leave home and build your own houses. no. Narrator: Shouted the wolf. not by the hair of my chiny chin chin. First Little Pig: I’m going to build my house out of this yellow straw. Narrator: The next day the first little pig was making his dinner when he heard a knock at the door...Jake worked as part of a mixed ability group to retell the story of The Three Little Pigs using the puppet theatre. His apt and timely responses illustrate his ability to listen carefully. let me in. Clear and audible speech was observed throughout the retelling. One day their mother said . Third Little Pig: I want a strong house so I’m going to build my house out of these hard. Wolf: Little pig. Narrator: So the three pigs left home to build their own houses. Second Little Pig: I’m going to build my house out of these broken sticks. First Little Pig: No. (Transcript of puppet show) Narrator: Once upon a time there were three little pigs and they lived with their mother in a tiny cottage. He played the part of the wolf. Narrator: So the wolf huffed (huffing noise from wolf) and he puffed (puffing noises from the wolf) and he blew the house down (loud blowing noise). contributing when appropriate for his character and using excellent expression and intonation in his voice.
is able to adapt what they say to meet the needs of the audience/listener • Vary the use of vocabulary and level of detail • Start to show awareness of how and when standard English is used • Show understanding of characters and contexts by changing voices.Profile of a Level 3 Child A child working at level 3 will: • Talk and listen confidently in different situations • Sequence. explore and communicate ideas in an organised way • Show understanding of the main points in a discussion • Show they have listened carefully through making relevant comments and questions • In most situations. actions and movements 39 | P a g e .
Daniel: Did the wolf’s breath smell when he huffed and puffed? Third pig: Oh. 40 | P a g e . It nearly made me faint! Aimee: What were you cooking in your pot? Third pig: I was making stew for my dinner but I had to throw it all away after the wolf fell in it. She was able to select vocabulary for effect and used a number of connectives to form complex sentences which added effect to her responses. Mia volunteered to play the role of the pig during the following hot seating activity.As part of a Literacy lesson the pupils were asked to write questions to ask the third little pig. (Transcript of questions and answers) Isaac: Why did you choose bricks to build your house? Third pig: I wanted a strong house and I know bricks are very solid. Evie: How did you feel when you heard there was a wolf in the area? Third pig: I felt terrified but I knew my house was strong so I just stayed inside with the door locked. She spoke with clear diction and there is evidence of language cohesion demonstrated through the consistent use of the past tense. it was disgusting even with my windows shut. Mia adopted and sustained her role as the third little pig. altering her voice and intonation as appropriate.
Mia’s Interview with Mr Wolf Why were you so mean and nasty to the little pigs? They made me very annoyed when they would not answer their doors. where did you run to? I ran far away into the forest to find another family of pigs for my dinner! Will you be going back to the house of bricks to see the pigs again? Certainly not! They are far too clever for me! I am going to have to search in other places for my dinner now! 41 | P a g e . I was only trying to make friends at first! How were you feeling when you visited the pigs? I was starving because I had not eaten all week. It had made me very grumpy! When you jumped out of the water and ran away.
I think those are all the main things we found in our books. subheadings.. At the back of a non-fiction book there is a glossary and an index and they are in alphabetical order. 42 | P a g e . (Paused and then said . it was agreed that Mia would report back to the class. She confidently took the lead in reporting their findings back to the class. She could give a clear explanation. organising the group and suggesting how they could record their findings. conveying detailed information clearly and audibly using more formal language appropriately.Mia worked as part of a group to investigate the main features of non-fiction books. The photographs sometimes have captions underneath them to explain what the photograph is about. On our list we wrote contents page.. diagrams with labels and also photographs. During the group discussion Mia took on the role as leader. We wrote down title but all books have a title. Once the task was completed. We wrote down bold writing as well and the words in bold are usually in the glossary. She ensured that everyone had a role and could participate in the task fairly.) Thank you for listening. (Transcript of Mia’s explanation) Mia: In our group we looked at lots of non-fiction books and decided to write down the main features of them in a mind map. Turns were taken as both a speaker and a listener. Mia was able to feed back to the whole class in a sustained manner using accurate technical vocabulary to describe the features identified. Also the pages have numbers so you can find what page you want to read.
Mia was able to sustain her role. (Transcript of Mia’s weather report) Good afternoon everybody and welcome to today’s weather report. She included sufficient relevant detail to engage her listeners and used some precise vocabulary. In Northern Ireland you will have a dry and sunny day with only a little chance of a shower later on. In Scotland it will be a dry morning but there might be showers this afternoon. 43 | P a g e . It will be rather rainy all day in Wales so don’t forget your brollies.Mia wrote and presented her own weather report as part of a geography lesson. The rest of Ireland will have a lovely day so you could go to the beach. Her tone of voice and gestures enabled her to maintain the attention of her audience. adapting her language and non-verbal features to suit the purpose. In England today it will be sunny but cloudy so you will need to wear your coats. Thank you for listening to my weather report and have a good day.
Many precise and adventurous vocabulary choices were made and many clues were expanded with additional details. My clothes are ragged. My skin is an unusual colour and is covered in lumps and bumps. full of holes and quite smelly.Mia gave clues to the class to describe which traditional story character she had dressed up as. anyone comes too close to my home in the countryside. I get very grumpy when 7. 44 | P a g e . She consistently made eye contact with her audience and kept their interest with varied voices and intonation. 6. 2. I like to snooze during the afternoon and hate being woken up by trip trapping over my bridge. clearly and with interesting use of facial expressions and gestures. 4. 1. My favourite food is barbecued goat with fried daisies. I live all alone because other people are terrified of me. 5. Mia spoke confidently. Whilst giving her clues. I like to lurk in dark and dirty places 3.
Learning: Working with children in key stages 1 and 2 DCSF Excellence and Enjoyment DCSF APP Speaking and Listening Standards Files DCSF APP Speaking and Listening Guidelines Useful classroom resources Photostory.Resource List Publications National Curriculum POS DCSF Understanding Progress: Engaging Pupils and Parents DCSF Understanding Progress in Mathematics DCSF Understanding Progress in English DCSF Magic Page Oxford Reading Tree i-read Cambridge Talk for Maths Rising Stars Speaking. Listening.free to download off the internet Flip video cameras/digital cameras Easy speak microphones Talking tin lids Talking post cards Story sacks Costumes and props Role play area and boxes Puppets and theatre Discussion dice for plenaries Share bears for circle time 45 | P a g e .
'Hot spot' for hot seating CD Player IWB Walkie Talkies Webcams 46 | P a g e .
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