Speaking and listening 4 Year

Sit at the right table Sit on a table with the people who share the same speaking and listening article from the independent task week 4 1) Myhill, D., Jones, S. & Hopper, R. (2006) Talking, Listening, Learning Maidenhead: Open University Press pp ) Fisher, R. (2006) ‘Talking to Think:why children need philosophical discussion’ in Jones, D. &Hodson, P. Unlocking Speaking and ListeningLondon: David Fulton pp ) Mercer, N. & Littleton, K. (2007) Dialogue and the Development of Children’s Thinking Oxon: Routledge pp ) Corden, R, (2000) Literacy and Learning Through Talk Buckingham: OUP pp

Speaking and Listening 4 Core

The next 2 weeks 1Speaking and Listening 4 2Essay preparation micro seminars

Objectives To understand children learn to explore, develop and sustain ideas through talk To be aware of some key research related to speaking and listening To become familiar with exploratory and dialogic and talk To understand approaches to teaching & assessing To know how to how to organise contexts for speaking and listening in the classroom Consider the relationship between thought and language Know about the role of the teacher in facilitating exploratory Understand that speaking and listening is central to learning

Guided Reading experience Get into your guided reading groups and discuss your book Now discuss – as a learner- What do you need from the leader? (the guide) What do you need from other members of the group?

Guided talk/Reading Plans for Lost and Found: Does your colleague’s plan have : Objectives A good introduction A strategy check Literal questions Inference and deduction questions Evaluative questions (about the way author uses words and the effect on the reader) Praise what they have done well and give them a ‘wish’ to sharpen their plan

Name of Student Leading Name of Student Observing Year Group Number of children Text: Lost and Found by Oliver Jeffers Date (SE1) What to look for (highlight what you see) Teacher-WhenChildren’s response Asks open questions Checks children’s understanding Asks child for extended response Offers opportunity for other children to respond to each other Pursues child’s line of thought Notes and insights: (e.g. a time when the talk went well)

Speaking and Listening Articles First… Find the other people in your speaking and listening article group Share the key points Make notes and be prepared to share them with another group Then… Jigsaw into a new group of 4 in which each person presents a different article Discuss any connections you identify or relevance to the essay title

Essay Title Why and how should speaking and listening be promoted in the primary classroom? Assignment Guidelines Essay 2000 words (do not go over the word limit or you risk being penalised

Marking Criteria Besides the criteria set out in your course handbook for level 1 work, markers will be looking for evidence of the following in the essay: Understanding of exploratory and dialogic talk Understanding of the role of the teacher in facilitating talk e.g. ground rules, questioning, grouping Reference to your ‘talk tool kit’, (i.e. the seasonal talk box), prepared as a directed task and how you used it Discussion of the importance of storytelling as a speaking and listening context Reference to key research, reports and academic texts both within the reading pack and beyond Appropriate use of English and referencing (the criteria above do not have equal weighting) Marking process will be in accordance with the University’s Moderation of Assessed Work Policy. Due date: Week 1, Semester 2 to be handed in to the Faculty Office.

Preparation for Micro seminars Next week Write up to 750 words of your draft assignment Write a plan for how you will continue your assignment Write a bibliography Bring them to the micro seminar at the allotted time

What you can now do or understandRating my own understanding Competent To have a go Need more guidance before I have a go What has helped me to do this Plan a guided reading session for children Know 50 good children’s books I can recommend to children Facilitate exploratory talk in a small group Lead a guided reading seminar Know the components of comprehension Plan an exploratory talk session with children Know what makes effective exploratory talk Understand basic concepts of phonics Hear a child read individually Evaluating your progress

Sharing the articles Session 4( Week 4) Independent task 1) Myhill, D., Jones, S. & Hopper, R. (2006) Talking, Listening, Learning Maidenhead: Open University Press pp ) Fisher, R. (2006) ‘Talking to Think:why children need philosophical discussion’ in Jones, D. &Hodson, P. Unlocking Speaking and ListeningLondon: David Fulton pp ) Mercer, N. & Littleton, K. (2007) Dialogue and the Development of Children’s Thinking Oxon: Routledge pp ) Corden, R, (2000) Literacy and Learning Through Talk Buckingham: OUP pp