1. Talking Partners

2. What is Talking Partners? The NLS promotes “talk for writing”. They recommend the use of “talking partners” during shared work in the literacy hour so that all children get the opportunities both to speak and listen. The NLS promotes “talk for writing”. They recommend the use of “talking partners” during shared work in the literacy hour so that all children get the opportunities both to speak and listen.

3. Why use TP? During reading, they need to articulate their understanding of ideas, concepts, vocabulary, and linguistic conventions. So that they are internalising or generating the content for their writing. During composition, it helps to rehearse words phrases, clauses and sentences orally, before committing them to paper. To raise children’s self esteem and confidence. To develop thinking, speaking, listening and cooperative skills. To involve all children and add variety.

4. When to use TP A short focussed task can be provided whenever the opportunity arises. “Turn to your partner. You have 30 seconds (or two minutes, or whatever) to discuss….” Selected pairs can then retell their deliberations to the class. In the plenary session, children can explain to each other what they have done. Choose some children to retell their partner’s experience. The end of the day e.g. 3 things we have enjoyed/learnt or found difficult. Reviewing the previous work covered (Big Picture). Assessment tool, listening to children’s responses and asking prompt questions.

5. Planning for TP Try to incorporate into planning as a reminder to yourself. Be flexible and if the opportunity arises use TP. See plan

6. Picking Partners 1. Pick Partners for the children to begin with and until children are comfortable with working in this way. 2. Children can later pick partners at random by taking a name out of a hat etc. 3. Generally use ability pairings in Literacy and Numeracy and mixed in foundation subjects. 4. Do what works best for you!

7. Ownership Allow the children as much input as possible as this will give them ownership of the activity. They will be more likely to work productively if they are involved in the decision making process. Set the children the task of thinking up the rules with their Talking Partners and display these in the classroom. This will link well with PSHE and R.E.

8. Rules Developed by Year 6 Don't be afraid to speak up and give your opinion. Share your ideas with other people. Try to stay focused on the question or problem and not get distracted. Be polite and listen to your partners ideas. Two combined ideas are often better than two separate ones. Look at your partner when they are speaking, don't be rude. Take turns in listening and speaking, don't interrupt. Be prepared to admit that other people's ideas might be better than yours.

9. Display

10. Getting Going Give the children opportunities to work with their Talking Partners in discrete sessions. Set them questions to discuss and highlight good practice. When you feel they are ready and you have been clear with your expectations start to incorporate TP in other lessons. Thinking Keys, Creative Thinking Questions

11. Unwilling Children If any children seem unwilling to talk to their partner try pairing them with a friend for a short time until they become more confident.

12. Giving Guidance Some children will still find it difficult to work in this way and may need more guidance. Try role playing the activity with another member of staff in the room. Ask pairs of children who are having difficulty prompt questions. In this way you are modelling a good partner. Try recording the children!

13. Do plants need soil?

14. Recording Responses There may be times when you want the children to make notes of what they are discussing. Using whiteboards will allow the children to quickly change anything as their thoughts develop. There may be times when you want the children to make notes of what they are discussing. Using whiteboards will allow the children to quickly change anything as their thoughts develop.

15. Extended Wait Time Extended Wait Time gives children the time to think about their responses before answering. TP can be used like extended wait time and children will also have the chance to try out their ideas on a partner before contributing to a larger group.

16. What the children think “It’s exciting because you get to share.” “I like having someone to check my work before I show it to my teacher.” “It’s nice being allowed to chat to the person next to you.” “You learn from your partner.” “You have to explain to your partner.” “In PSHE we shared ideas when we looked at pictures showing dangers in the home.” “In PSHE we shared ideas when we looked at pictures showing dangers in the home.”

17. Summary Pick partners for children after they are confident pick random partners (change regularly), Let the children devise their own rules and display them clearly, Introduce TP gradually and make clear your expectations, Use prompt questions to encourage unwilling children, Allow children to record their ideas in an informal way.

18. TALKING PARTNERS SONG Happy talking talking Happy talk Talking partners help us learn You learn to listen well You learn to speak and share You learn to work with others happily Reviewing previous work Assessing as we go Rehearsing what we think we want to write. Creative thinking tasks Testing our ideas Reviewing what we’ve learnt in the plenary? Happy talking talking Happy talk Talking partners help us learn You learn to listen well You learn to speak and share You learn to work with others happily