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role of translator challenging for some children 

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role of translator challenging for some children 

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Really like the group of three idea with one acting as translator, one the questioner and the other the being.

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All children moving to find new partners - translatorsaurus....hotseating

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I'd like you to have a go at it...it's hard!

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I'd like you to have a go at it...it's hard!

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Children role playing developed their ideas as confidence grew, questions enabled them to create the 'story'

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Children role playing developed their ideas as confidence grew, questions enabled them to create the 'story'

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quality of questioning steadily improved

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quality of questioning steadily improved

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thinking dice gives children alternative question starters

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thinking dice gives children alternative question starters

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Dice allowed child, who had not pviously contributed, confidence to share ideas.  Hand shot up!

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Dice allowed child, who had not pviously contributed, confidence to share ideas.  Hand shot up!

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Love the use of an interpreter.... extra dimension

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development of langauge through rephrasing questions and answers 

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development of langauge through rephrasing questions and answers 

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Tim effectively models how to rephrase questions to develop and extend the children's responses in role

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Role play to continue to engage children.  Development of 1st person, immerses children in environment. "Am I safe here?"

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Role play to continue to engage children.  Development of 1st person, immerses children in environment. "Am I safe here?"

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Loved the countdown to writing...the children were desperate to write after that!

Good explanation of how to rephrase a sentence to retain the same meaning, but express it in a more interesting way.

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Invitation for the children to make predictions...

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Open queationing encouraged...how to phrase a question to elicit a protracted response.

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Open queationing encouraged...how to phrase a question to elicit a protracted response.

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Desperately searching for life, the warmth of the light gave some hope.

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Desperately searching for life, the warmth of the light gave some hope.

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I have changed the layout to 'stream' to tidy it up. Hope this helps.

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chn think of own sentence starter after reading out - image moves - engages chn

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chn think of own sentence starter after reading out - image moves - engages chn

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gunshots while children reading extracts of this writing

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gunshots while children reading extracts of this writing

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sparkly words... graceful, dimension, pray, danced, austerity, shard

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sparkly words... graceful, dimension, pray, danced, austerity, shard

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Astonishingly

Haunted

Screaming

Sparkly

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barron wasteland, ancient battleground , death taking, mysterious

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effect of starting the children to write and then stopping them...

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effect of starting the children to write and then stopping them...

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Claire/Natasha..Standing here,  I could hear the sky growling angrily like a vicious predator. Lightning thrashed around the sky, creating contrast as darkness turned to light.    A flickering candlelight danced wildly against the backdrop of the towering column. The ground trembled fearfully beneath my feet.

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Claire/Natasha..Standing here,  I could hear the sky growling angrily like a vicious predator. Lightning thrashed around the sky, creating contrast as darkness turned to light.    A flickering candlelight danced wildly against the backdrop of the towering column. The ground trembled fearfully beneath my feet.

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Mo

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slight movement of image - not rushing what chn can see - 

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slight movement of image - not rushing what chn can see - 

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Over hour spent on one scene of mystbefore moving on 

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Over hour spent on one scene of mystbefore moving on 

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examples of similes metaphors modelled - chn engaged through drama

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examples of similes metaphors modelled - chn engaged through drama

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Actions to reinforce vocabulary - sim/met

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Actions to reinforce vocabulary - sim/met

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good explanation of the difference between and a metaphor associated with actions

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good explanation of the difference between and a metaphor associated with actions

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using personal experience to demonstrate simile/metaphor

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using personal experience to demonstrate simile/metaphor

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use of one image to stimulate ideas/develop imagination - no right or wrong

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use of one image to stimulate ideas/develop imagination - no right or wrong

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Ideas rephrased- demonstrating 'story' language

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Ideas rephrased- demonstrating 'story' language

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Reinforcing listening skills!

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demonstrating/sharing how body language/visual cues/listening techniques help engage

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giving ideas for non-verbal communicatio

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giving ideas for non-verbal communicatio

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Fighting against children's automatic response to put hands up - noticing chn now trying to stop themselves

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Fighting against children's automatic response to put hands up - noticing chn now trying to stop themselves

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Management of group/guidelines for session dripped in throughout sessions

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Management of group/guidelines for session dripped in throughout sessions

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No hands up

cooperating with each other

listening

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use of similes when talking as an examplar to children of use of language features

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use of similes when talking as an examplar to children of use of language features

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Allows plenty of thinking time - I am coming back to you in 2 people

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Allows plenty of thinking time - I am coming back to you in 2 people

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introducing the children to new vocabulary eg subliminally and explaining what it means - provides children with the opportunity of extending their own vocabulary

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introducing the children to new vocabulary eg subliminally and explaining what it means - provides children with the opportunity of extending their own vocabulary

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Empty cup of coffee?

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child demonstrating great confidence in speaking and sharing ideas- struggles to record ideas but has good vocab

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child demonstrating great confidence in speaking and sharing ideas- struggles to record ideas but has good vocab

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DIfferent ways of saying 'good morning' using different voices. Personification of Mr Walker, camera and Mr Long Nose.

Modelling of language - similes 'eyes as big as dinner plates' Activity to generate conversation and engage children.

Why does Mr Walker have holes? Snorkle... Recorder... Flute... can you take the ends off? Habitat... To knock on people's door...

Tim stops the children informally and discourages them from putting their hands up while he is talking to avoid 'draining their thoughts'.

Give a ripple to prevent the children clapping too loudly.

Exploration of the children's ideas, developing them and fuelling the children's excitement. Sniper holes Portable shower Portable insect carrier - block of flats

Virtual World

Tim invites the children to explore their senses through the image provided. What can the children see, smell, hear etc?

Tim provides time for the children to share and discuss their ideas. Staff on tables develop and extend the children's

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children encouraged to use all of their senses

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children encouraged to use all of their senses

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Tim with back to children addressing board, children captured.

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Tim with back to children addressing board, children captured.

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great use of voice to engage the children

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Encouragement to develop ideas further, explain thinking

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Encouragement to develop ideas further, explain thinking

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Drip feeding - simile (eyes like saucers, eyes as wide as.....) not instant use of simile etc.

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Drip feeding - simile (eyes like saucers, eyes as wide as.....) not instant use of simile etc.

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Continual use of rhetorical questions to engage - capture children, allows thinking time.

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Continual use of rhetorical questions to engage - capture children, allows thinking time.

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All children engaged immediately - able to move on

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All children engaged immediately - able to move on

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Did not use everybody listen/right etc- use of rhetorical questions to initially engage.

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Did not use everybody listen/right etc- use of rhetorical questions to initially engage.

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