• Table display objects

• Creative area (toys )

• special place books

• CD player or a modern alternative

• display poems and songs

  
  

Expanding Children's Responses

Asking Clarifying Questions

Reflective Listening Techniques

This includes: Repetition, visual cues, mnemonics, songs, re-telling stories and much more.

1. instrumental

2. regulatory

3. interactional

4. personal

5. heuristic

6. imaginary

7. Representational

• have a go

• be sensitive to cultural differences and disabilities.

• emphasise enjoyment

• Motivate students to interact with one another and communicate

• Involve day to day social aspects of students in the KPA / discussion

• Involve students in the physical aspect of classroom participation

1. Oral reports

2. story telling and anecdotes

3. partner and small group work

4. giving instructions and procedures

5. conversation

6. questioning and interviews

7. arguments and informal debates

Provide spaces in the classroom that encourage conversation and attentive listening

Create organic learning charts to capture what good listening is

Oral reports can be planned and unplanned.

• based on a shared focus of interest OR particular topics being studied at that particular point in time.

Language Function:

• Representational - communicating information, descriptions, expressing propositions

• Personal: expressing individuality and personal feelings

Activites for developing Oral Reports: (there are any more activites to expand on this)

Example 1 - TV/ radio reports: segments of these medial platforms are used forms of reports to create awareness amongst pupils (5W headings who, when, where, what, why).

Importance :

• allows students to connect what is happening in the classroom with the real world

• they provide a way of understanding, organising and communicating experiences

Functions:

Imaginative

• creating new worlds, making up stories and poems

• narratives, recounts, reports

• use: language to entertain and inform, language to express experiences and emotions, descriptive vocabulary, use of intensifiers

Activities to use for story telling and anecdotes:

• model good story telling

• creating character profiles

• story sacks

• circle stories

• varied stories

• drama

• sound stories tells a story using sound effects. For example the event being that the three little pigs running around and the sound will be vocal squeaks, bells played quickly

-synonyms

-antonyms

-classifications

-prefixes

-suffixes

• Create scenarios

• Involve students through activities and games where new words are introduced

When teaching vocab we should plan for;

• emphasis on individual words

• Word learning strategies

• Fostering an awareness and love of words and language

• Providing varied experiences for using words

Ways in which this can be achieved;

• Development of assertive language from “i don't think” to more formal assertions such as i strongly for in my opinion.

• Honing vocabulary based on KLA’s transitioning from junior to high school curriculum

• Basics when and learning word by word further stringing sentences

• Text innovation adapting basic vocab/ language into more formal language eg. nursery rhymes see pg 34

• PWIM pictures (picture word inductive model) engaging way of developing vocab assists in visual identification through vocab ques.

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Importance

Provides an authentic learning context in which students can develop both speaking and listening skills. Pupils are actively involved in the construction of their own knowledge which often leads to greater understanding and internalisation of material. Students use language to interact and plan, to negotiate roles, develop or maintain a play or group activity, monitor and reflect on the task

Language function

Interactional - establishing relative status. 

Instrumental - Expressing needs/getting things done. 

Strategies for partner and small group work. 

Rules are best established as a class for effective group work. 

Rules such as:

1. We don’t all talk at the same time.

2. We listen to one another.

3. We give everybody a chance to say something.

4. We help each other out.

5. We share ideas.

6. We take people’s ideas seriously.

7. We don’t make anyone feel silly.

8. We allow others to join in

Language Structures/features:

• Organising info 

• Persuasive tone of voice and body language 

• Use of technical data 

• Use of neutral language to present and argument 

Skills and Understanding:

• Expressing and justifying opinions 

• POV 

• Contrasting POV 

• How to address argument impersonally (disagreeing with statement, not the person) 

Examples within the classroom to develop arguments and formal debates

• Brainstorming 

• Four corners (agree, strongly agree, disagree, strongly disagree) 

Carry out activities where the whole class read aloud

Provide opportunities for students to engage in conversational style speaking, e.g. providing scenario cards

Give students tasks that involve observing and recording effective speaking