Key Stage 1 Speaking and Listening_1

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AnactionresearchprojectSummer2010

ASSESSING

SPEAKING

AND

LISTENING


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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 28- Profile of a Level 1 Child



Page 44- Resources


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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

J enny Bell - St J ames' 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 J oseph'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 evidencegathered 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.


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Key Stage 1- Speaking and Listening Project

Statutory Requirement

'Pupils should be taught in all subjects to express themselves correctly andappropriately and to read accurately and with understanding. Since standard

English, spoken and written, is the predominant language in which knowledge andskills are taught and learned, pupils should be taught to recognise and use standard

English. In speaking, pupils should be taught to use language precisely andcogently. 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 1Pupils talk about matters of immediate interest. They listen to others and usuallyrespond appropriately. They convey simple meanings to a range of listeners,speaking audibly, and begin to extend their ideas or accounts by providing somedetail.

Level 2Pupils begin to show confidence in talking and listening, particularly where the topicsinterest them. On occasions, they show awareness of the needs of the listener by

including relevant detail. In developing and explaining their ideas they speak clearlyand use a growing vocabulary. They usually listen carefully and respond withincreasing appropriateness to what others say. They are beginning to be aware thatin some situations a more formal vocabulary and tone of voice are used.

Level 3Pupils talk and listen confidently in different contexts, exploring and communicatingideas. In discussion, they show understanding of the main points. Through relevantcomments and questions, they show they have listened carefully. They begin toadapt what they say to the needs of the listener, varying the use of vocabulary andthe level of detail. They are beginning to be aware of standard English and when it isused.

Level 4Pupils talk and listen with confidence in an increasing range of contexts. Their talk isadapted to the purpose: developing ideas thoughtfully, describing events andconveying their opinions clearly. In discussion, they listen carefully, makingcontributions and asking questions that are responsive to others ideas and views.

They use appropriately some of the features of standard English vocabularyand grammar.


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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.g. turn taking, formality of speech, conventions of

speaking and listening, 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, instruction,characterisation, debate, recount, interview, point of view, 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, try using a homework sheet to communicate with parents)

Homework gr id

Bears around the world.Find out about bears around the world. How many different species are there?Where do they live? You could write a book, draw pictures or make a fact file.

10 stars

Famous Bears.How many famous bears canyou think of? Why are theyfamous? Youcould write a

book, drawpictures or

Design your ownbear.Could you draw ormake yourown bear?

Write a story about a bear.We are learning aboutGoldilocks and the 3 Bears inour Traditional stories unit.Can you write your own story

about a bear?


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make a fact file.

10 stars10 stars

10stars

Postcard from Bramble Bear.

We are learning about Bramble Bears travelsaround the world. Draw a picture of a place hehas visited and write a postcard from him.

5 stars

Tell your family's 5 things that youhave learnt about bears.

5 stars

Good Practice

Planning



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; and

include a variety of skills and audience. 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. Planning also needs to take account of

assessment opportunities; day to day

assessment and include details of next

steps in learning. Providing opportunities for

children to practise and apply their skills e.g.

through role play and cross curricular activities is

essential to developing effective speaking and

listening.

During a science investigation on friction

the children worked in groups together

where they had to discuss their plans

can carry out the investigation.


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A clear strategy for building up a picture of what children can do is needed e.g.

planned assessment as well as incidental/spontaneous evidence. Assessment for

learning is a key component in any effective lesson and the teaching of speaking and

listening is no different; understanding age related expectations is essential in order

to plan for appropriate and challenging lessons including setting clear targets in child

initiated speech. 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; this includes training them in what to look for as well as involving them in

planning. Resources in the room should be well organised and clearly labelled.Access to resources needs to be easy and children should be shown how to use

resources appropriately. 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. Through Continuing Professional Development it is important to update

your own knowledge of speaking and listening regularly.



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An ethos where everyone feels safe and valued encourages independence and

gives children autonomy over their learning. The classroom environment needs to be

stimulating and creative with accessibility to resources and clear rules for their use. A

rich diet of vocabulary in the classroom will enhance the speaking and listening skills

being taught.

Ideas for Supporting Speaking and Listening Activities

1. As part of a skills based curriculum children research a topic using a variety of

sources then orally present their findings, this could be as explanation,

information, instruction or report. E.g. After researching tourism in South

Africa children packed a suitcase and explained their reasons for choosing

specific items to take with them.

2. Using the indoors and outdoors to support role play.

Make use of the outdoors and indoors to

promote speaking and listening.


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3. Use opportunities from school trips and visitors in school.

4. Develop a resource boxes which are clearly labelled and accessible to all.E.g. puppets, fabric, theatre, microphones, dressing up, masks, hats, wigs,

props.

5. Provide plenty of experiences for the children using audiovisual equipment to

ensure the children are confident and comfortable with their use.

6. Encourage healthy debate. E.g. Use a 'discussion dice' to promote open

ended questioning (excellent for plenaries).

7. Show and tell gives the opportunity for children to talk about personal

interests and experiences.

8. 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.

9. Encourage children to think and talk about activities before they make

recordings.


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10. 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. Could start adult to adult then move on to adult to


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child then child to class/group and finally child to child. Activities most suitable for

modelling would be:

Hot seating

Children generate questions to interrogate acharacter from fiction, history or current affairs.

Role-play mathematical problems, (shopkeepers,

chefs, builders) making links to real life problem

solving. Teachers should model both the hot

seating role and the types of questions to be

asked. Questions should be discussed and

generated in advance of the hot seating session.

Modelling and preparation are essential with this

task in order to ensure that the questions are meaningful and searching. You could

have a 'hot spot' or a 'hot seat'.

Interviews

Decide on someone to interview (e.g. a visitor or VIP) children devise, share and

evaluate the best interview questions. Get the children to explain the best types of

questions e.g. open questions get a greater response than closed questions.Alternatively give a scenario to set the frame for the questions e.g. Why do you think

Goldilocks went into the three bears house?

Photo story

Photo story is a programme which enables

teachers to input pictures, sound, text and

clips for children to create animated stories

or reports. The programme to create photo

stories is free to download off the internet.

Drama

Sapphire Island


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Drama provides many opportunities for children to use heritage languages and

knowledge of a range of cultures to experiment with styles of speaking, gesture and

mime. This could include activities set up by the teacher or free role play.

Freeze frames


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Freeze frames are still images or frozen drama scenes used to highlight a specificpoint. They are useful for provoking thought and discussion with a class. Thechildren can empathise with characters in a freeze frame by taking their place. Thechildren should be encouraged to discuss and question the characters thoughts andfeelings before joining the freeze frame.

Talk partners

Talk partners are a fantastic way of ensuringevery child in a class has the opportunity to takepart in discussion. Partners may be allocated bythe teacher and kept for some time e.g. a fewweeks of half term. The children would use thesepairings at specific points in a lesson to discuss

ideas, share experiences and reflect on theirlearning. This strategy is especially good whenbuilding up the confidence of individuals.

Effective Questioning

In this example Nye and Sasha give their

views on a fantasy story after discussing

together.


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Teachers should aim to ask a range of questions. It is equally important to developchildrens questioning skills, too. Children should be actively encouraged to askquestions. Question to enquire, challenge, clarify, ponder and explore. They shouldalso be taught the different types and functions of questions. The four main types of

questions are: Closed Questions, Factual Questions, Open-ended questions andPhilosophical questions.In a busy classroom, childrens answers are often acceptedeven when they are superficial. Part of the process of developing effectivequestioning skills, is to encourage children to give more detailed and insightfulanswers. Remember to give the children thinking time and encourage children togive each other thinking time too before responding or contributing towards anenquiry.

This discussion was with a group of four children after they had returned from

performing at a dance show at the local high school.

Boogie wonderland


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Examples of Level 1

Level 1Pupils talk about matters of immediate interest. They listen to others and usuallyrespond appropriately. They convey simple meanings to a range of listeners,speaking audibly, and begin to extend their ideas or accounts by providing somedetail. (National Curriculum)

Example 1

Oliver recounts a visi t to the steam railway with h is family. His recount is a

simple description of what he did and where he went wi th pauses in between.Oliver is working as a secure level 1. To progress further he needs to hold the

listeners' interest by linking related points and adding detail to his recounts.

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.

Example 2

Activ ity - fairytale role play

The children planned alternative fairy tales as a group (guided by SSA). They then

acted out the fairytale as a group. They had to allocate roles and decide what each

character might say and how they might say it.

Seth wanted to play the part of Jack as this was his favour ite character. With

the help of Rachel and the other members of h is group he was able to think of

what his character might say within the play. He listened well to his peers

suggestions and took turns to speak within his small group (AF2 Level 1).Throughout the play he contributed simple words and phrases such as give


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me my gold and pass me the axe (AF3 Level 1). 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). Although he spoke clearly he

did not adapt the way in which he spoke to suit his character. Overall he is

working as a secure level 1.

Example 3

Activ ity descr ib ing an imaginary trip to South Afr ica

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: 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

.

buy stuff, like. for my mum and dad.

Kieran is working as a secure level 1. His answers were simple and related to

his di rect personal interests. To move on fur ther her needs to take account of

the listener by linking l ike ideas together and using more detail.


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Example 4

An Extension for our New Home!

Film Clip Name An Extension to our New House!

Children Involved

William Y2Toby Year 1J oseph Nursery

LessonContinuous Provision Topic Lesson

Houses and Homes Topic

ContextChildren were asked to construct a new house for the three little pigs to live

in. They had to work together to make the house.Level of PriorLearning andIndependence

The children had already made the main part of the house using acardboard box and the children decided to work as a group to create an

extension for the house using the large outdoor play blocks.

AudienceNo one just the three children to begin and other children joined in the

activity later in the afternoon.

Level and Notes

Toby, William and J oseph decided to work together as a group to make theextension of the house. The dialogue which goes on between the children isexcellent and the children negotiate plans and ideas between themselves.

They have the chance to listen to each other throughout the lesson and thechildren end up with an extension on their cardboard box. Toby and William

are the main focus for the APP assessment in this video.

Toby is levelled against the APP Grids as a High Level One chi ld inspeaking and listening.

Next Steps inLearning

Toby, William and J oseph decided to work together as a group to make the

extension of the house. The dialogue which goes on between the children isexcellent and the children negotiate plans and ideas between themselves.

They have the chance to listen to each other throughout the lesson and thechildren end up with an extension on their cardboard box. Toby and William

are the main focus for the APP assessment in this video.

Tobys next steps are to begin to recount experience and share thesewith the children he is working within the group.


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Example 5

In an activity dur ing a reading lesson we used the 'Racing Tracks' idea. Here is

a copy of the track and each chi ld's response to the text. Note Rhian's

comments are simple answers that relate to st raightforward literal retrieval

from the text. Rhian is working as a secure level 1 in speaking and listening.


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Examples of Level 2

Level 2Pupils begin to show confidence in talking and listening, particularly where the topicsinterest them. On occasions, they show awareness of the needs of the listener byincluding relevant detail. In developing and explaining their ideas they speak clearlyand use a growing vocabulary. They usually listen carefully and respond withincreasing appropriateness to what others say. They are beginning to be aware thatin some situations a more formal vocabulary and tone of voice are used.

Example 1

Activ ity Drama workshop at the Dukes Theatre - Lancaster

The children travelled to the Dukes Theatre in Lancaster for a drama and art

workshop. At the beginning of the workshop the actors demonstrated how to create a

freeze frame. One of the actors then described that the freeze frame was an

imaginary world and told the children what was happening in this world. The children

then worked in small groups to create their own imaginary worlds. As they worked

the actors supported the children and helped them to develop their ideas (see

photographs).

Nicole worked with Jhotpreet and Lewis to create an imaginary world freeze

frame. I watched this group closely and Nicole made helpful contributions to

the group discussion. She made simple comments and suggestions as to what

she wanted to happen in their imaginary world (AF2 Level 2). 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. Nicole

volunteered straight away and the other chi ldren in the group happily accepted

this.


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Example 2

Transcript One to one correspondence between Nicole and one of the adult

actor

Adult: Ok, this looks interesting; 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: Wow that sounds amazing? What type of chocolate?

Nicole: Melted chocolate and its spills on the ground.

Adult:And who will eat this chocolate?

Nicole: Erm (short pause) the birds.

Adult:And does anything else happen in your imaginary chocolate tree world?

Nicole: Erm yeah the tree can talk.

Adult: Who to?

Nicole: The birds.

Adult: Thats fantastic, thank you for sharing that with us Nicole.

Nicole spoke with conf idence in front of her peers, teachers and adults she

had only met that day. She discussed her groups freeze frame well and oftenextended and connected ideas (AF1 Level 2). She listened careful ly to the

questions asked and paused for thought when necessary. Overall secure

Level 2.


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Example 3

Keziah and Robyn were observed creating their own stories using a range of charactersfrom dif ferent traditional stories.

(Transcript of conversation / narration)Keziah: Should we do the Little Red Riding Hood story?Robyn: Why dont we do our own story?

Keziah: Yeah, we can have the wolf and Hansel and Gretel.Robyn: And the wolf could be in the woods and eat the witch.Keziah: Ok. You be the wolf and Ill be the witch. Do you want to be Hansel or Gretel?Robyn: I dont want to be a boy. I want to be Gretel.Keziah: Ok. One day Hansel and Gretels dad taked them into the woods and left them lookingfor fire wood.Robyn: And then they got lost and were so scared and they started crying.Keziah: But then they saw a sweetie house made out of toffees.Robyn: Yeah and it had a chocolate door and lolly trees so they went in and then the witch gotthem and put them in a little cage.Keziah: Lets have the wolf in now.

Robyn: Ok. He could knock on the door.Keziah: And then he could eat the witch.Robyn: But what about the kids? He cant eat them!Keziah: Well maybe they could give him lots of sweets to eat.Robyn: Yeah and then all his teeth could fall out so he cant eat them!Keziah: Should we show Rebecca and Amelia?Robyn: Oh yeah! Ill go get them.

Both pupils engaged in imaginative play enact ing simple characters and situat ions

using everyday speech. They took turns in speaking, showing good listening skills byresponding wi th appropriate comments or questions to what had gone on before. Theywere able to consider alternatives, agree what to do and bui ld on each otherscontributions.


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Example 4

Rhian brought in a stick puppet which she had made at home to share with the classduring Show and Tell.

(Transcript of Rhians explanation)

Rhian: Well, on Sunday I made this puppet with my Nana and I drawed it first and then she cut itout because I couldnt do it right. Then I stuck on some shiny paper for the tail and some glitter.

Then my Nana drawed the face and I put some more glitter on the blue hair.

Teacher: What type of puppet is it that you have made Rhian?

Rhian: Its called a stick puppet because its got a stick at the back and also we put a pin in themiddle so its tail wiggles.

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.

Rhian was able to speak confidently and clearly when recounting a personal experience.She sometimes included relevant detail showing awareness of the needs of her audience

and contr ibuted appropriately when taking turns as both a speaker and a lis tener. Therewere grammatical errors when using the word drawed.


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Example 5


This activity took place after an init ial research lesson in which the childrenused books and the internet to find out about tourism in South Afr ica.

Pavanjot: I would get my case packed, go to the airport, get my tickets, go on the

plane,

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. Erm go to

safari and see animals, 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.


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Examples of Level 3

Level 3Pupils talk and listen confidently in different contexts, exploring and communicatingideas. In discussion, they show understanding of the main points. Through relevantcomments and questions, they show they have listened carefully. They begin toadapt what they say to the needs of the listener, varying the use of vocabulary andthe level of detail. They are beginning to be aware of standard English and when it isused.

Example 1


This activity took place after an init ial research lesson in which the children

used books and the internet to find out about tourism in South Afr ica.

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.

Id go to Cape Town and go on the beach there and wear my swimming

costume.

Alex remembered signi ficant detai ls from his research. He included

appropriate vocabulary and gave reasons for his choices. Alex is working as a

low level 3.


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Example 2

Activ ity explanation of and electr ic ci rcui t - sc ience

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.

Teacher: Did you mange to do that?

Hayden: Yes it was easy.

Teacher: What did u have to do?

Hayden: First I got a wire and clipped it onto the end of the battery. Then I got

the other wire and clipped that onto the other battery. Those crocodile clips

were dead stiff but I did it!

Teacher: Did that make the bulb light up?

Hayden: No not yet. I had to clip the other ends of the wire to the bulb then and then

the bulb came on.

Teacher: Why did the bulb light up?

Hayden: Because the batteries have got electricity in them and that made the bulb

light up.

Teacher: Did u enjoy this activity?

Hayden: Yes, but the bulb wasnt very bright, I think I need a better one next time.

Hayden spoke confidently throughout th is conversation. His speech was well

organised and he listened well to the questions asked (AF1 Level 3). He

adapted language and used specific vocabulary throughout the conversation(AF1 Level 3). He also added additional relevant details depending on the


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questions asked. He showed a good awareness of standard English and used

it well. Overall secure level 3.

Example 3

Change Speaking and Listening through re-telling the story Whatever Next!

Film Clip Name Change Whatever Next!

Children Involved

Sacha Y2Olivia Y2

Lesson

Literacy Lesson Focus SettingsRead 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 whenthey hear Change they swap roles.

Context The children sat and listened to the story as a whole class.

Level of Prior Learningand Independence

The children had already discussed settings and how a setting can bechanged to be a fantasy setting. The children were using this story to lookat the setting of the house and then the mood as a stimulus for their writing

for the lesson.Audience The Childs talking partner.

Level and Notes

The children were asked to listen to the story of Whatever Next and listento the detail, the descriptions and look at the pictures to help to picture intheir minds what the settings looked like. The children then had the job of

retelling the story to their talk partner and when I said Change they

swapped roles. The children were working in similar ability pairs for thisactivity.

Sacha is levelled against the APP grids as a Secure Level Three childin speaking and listening.

Olivia is levelled against the APP grids as a High Level Three child inspeaking and listening.

Next Steps in Learning

Sasha's next steps in her learning are to develop her non-verbal features ofspeaking and listening.

Olivias next steps in her learning are to develop gesture and movement in

her speaking and listening activities.


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Example 4

Talking Partners Feedback to the Class

Film Clip Name Talking Partners Feedback to the Class

Children Involved

Nye Y1Sacha Y2

LessonIn literacy the children sat on the carpet together to watch a selection offilm clips and trailers from childrens films. The children then discussed

with their taking partner the setting they had just watched.Context Literacy Fantasy Stories and Settings

Level of PriorLearning andIndependence

Children have been looking at and describing a range of settings for thelast couple of lessons and the children have as a class created variousstory box settings. The videos which the children watched in the lessonwere all normal settings which had been made into a fantasy setting

through adding a magical character.

Audience The whole classLearning Objectives

for the LessonChan to think about the settings in the video clips and discuss the setting

and how the snowman makes this into a fantasy setting.

Level and Notes

Nye and Sacha worked together to discuss the snowman and the details ofthe characters and the setting. They then spoke clearly to the children inthe class to feedback their findings to the children and what they thought.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 inspeaking and listening for th is activity.


Sachas next steps in her learning are to develop her non-verbal features ofspeaking and listening.


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Example 5

Character Setting and Description Group Activi ty

Clip 1 Clip 2 Clip 3 Clip 4 Clip 5 Clip 6 Clip 7 Clip 8

Film Clip Name Group Work - Character and Setting Description

Children Involved

Hannah Y1J essica Y2Tayzia Y1Elizabeth Y1

Lesson and Context

In literacy the children have been working together looking at a range ofsettings and linking this to fantasy settings. The children were asked tocreate 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 andcreated an alien and a rocket. This linked well with the themes of housesand 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 oflessons and I asked this group to create the models to act out at the end of

the lesson.

AudienceWhen making the project the audience was the children in the group. When

the children role played and acted out using the models, the whole classwere watching the children.

Level and Notes

The children worked together outside with a TA to create the models. Theythought through ideas and they negotiated plans and listened to all members

of the group. The children took turns to speak and they did not interrupteach other. They listened to the questions of the TA well and acted upon

the suggestions from the TA and other children they are working with.

Elizabeth is levelled against the APP grids as a Low Level Three childin speaking and listening for this activity.


Elizabeths next steps in her learning are to develop the level of languagewhich she is using with her peers in her class.


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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

J oin in with imaginative play taking on roles of

different familiar characters


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Hannah gave the following c lues to the class to describe which traditional story character she

had dressed up as;

Hannah spoke clearly, constructing each clue carefully before saying it. She showedawareness of what the listeners needed to know by giv ing suf ficient detail to describe hermystery character. There was no attempt to sequence clues in order to create suspense.

4. Ive got blonde,

curly hair.

5. Im sneaky and

always get into

trouble.

1. I like playing in

the woods.

2. My favourite meal

is breakfast.

3. I love to eat

porridge.


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Im Baby Bear Character Role Play after reading the story Whatever next!

Film Clip Name Character Role Play

Children Involved

Hannah Y1

LessonContinuous Provision Topic Lesson

Houses and Homes Topic

ContextThe children were asked to talk to their talk partner andcome up with a bank of questions which they could ask

Baby Bear if he visited our school.


The children in the class had already read the story ofWhatever Next and had been looking at fantasy storiesin class over the week. We looked at the setting of the

house where baby bear set off and the moon as a different

setting which the bear visits.

AudienceWhen Hannah was in character the class were all

watching and asking Hannah questions as she played therole of Baby Bear.

Level and Notes

The children were asked to think of questions they wouldask Baby Bear if he visited. I then asked the children whowanted to be baby bear and come into the classroom toanswer questions on the Hot Spot Hannah volunteered

to do this (Hannah is usually a very shy girl who oftendoes not like standing up in class)

I decided as it was this child who had volunteered not touse the mask for the bear as she would not have roleplayed and answered the questions with the mask on.

Hannah is levelled against the APP grids as a SecureLevel One child in speaking and l istening.


Hannahs next steps are to extend her ideas byprov iding some detail. Hannah also needs to engagewith others through taking turns in pairs and small

groups.


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Character Setting and Description Group Activ ity

Clip 1 Clip 2 Clip 3 Clip 4 Clip 5 Clip 6 Clip 7 Clip 8

Film ClipName

Group Work - Character and Setting Description

ChildrenInvolved

Hannah Y1J essica Y2Tayzia Y1Elizabeth Y1

Lesson andContext

In literacy the children have been working together looking at a rangeof settings and linking this to fantasy settings. The children were

asked to create two items which they could use for a role play theywere told to create a character and a setting and the children plannedthis together and created an alien and a rocket. This linked well with

the themes of houses and homes and the space station we havecurrently in our role play in the classroom.


Children have been looking at settings and fantasy settings for anumber of lessons and I asked this group to create the models to act

out at the end of the lesson.

AudienceWhen making the project the audience was the children in the group.When the children role played and acted out using the models, the

whole class were watching the children.

Level andNotes

The children worked together outside with a TA to create the models.They thought through ideas and they negotiated plans and listened toall members of the group. The children took turns to speak and theydid not interrupt each other. They listened to the questions of the TAwell and acted upon the suggestions from the TA and other children

they are working with.

Hannah is levelled against the APP grids as a Secure Level 1 inspeaking a listening.

Next Steps in

Learning

Hannahs next steps are to extend her ideas by providing somedetail. Hannah also needs to engage with others through taking

turns in pairs and small groups.


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At the beginning of a unit on informat ion texts the chi ldren completed a KWL gr id as a c lass.

Below is a list of question which the class created. Note Hannah's ideas are simple questions

that do not require extended answers.

What we would l ike 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.R)

How many years does a dinosaur live? (Ethan)

What did you eat? (Hannah)

When do dinosaur eggs hatch? (Charlie. O)

How long is a dinosaurs 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. 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)


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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, 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, actions and movements in simple roles

and different situations

Begin to be aware that some situations require a different

role and language e.g. formal and informal situations


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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 hadread. He took turns as part of his group and li stened carefully to what others had to say. Jakeis cur rently work ing as a secure level 2 for speaking and listening.


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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.

Jake listened carefully to his group's suggestions and ideas. He responded well and made

vocabulary choices specific to the posit ion and direction activity. When speaking Jake was

able to justify why he thought an idea was correct e.g. "The beebot is one square long so we

need to press the forward arrow the same number of squares we want it to move." Jake is

currently working as a secure level 2.


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Jake gave the following c lues to the class to describe which traditional story character he had

dressed up as;

Jake spoke clearly but qui te quietly as he delivered his clues to the class. He was able to keep

the interest of the listeners by ordering his clues so the identity of his character was not

apparent immediately. He used some precise and detailed vocabulary and showed an

awareness of the use of standard English in speech.

6. Im in lots of traditional

stories. 2. I dont have any friends.

3. I can roar very loudly and

always scarepeople.

5. Im brown andfurry.1. I have big pointy

ears and very sharp

claws.

4. I like to eat pigs for

my breakfast and

dinner.


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Jake worked as part of a mixed ability group to retell the story of The Three Little Pigs usingthe puppet theatre. He played the part of the wolf .

(Transcript of puppet show)Narrator: Once upon a time there were three little pigs and they lived with their mother in a tiny

cottage. One day their mother said ...Mother Pig: You are too old now. You must all leave home and build your own houses.Narrator: So the three pigs left home to build their own houses.First Little Pig: Im going to build my house out of this yellow straw.Second Little Pig: Im going to build my house out of these broken sticks.

Third Little Pig: I want a strong house so Im going to build my house out of these hard, solid bricks.Narrator: The next day the first little pig was making his dinner when he heard a knock at the door.Wolf: Little pig, little pig, let me in.Narrator: Shouted the wolf.First Little Pig: No, no, not by the hair of my chiny chin chin.Wolf: Then Ill huff and Ill puff and Ill blow your house down flat.

Narrator: So the wolf huffed (huffing noise from wolf) and he puffed (puffing noises from the wolf) andhe blew the house down (loud blowing noise).

Jake was able to improvise and sustain his role as the wolf throughout the puppet show. Hisapt and timely responses illustrate his ability to listen carefully, contr ibuting when appropriatefor his character and using excellent expression and intonation in his voice. Clear and audiblespeech was observed throughout the retelling.


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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, is able to adapt what they say tomeet 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, actions and movements


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As part of a Li teracy lesson the pupils were asked to wr ite quest ions to ask the thi rd li tt lepig. Mia volunteered to play the role of the pig during the following hot seating activity.

(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.

Daniel: Did the wolfs breath smell when he huffed and puffed?Third pig: Oh, it was disgusting even with my windows shut. 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.

Mia adopted and sustained her role as the third l ittle pig, altering her voice and in tonation asappropr iate. She spoke with clear dict ion and there is evidence of language cohesiondemonstrated through the consistent use of the past tense. She was able to selectvocabulary for effect and used a number of connectives to form complex sentences which

added effect to her responses.


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Mias Interview with Mr Wolf

How were youfeeling when you

visited the pigs?

Will you be going

back to the house

of bricks to see thepigs again?

Why were you so

mean and nasty tothelittle pigs?

When you jumpedout of the water and

ran away, where did

you run to?

I was starving

because I had noteaten all week. It

had made me very

grumpy!

They made me very

annoyed when they

would not answertheir doors. I was

only trying to makefriends at first!

I ran far away into

the forest to find

another family of

pigs for my dinner!

Certainly not! They

are far too clever

for me! I am going

to have to search inother places for my

dinner now!


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Mia worked as part of a group to investigate the main features of non-fiction books. Sheconfidently took the lead in reporting their findings back to the class.

During the group discussion Mia took on the role as leader, organising the group and suggestinghow they could record their findings. She ensured that everyone had a role and could participate inthe task fairly. Turns were taken as both a speaker and a listener.Once the task was completed, it was agreed that Mia would report back to the class.

(Transcript of Mias explanation)Mia: In our group we looked at lots of non-fiction books and decided to write down the main featuresof them in a mind map. On our list we wrote contents page, subheadings, diagrams with labels andalso photographs. The photographs sometimes have captions underneath them to explain what thephotograph is about. At the back of a non-fiction book there is a glossary and an index and they arein alphabetical order. Also the pages have numbers so you can find what page you want to read. Wewrote down title but all books have a title. We wrote down bold writing as well and the words in boldare usually in the glossary. I think those are all the main things we found in our books. (Paused and

then said ...) Thank you for listening.

Mia was able to feed back to the whole class in a sustained manner using accurate technicalvocabulary to describe the features identif ied. She could give a clear explanation, conveyingdetailed information clearly and audibly using more formal language appropriately.


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Mia wrote and presented her own weather report as part of a geography lesson.

(Transcript of Mias weather report)

Good afternoon everybody and welcome to todays weather report.In England today it will be sunny but cloudy so you will need to wear your coats. In Scotland it willbe a dry morning but there might be showers this afternoon. It will be rather rainy all day in Walesso dont forget your brollies. In Northern Ireland you will have a dry and sunny day with only a littlechance of a shower later on. The rest of Ireland will have a lovely day so you could go to thebeach.

Thank you for listening to my weather report and have a good day.

Mia was able to sustain her role, adapting her language and non-verbal features to su it thepurpose. She included sufficient relevant detail to engage her listeners and used someprecise vocabulary. Her tone of voice and gestures enabled her to maintain the attention ofher audience.


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Mia gave clues to the class to describe which traditional story character she had dressed

up as.

Whilst giv ing her clues, Mia spoke confidently, clearly and with interesting use of facialexpressions and gestures. She consistently made eye contact with her audience and kepttheir interest with varied voices and intonation. Many precise and adventurous vocabularychoices were made and many clues were expanded with addit ional details.

1. I live all alonebecause otherpeople areterrified of me.

2. I like to lurk in dark 3. My skin is an unusualcolour and is covered inlumps and bumps.

4. I get verygrumpy when

anyone comes tooclose to my homein the countr side.

5. My clothes areragged, full of holesand quite smelly.6. I like to snooze

during the afternoon

and hate being

woken up by trip

trapping over my

bridge.

7. My favourite food isbarbecued goatwith fried daisies.


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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, 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- 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


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'Hot spot' for hot seating

CD Player

IWB

Walkie Talkies

Webcams

Documents

Key Stage 1 Speaking and Listening_1