Speaking and listening 4

Year 1 2011-12

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. 7-28

2) Fisher, R. (2006) ‘Talking to Think:why

children need philosophical discussion’ in Jones, D. &Hodson, P. Unlocking Speaking and ListeningLondon: David Fulton pp. 33-47

3) Mercer, N. & Littleton, K. (2007) Dialogue and the Development of Children’s Thinking Oxon: Routledge pp. 57-82

4) Corden, R, (2000) Literacy and Learning Through Talk Buckingham: OUP pp. 131-145

Speaking and Listening 4

Core 1 2011-12

The next 2 weeks

1 Speaking and Listening 4

2 Essay 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- When Children’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 GuidelinesEssay 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 understand Rating my own understanding

CompetentTo 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. 7-28

• • 2) Fisher, R. (2006) ‘Talking to Think:why

children need philosophical discussion’ in Jones, D. &Hodson, P. Unlocking Speaking and ListeningLondon: David Fulton pp. 33-47

• 3) Mercer, N. & Littleton, K. (2007) Dialogue and the Development of Children’s Thinking Oxon: Routledge pp. 57-82

• 4) Corden, R, (2000) Literacy and Learning Through Talk Buckingham: OUP pp. 131-145