1. Year 1Seminar 122nd September 2014NC 2013: Spoken Language

2. Learning objectives To understand children learn to explore , develop andsustain ideas through talk To be aware of some key research related to speaking andlistening To become familiar with exploratory talk Consider the relationship between thought and language Understand that spoken language is central to learning Know about the role of the teacher in facilitatingexploratory talk 3. Share the books you have broughtwith you Please use the bookprompt grids and showthe copies of the books ifyou have themOne book I enjoyed as a childTitle and AuthorThe story is about The author/ illustrator has beenparticularly successful in myopinion because s/heThe best characters are Why I liked this book and what itmeant to me when I read it.I found out about the book because (e.g. it was a TV tie in,my friends, Blue Peter, teacher or friend recommended itetc) 4. WeekNumberLead Lecture Seminar1 Spoken language: talkingtogether2 Reading comprehension3 Reading and talk4 Lead LectureTalking and the reading environmentReading into writing5 Lead LectureCreative talking and readingPhonics 16 Essay preparation microseminars7 Phonics 212 Reflection and applicationChoice of seminars 5. AssignmentEverything we talk about in this seminar will be relevantto your assignment to be handed in Monday 10thNovember W8 of semester 1 and for the essaypreparation seminar in W6. You are advised to look atyour handbook this week to familiarise yourself with theassignment title and guidance. 6. How can teachers use exploratory talk to supportcomprehension skills in guided reading?Essay: 2000 wordsHand in: Week 8 Monday10th Novemberunderstanding of: comprehension skills exploratory talk guided reading the teachers role comprehension teaching strategies Identify reasons why exploratory talksupports reading comprehension Reference to key research, reports andacademic texts both within the readingpack and beyond Appropriate use of English and referencing 7. Reading Logs In addition you should take the opportunity to read asmany childrens books as you can, as the study ofchildrens literature is an important aspect of theprogramme. Read books from every level, from picturebooks to more complex books for older children andinclude anthologies, poetry and childrens non-fiction.If possible, spend some time sharing books withchildren so that you can experience their reactions too.You should begin to build up a collection of bookswhich you can draw on when you are working inschools. Your reading should include a range ofauthors and genres (e.g. historical, fantasy, myths,legends, fairy stories, science fiction, contemporaryrealism, and humorous). Some authors worthexploring are: Philip Pullman, Jon Scieszka, JacquelineWilson, Malorie Blackman, Anthony Brown, QuentinBlake, Michael Morpurgo, Anne Fine, Martin Waddell,Philip Ridley, Gillian Cross, John Burningham, JoanAiken, but the list could be endless, so enjoy readingand discover the good authors for yourselves (andrediscover some from your own childhood reading!).For poetry, you could make a good start with JohnAgard, Allan Ahlberg, Charles Causley, Ted Hughes,Grace Nichols, Michael Rosen, Jackie Kay, JudithGraham. For non-fiction you could look at texts byDan Green and by Philip Ardagh, as well as exploringthe Insiders series and the Infinity seriesMake a reading log 30 booksA selection ofpicture booksnovels, non fiction Different age groupsWatch the Film onthe LearningNetwork 8. What do you already know aboutexploratory talk ? Answer these questionswith a friend on your table What is a definition ofexploratory talk? What is a community ofinquiry? What is IRF? Who is Neil Mercer? 9. What does the research tell us about talkthat goes on in the classroom?I InitiationR ResponseF Feedback(Sinclair and Coulthard 1975) 10. Alma a chilling doll story http://www.literacyshed.com/the-ghostly-shed.html 11. Mercers Types of TalkDisputationalCumulativeExploratory 12. Exploratory talk Because If Why I think What if 13. RelationshipsI broke up with a guy and twoweeks later he went out withmy best friend. I was reallyupset as she has done thisbefore and knew how sad Iwas then. Theyve broken upnow, but we still haventtalked. I feel all of our friendshave taken her side. Imreally alone and I just wantall my friends back. Pleasehelp! Shout, D.C. Thompson 527 September 2014 14. Relationships I like this boy in my classand hes really popular. Heused to be fine with me butnow hes suddenly startedbeing mean. He says stufflike I hate you and yourally annoy me. I dontknow what Ive done, andIve tried asking him but hewont give me a straightanswer. Shout, D.C. Thompson 527 September 2014 15. Mates Im always down and getupset easily over smallthings. Im reallyuncomfortable aroundmy friends theyve saidIm a nobody and havesent me horribleFacebook messages. Idont know what to do.Can you help me? Shout, D.C. Thompson 527 September 2014 16. Life My best fiends are all goingto a party but my mumwont let me go. My friendskeep talking about howexcited they are and whatthey are going to wear Imstarting to feel a bit leftout. Everyone in my year isgoing-should I keep tryingto persuade my mum? Imworried people will thinkIm a freak if I dont go Shout, D.C. Thompson 527 September 2014 17. Life I cant sleep. Every night I feellike someone is watching mewhen I am alone, and tryingto warn me about something.When my dog comes into myroom, he gets uncomfortableand starts whining. Ive alsobeen screaming, Leave mealone! in my sleep! My mumis taking me to see a doctorbut Im scared theyll thinkIm crazy. Am I crazy? Shout, D.C. Thompson 527 September 2014 18. Talking in groupsVoting should be allowed at 16 Sixteen and 17-year-oldsshould be allowed to vote inUK elections, say youthcampaigners. It follows calls from the Welshgovernment to lower thevoting age. At the moment you can jointhe armed forces, get marriedand pay taxes at 16. The British Youth Council (BYC)believes people from that ageshould also get to influencedecisions that affect their lives. 19. Joint activity Interthinking Intermental space Intramental space Articulate Analyse Chains of response Modify in the light of other peoples contributions 20. Exploratory talk is thinking aloud together - constructingknowledge through talkExploratory talk is hesitant and incomplete because itenables the speaker to try out ideas, to hear how theysound, to see what others make of them, to arrangeinformation and ideas into different patternsinexploratory talk the speaker is more concerned withsorting out his or her own thoughtsMercer, N. & Hodgkinson, S. (eds) (2008) Exploring Talk in School London: Sage 21. What does exploratory talk looklike Actively participate Ask each other questions Share relevant information Give reasons for their views Constructively criticise Try to reach agreementMercer (2007)o Asking questionso Including relevantinformationo Justifying ideaso Having ground ruleso Using reasoning words if, but, becauseo Trying to reach anagreemento Trusting each other andacting as a teamMercer et al (1999) 22. Ground Rules Teacher Version Partners engage critically but constructively with each others ideas Everyone participates Tentative ideas are treated with respect Ideas are offered for joint consideration may be challenged Challenges are justified and alternative ideas or understandings are offered Opinions are sought and considered before decisions are jointly made Knowledge is made publicly accountable (and so reasoning is visible in thetalk)Mercer M. & Hodgkinson, S. (eds) (2008) Exploring Talk in School London: Sage pp.66-67 23. Ground rules Share ideas Give reasons Question ideas Consider Agree Involve everybody Everybody acceptsresponsibilityOn a poster in classroom We share our ideas andlisten to each other We talk one at a time We respect each othersopinions We give reasons to explainour ideas If we disagree we ask why? We try to agree in the end 24. Spoken Language in the NationalCurriculumhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/210969/NC_framework_document_-_FINAL.pdfPupils should be taught to: listen and respond appropriately toadults and their peers ask relevant questions to extend theirunderstanding and build vocabularyand knowledge articulate and justify answers,arguments and opinions give well-structured descriptions andexplanations maintain attention and participateactively in collaborative conversations,staying on topic and initiating andresponding to comments use spoken language to developunderstanding through speculating,hypothesising, imagining andexploring ideas speak audibly and fluently with anincreasing command of StandardEnglish participate in discussions,presentations, performances anddebates gain, maintain and monitor theinterest of the listener(s) consider and evaluate differentviewpoints, attending to and buildingon the contributions of others select and use appropriate registersfor effective communication. 25. Examples from New Curriculum forEnglishhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/210969/NC_framework_document_-_FINAL.pdf Year 1 participate in discussion about what is read tothem, taking turns and listening to what otherssay explain clearly their understanding of what isread to them discuss what they have written with the teacheror other pupils Year 2 listening to, discussing and expressing viewsabout a wide range of poetry (includingcontemporary and classic), stories and non-fictionat a level beyond that at which they canread independently Y3&4 plan their writing by: discussing writing similar to that which they areplanning to write in order to understand andlearn from its structure, vocabulary and grammar discussing and recording ideas Y5&6 discuss and evaluate how authors uselanguage, including figurative language,considering the impact on the reader distinguish between statements of factand opinion retrieve, record and present informationfrom non-fiction participate in discussions about books thatare read to them and those they can readfor themselves, building on their own andothers ideas and challenging viewscourteously explain and discuss their understanding ofwhat they have read, including throughformal presentations and debates,maintaining a focus on the topic and usingnotes where necessary provide reasoned justifications for theirviews. 26. Locking it in Go back to thequestions weasked at thebeginning ofthe seminarand see if youcan answerthem a littlebetter now? 27. Preparation for next seminar Read the article andannotate it. Be prepared todiscuss it with peers inseminar 2 next week: Mercer, N. (2004)Development throughDialogue in Grainger, T. (ed)The Routledge FalmerReader in Language andLiteracy London : RoutledgeFalmer pp.121-137 Start a reading log with atleast 1 book in it Write a 50+ word paragraphdefining exploratory talk e.g.Exploratory talk is 28. BibliographyCorden, R. (2000) Literacy and Learning Through Talk Buckingham: OUPMercer, N. (1995) The Guided Construction of Knowledge Clevedon: MultilingualMattersMercer, N. (2000) Words and Minds London: RoutledgeMercer, N. & Littleton, K. (2007) Dialogue and the Development of Children'sThinking London: RoutledgeMercer, N. & Hodgkinson, S. (eds) (2008) Exploring Talk in School London: SageSinclair J. & Coulthard, M. (1975) Towards an Analysis of Discourse: TheLanguage of Teachers and Students London: Oxford University PressSiraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R., & Bell, D. (2002) ResearchingEffective Pedagogy in the Early Years Research Briefing 356, Nottingham: DfES 29. Alma animation teaching ideas Teaching IdeasLet the children listen to the soundtrack of the film, turn off IWB, can they guess whatkind of film this is? Thriller etc? What moods? There is quite a lot of suspense etc.Children could predict what happens at certain points e.g. What will happen when shegoes into the shop?Children could ask questions at specific points e.g. Why is the town empty? Why doesthe doll just look like her? Where is the shopkeeper? What does he do with the dolls?The children could write a sequel to this film perhaps changing parts of it.Can the children draw/describe what they think the owner of the shop looks like? Maybeproduce a wanted poster.Here is some fabulous work create by the Year 6 class at Greenfields Primary School.http://www.mapleclassgreenfields.blogspot.co.uk/2012/05/story-writing.html?m=1These are tremendous stories with some very sophisticated plots and sentencestructures. 30. School experience focus Activity - C Focus on Language Observe, listen and make notes on the range of speakingand listening in the classroom. How does the teacherencourage groups to use speaking and listening to solveproblems? For one lesson note all the questions the teacherasks. How do the children respond, e.g. hands-up,whiteboards, talking to a friend? Activity - D Focus on English What opportunities do the children have to choose andtalk about books? What reading resources are available forchildren? How does the teacher organise readingopportunities in the classroom? 31. Reading log English The study of English involves understanding how children acquire language and literacy, what factors affect this andwhat knowledge teachers need to be able to teach effectively. You will need to study English at your own level as well asstudying the primary curriculum. Useful introductory supporting texts are: Browne, A (2009) Developing Language and Literacy 3-8 London: Sage Corden, R. (2000) Literacy and Learning Through Talk Buckingham: OU Press Graham, J. & Kelly, A. (2007) Reading under control Teaching reading in Primary School London: David Fulton Graham, J. & Kelly, A. (2009) Writing under control Teaching writing in Primary School London: David Fulton Grugeon, E. (2005) Teaching Speaking and Listening in the Primary School London: David Fulton Lewis, M. & Ellis, S. (2006) Phonics: Practice, Research and Policy London: Sage Lockwood, M (2008) Promoting Reading for Pleasure in Primary School London: Sage Myhill, D. et al. (2006) Talking Listening Learning: Effective Talk in the classroom Maidenhead: OUP In addition you should take the opportunity to read as many childrens books as you can, as the study of childrensliterature is an important aspect of the programme. Read books from every level, from picture books to more complexbooks for older children and include anthologies, poetry and childrens non-fiction. If possible, spend some timesharing books with children so that you can experience their reactions too. You should begin to build up a collection ofbooks which you can draw on when you are working in schools. Your reading should include a range of authors andgenres (e.g. historical, fantasy, myths, legends, fairy stories, science fiction, contemporary realism, and humorous).Some authors worth exploring are: Philip Pullman, Jon Scieszka, Jacqueline Wilson, Malorie Blackman, AnthonyBrown, Quentin Blake, Michael Morpurgo, Anne Fine, Martin Waddell, Philip Ridley, Gillian Cross, John Burningham,Joan Aiken, but the list could be endless, so enjoy reading and discover the good authors for yourselves (and rediscoversome from your own childhood reading!). For poetry, you could make a good start with John Agard, Allan Ahlberg,Charles Causley, Ted Hughes, Grace Nichols, Michael Rosen, Jackie Kay, Judith Graham. For non-fiction you could lookat texts by Dan Green and by Philip Ardagh, as well as exploring the Insiders series and the Infinity series