ASSESSINGSPEAKINGANDLISTENING

AnactionresearchprojectSummer2010

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 18- Examples of Level 2 Page 23- Examples of Level 3 Page 28- Profile of a Level 1 Child Page 33- Profile of a Level 2 Child Page 38- Profile of a Level 3 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 Jenny Bell - St James' 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 Joseph'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 evidence gathered 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 and appropriately and to read accurately and with understanding. Since standard English, spoken and written, is the predominant language in which knowledge and skills are taught and learned, pupils should be taught to recognise and use standard English. In speaking, pupils should be taught to use language precisely and cogently. 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 1 Pupils talk about matters of immediate interest. They listen to others and usually respond appropriately. They convey simple meanings to a range of listeners, speaking audibly, and begin to extend their ideas or accounts by providing some detail. Level 2 Pupils begin to show confidence in talking and listening, particularly where the topics interest them. On occasions, they show awareness of the needs of the listener by including relevant detail. In developing and explaining their ideas they speak clearly and use a growing vocabulary. They usually listen carefully and respond with increasing appropriateness to what others say. They are beginning to be aware that in some situations a more formal vocabulary and tone of voice are used. Level 3 Pupils talk and listen confidently in different contexts, exploring and communicating ideas. In discussion, they show understanding of the main points. Through relevant comments and questions, they show they have listened carefully. They begin to adapt what they say to the needs of the listener, varying the use of vocabulary and the level of detail. They are beginning to be aware of standard English and when it is used. Level 4 Pupils talk and listen with confidence in an increasing range of contexts. Their talk is adapted to the purpose: developing ideas thoughtfully, describing events and conveying their opinions clearly. In discussion, they listen carefully, making contributions and asking questions that are responsive to others ideas and views. They use appropriately some of the features of standard English vocabulary and 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 grid 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 can you think of? Why are they famous? You could write a book, draw pictures or

Design your own bear. Could you draw or make your own bear?

Write a story about a bear. We are learning about Goldilocks and the 3 Bears in our Traditional stories unit. Can you write your own story about a bear?

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make a fact file. 10 stars 10 stars

10stars

Postcard from Bramble Bear. We are learning about Bramble Bears travels around the world. Draw a picture of a place he has visited and write a postcard from him.

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

5 stars 5 stars Good Practice

Planning Classroom Management and Organisation Classroom Environment 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 During a science investigation on friction essential to developing effective speaking and the children worked in groups together listening. where they had to discuss their plans
can carry out the investigation.

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their st of

Classroom Management and Organisation 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.

Classroom Environment

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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.

Make use of the outdoors and indoors to promote speaking and listening.

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.

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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 10 | P a g e

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 a character 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.

Sapphire Island

Drama

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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 specific point. They are useful for provoking thought and discussion with a class. The children can empathise with characters in a freeze frame by taking their place. The children should be encouraged to discuss and question the characters thoughts and feelings before joining the freeze frame.

Talk partners Talk partners are a fantastic way of ensuring every child in a class has the opportunity to take part in discussion. Partners may be allocated by the teacher and kept for some time e.g. a few weeks of half term. The children would use these pairings at specific points in a lesson to discuss ideas, share experiences and reflect on their learning. This strategy is especially good when building up the confidence of individuals.

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 develop childrens questioning skills, too. Children should be actively encouraged to ask questions. Question to enquire, challenge, clarify, ponder and explore. They should also be taught the different types and functions of questions. The four main types of questions are: Closed Questions, Factual Questions, Open-ended questions and Philosophical questions. In a busy classroom, childrens answers are often accepted even when they are superficial. Part of the process of developing effective questioning skills, is to encourage children to give more detailed and insightful answers. Remember to give the children thinking time and encourage children to give each other thinking time too before responding or contributing towards an enquiry. 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 1 Pupils talk about matters of immediate interest. They listen to others and usually respond appropriately. They convey simple meanings to a range of listeners, speaking audibly, and begin to extend their ideas or accounts by providing some detail. (National Curriculum) Example 1 Oliver recounts a visit to the steam railway with his family. His recount is a simple description of what he did and where he went with 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 Activity - 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 favourite character. With the help of Rachel and the other members of his 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 15 | P a g e

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 Activity describing an imaginary trip to South Africa 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 direct personal interests. To move on further her needs to take account of the listener by linking like ideas together and using more detail.

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Example 4 An Extension for our New Home! Film Clip Name William Y2 Toby Year 1 Joseph Nursery Children Involved An Extension to our New House!

Lesson Context Level of Prior Learning and Independence Audience

Level and Notes

Continuous Provision Topic Lesson Houses and Homes Topic Children were asked to construct a new house for the three little pigs to live in. They had to work together to make the house. The children had already made the main part of the house using a cardboard box and the children decided to work as a group to create an extension for the house using the large outdoor play blocks. No one just the three children to begin and other children joined in the activity later in the afternoon. Toby, William and Joseph decided to work together as a group to make the extension of the house. The dialogue which goes on between the children is excellent and the children negotiate plans and ideas between themselves. They have the chance to listen to each other throughout the lesson and the children 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 child in speaking and listening. Toby, William and Joseph decided to work together as a group to make the extension of the house. The dialogue which goes on between the children is excellent and the children negotiate plans and ideas between themselves. They have the chance to listen to each other throughout the lesson and the children 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 these with the children he is working within the group.

Next Steps in Learning

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Example 5 In an activity during a reading lesson we used the 'Racing Tracks' idea. Here is a copy of the track and each child's response to the text. Note Rhian's comments are simple answers that relate to straightforward 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 2 Pupils begin to show confidence in talking and listening, particularly where the topics interest them. On occasions, they show awareness of the needs of the listener by including relevant detail. In developing and explaining their ideas they speak clearly and use a growing vocabulary. They usually listen carefully and respond with increasing appropriateness to what others say. They are beginning to be aware that in some situations a more formal vocabulary and tone of voice are used. Example 1 Activity 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 children 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 confidence in front of her peers, teachers and adults she had only met that day. She discussed her groups freeze frame well and often extended and connected ideas (AF1 Level 2). She listened carefully 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 characters from different 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 looking for 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 got them 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 enacting simple characters and situations using everyday speech. They took turns in speaking, showing good listening skills by responding with appropriate comments or questions to what had gone on before. They were able to consider alternatives, agree what to do and build on each others contributions. 21 | P a g e

Example 4 Rhian brought in a stick puppet which she had made at home to share with the class during 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 it out 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 the middle 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 contributed appropriately when taking turns as both a speaker and a listener. There were grammatical errors when using the word drawed. 22 | P a g e

Example 5 Activity describing an imaginary trip to South Africa 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.

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 3 Pupils talk and listen confidently in different contexts, exploring and communicating ideas. In discussion, they show understanding of the main points. Through relevant comments and questions, they show they have listened carefully. They begin to adapt what they say to the needs of the listener, varying the use of vocabulary and the level of detail. They are beginning to be aware of standard English and when it is used.

Example 1 Activity describing an imaginary trip to South Africa 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. 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 significant details 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 Activity explanation of and electric circuit - science 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 this 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 25 | P a g e

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 Sacha Y2 Olivia Y2

Change Whatever Next!

Children Involved

Lesson Context Level of Prior Learning and Independence Audience

Level and Notes

Literacy Lesson Focus Settings Read 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 when they hear Change they swap roles. The children sat and listened to the story as a whole class. The children had already discussed settings and how a setting can be changed to be a fantasy setting. The children were using this story to look at the setting of the house and then the mood as a stimulus for their writing for the lesson. The Childs talking partner. The children were asked to listen to the story of Whatever Next and listen to the detail, the descriptions and look at the pictures to help to picture in their 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 this activity. Sacha is levelled against the APP grids as a Secure Level Three child in speaking and listening. Olivia is levelled against the APP grids as a High Level Three child in speaking and listening. Sasha's next steps in her learning are to develop her non-verbal features of speaking and listening. Olivias next steps in her learning are to develop gesture and movement in her speaking and listening activities.

Next Steps in Learning

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Example 4 Talking Partners Feedback to the Class

Film Clip Name Nye Y1 Sacha Y2

Talking Partners Feedback to the Class

Children Involved

Lesson Context Level of Prior Learning and Independence Audience Learning Objectives for the Lesson

Level and Notes

In literacy the children sat on the carpet together to watch a selection of film clips and trailers from childrens films. The children then discussed with their taking partner the setting they had just watched. Literacy Fantasy Stories and Settings Children have been looking at and describing a range of settings for the last couple of lessons and the children have as a class created various story box settings. The videos which the children watched in the lesson were all normal settings which had been made into a fantasy setting through adding a magical character. The whole class Chan to think about the settings in the video clips and discuss the setting and how the snowman makes this into a fantasy setting. Nye and Sacha worked together to discuss the snowman and the details of the characters and the setting. They then spoke clearly to the children in the 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 in speaking and listening for this activity.

Next Steps in Learning

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

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Example 5

Character Setting and Description Group Activity 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 Hannah Y1 Jessica Y2 Tayzia Y1 Elizabeth Y1

Children Involved

Lesson and Context

Level of Prior Learning and Independence Audience

Level and Notes

In literacy the children have been working together looking at a range of settings and linking this to fantasy settings. The children were asked to create 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 and created an alien and a rocket. This linked well with the themes of houses and 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 of lessons and I asked this group to create the models to act out at the end of the lesson. When 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. The children worked together outside with a TA to create the models. They thought through ideas and they negotiated plans and listened to all members of the group. The children took turns to speak and they did not interrupt each 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 child in speaking and listening for this activity. Elizabeths next steps in her learning are to develop the level of language which she is using with her peers in her class.

Next Steps in Learning

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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 Join in with imaginative play taking on roles of different familiar characters

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Hannah gave the following clues to the class to describe which traditional story character she had dressed up as;

4. Ive got blonde, curly hair.

5. Im sneaky and always get into trouble.

3. I love to eat porridge.

1. I like playing in the woods.

2. My favourite meal is breakfast.

Hannah spoke clearly, constructing each clue carefully before saying it. She showed awareness of what the listeners needed to know by giving sufficient detail to describe her mystery character. There was no attempt to sequence clues in order to create suspense.

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

Film Clip Name

Character Role Play

Children Involved

Lesson Context

Level of Prior Learning and Independence

Audience

Level and Notes

Hannah Y1 Continuous Provision Topic Lesson Houses and Homes Topic The children were asked to talk to their talk partner and come 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 of Whatever Next and had been looking at fantasy stories in 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. When Hannah was in character the class were all watching and asking Hannah questions as she played the role of Baby Bear. The children were asked to think of questions they would ask Baby Bear if he visited. I then asked the children who wanted to be baby bear and come into the classroom to answer questions on the Hot Spot Hannah volunteered to do this (Hannah is usually a very shy girl who often does not like standing up in class) I decided as it was this child who had volunteered not to use the mask for the bear as she would not have role played and answered the questions with the mask on. Hannah is levelled against the APP grids as a Secure Level One child in speaking and listening. Hannahs next steps are to extend her ideas by providing some detail. Hannah also needs to engage with others through taking turns in pairs and small groups.

Next Steps in Learning

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Character Setting and Description Group Activity 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

Hannah Y1 Jessica Y2 Tayzia Y1 Elizabeth Y1 Children Involved

Lesson and Context

Level of Prior Learning and Independence Audience

Level and Notes

In literacy the children have been working together looking at a range of settings and linking this to fantasy settings. The children were asked to create 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 and created an alien and a rocket. This linked well with the themes of houses and 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 of lessons and I asked this group to create the models to act out at the end of the lesson. When 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. The children worked together outside with a TA to create the models. They thought through ideas and they negotiated plans and listened to all members of the group. The children took turns to speak and they did not interrupt each 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. Hannah is levelled against the APP grids as a Secure Level 1 in speaking a listening. Hannahs next steps are to extend her ideas by providing some detail. Hannah also needs to engage with others through taking turns in pairs and small groups. 32 | P a g e

Next Steps in Learning

At the beginning of a unit on information texts the children completed a KWL grid as a class. 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 like 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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Profile of a Level 2 Child

A child working at level 2 will: 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 had read. He took turns as part of his group and listened carefully to what others had to say. Jake is currently working 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 position 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 clues to the class to describe which traditional story character he had dressed up as;

6. Im in lots of traditional stories.

2. I dont have any friends.

4. I like to eat pigs for my breakfast and dinner.

3. I can roar very loudly and always scare people.

1. I have big pointy ears and very sharp claws.

5. Im brown and furry.

Jake spoke clearly but quite 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.

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Jake worked as part of a mixed ability group to retell the story of The Three Little Pigs using the 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) and he blew the house down (loud blowing noise).

Jake was able to improvise and sustain his role as the wolf throughout the puppet show. His apt and timely responses illustrate his ability to listen carefully, contributing when appropriate for his character and using excellent expression and intonation in his voice. Clear and audible speech was observed throughout the retelling.

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Profile of a Level 3 Child

A child working at level 3 will: 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 to meet 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 Literacy lesson the pupils were asked to write questions to ask the third little pig. 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 little pig, altering her voice and intonation as appropriate. She spoke with clear diction and there is evidence of language cohesion demonstrated through the consistent use of the past tense. She was able to select vocabulary 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

Why were you so mean and nasty to the little pigs?

They made me very annoyed when they would not answer their doors. I was only trying to make friends at first!

How were you feeling when you visited the pigs?

I was starving because I had not eaten all week. It had made me very grumpy!

When you jumped out of the water and ran away, where did you run to?

I ran far away into the forest to find another family of pigs for my dinner!

Will you be going back to the house of bricks to see the pigs again?

Certainly not! They are far too clever for me! I am going to have to search in other 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. She confidently 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 suggesting how they could record their findings. She ensured that everyone had a role and could participate in the 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 features of them in a mind map. On our list we wrote contents page, subheadings, diagrams with labels and also photographs. The photographs sometimes have captions underneath them to explain what the photograph is about. At the back of a non-fiction book there is a glossary and an index and they are in alphabetical order. Also the pages have numbers so you can find what page you want to read. We wrote down title but all books have a title. We wrote down bold writing as well and the words in bold are 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 technical vocabulary to describe the features identified. She could give a clear explanation, conveying detailed 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 will be a dry morning but there might be showers this afternoon. It will be rather rainy all day in Wales so dont forget your brollies. In Northern Ireland you will have a dry and sunny day with only a little chance of a shower later on. The rest of Ireland will have a lovely day so you could go to the beach. 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 suit the purpose. She included sufficient relevant detail to engage her listeners and used some precise vocabulary. Her tone of voice and gestures enabled her to maintain the attention of her audience.

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

1. I live all alone because other people are terrified of me.

2. I like to lurk in dark and dirty places

3. My skin is an unusual colour and is covered in lumps and bumps.

4. I get very grumpy when 7. My favourite food is barbecued goat with fried daisies. anyone comes too close to my home in the countryside.

6. I like to snooze during the afternoon and hate being woken up by trip trapping over my bridge.

5. My clothes are ragged, full of holes and quite smelly.

Whilst giving her clues, Mia spoke confidently, clearly and with interesting use of facial expressions and gestures. She consistently made eye contact with her audience and kept their interest with varied voices and intonation. Many precise and adventurous vocabulary choices were made and many clues were expanded with additional details.

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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 45 | P a g e

'Hot spot' for hot seating CD Player IWB Walkie Talkies Webcams

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