Archive | May, 2013

Teacher Only Day

31 May

Teacher Only Day

31-5-13

 

Oral Language- Learning Focus for 2013.

 

Talkit!

 

Oral Language for the classroom- Focusing on Formal Oral Language.

Del Costello

 

Today Del came in to work with the entire staff with a focus on FORMAL Oral Language. Prior to this we have been focusing on using INFORMAL Oral Language within our classrooms, following and using the Talkit! Resource. We have been using the games to first assess children of where they are sitting in Oral Language and have started using feedback models and success criteria with our children.  All of the staff is successfully making sure the teaching of Oral Language is occurring all throughout the school. At the start of the day we carried out a PMI chart in groups (with a member from each team across the school) and discussed positives, minuses and interesting facts. It was great to hear so many wonderful things we were doing and what was working for other teachers. It was also good to see what was not working so well so we can improve and get better in some areas, as we are always growing.

 

Del shared many ideas and ways to use and teach Formal Oral Language within our classes. I found she had many wonderful ideas and her approaches to teach the formal side of Oral Language were very achievable for all of the staff to use and adapt in their own classrooms (refer to my notes in my appraisal journal for a more in-depth summary).

 

I got a lot of new ideas and information from hearing and working alongside Del. Here are just some of the main ideas that I thought I would definitely like to use within my own classroom and use these activities or tasks to teach Formal Oral Language within my class:

 

  • YouTube- 2 minute mouths- exercise to warm children up for Oral Language. The children can have time to move their mouths, lips and tongues to prepare them for speaking in an Oral Language lesson.
  • Speeches should not be all about the WAY it is performed, but the actual content. Children need to find a subject that really sticks out to them and they are experts on. Three types of speeches- we should use and try extempore because it is planned (quickly), prepared, practised (for a short amount of time) and a lot more natural for the speaker. Layout is great. This would be a wonderful idea to use in the classroom to prepare children for writing their own speech and becoming confident in the way they prepare and write their speech and how they present it in front of an audience. (in the Talkit! Resource there is a great form on how to write an extempore speech- page 76/77).
  • Visual boards- these can be used by the children when they give their extempore speech to the class. They need to be VERY simple with the main title outlaying the focus of the talk and then three pictures of each of the main topics/ subjects talked about (subheadings). The three main points can be named on the board but that is all the detail they need.
  • PowerPoint displays – These can be used by senior children to present work but these should be very simple. Only keywords and photos/ pictures on these to represent main points. These acts as a safety for children as they have something that keeps the audience focused on their talk and they can feel and become more confident from this.
  • Matrix to assess Formal Oral Language- This is similar to Informal Oral Language, but it lays out some more specific and information focused criteria. This can be found on page 69 in the Talkit! Resource.
  • Cue Cards- These should have the quick intro line, three points, and then conclusion/ summarising comment. Not too much information so the children do not read them or get lost when they try to look back at their notes.
  • Solo Poetry Speaking- This activity was WONDERFUL. I definitely will use this in my classroom. I want to have more of a selection of poems and get the children to understand how to read these correctly and also to add vocal energy when they read them aloud. This is the task my group had to focus on when all of the staff branched off into groups, practised and then performed. It challenged me but it was such a great task to do.
  • Choral Poetry Speaking- a BIG group (the entire class) read the poem and the teacher acts as the conductor. They can make sound effects, voices, vocal energy, musical instruments etc to create a performance of a poem.
  • Reading from a text aloud in front of the class. Similar to poetry reading- full stops have 2 pauses, commas one pause and end of paragraph 3 pauses etc. Use speech and expression to link to certain characters or say different words in a variety of ways and with lots of expression.
  • Debating- More focused on years 7-8 but it was wonderful to see how a form can be used (page 106) for the children to fill in and start to explore these ideas. Year 6 children who are really confident may like to start to understand a little bit more about it.

 

As you can see I have got many ideas and key tasks to implement and put into my classroom programme for the rest of the year. It was great to have Del push me to read out the poetry to the entire staff with vocal energy and get into character, I was terrified and nervous, but I did it and overcame my fear. I know how I can push not only my children, but myself to come out of my comfort zone and become a better teacher of Oral Language. I now know how my children feel and I can help and support them right through the whole process.

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Observation of Faye 29-5-13

29 May

Diary Sheet when Visiting & Observing other Classrooms

 

Date: 29/ 05/2013                                            Term:  2                                               Classroom:  H                          Observer: Alicia Kyle

What learning is going to happen during the visit: – Discussed prior to visit

Faye will be taking an Oral Language lesson within her classroom. The focus is on getting the children to speak clearly when they talk and to correctly enunciate words.

 

Date

Description of practice

Reflection/ comments:

Future Steps

29-5-13

 

 

 

 

 

Children found their talking partner.

 

Teaching station was used to display the Learning Intentions and Success Criteria.  

The Learning Intention of the lesson:

W.A.L.T…clearly enunciating our words correctly and carefully.

The success criteria:

-open mouth wide

-Throw voice (do not shout)

-Pronunciation of words correctly.

-Use the tongue correctly to form letters correctly. –focusing on the vowels.

 

Warm Up exercises:

Faye for the children to:

Wide open mouths (no noise). This should not hurt.

Close the mouth and move the lips around.

Open the lips and move the mouth around.

Poke tongue out and in, up, round, side to side and down. Try to touch the chin.

Breathe through their nose and out of their mouths slowly.

In through the nose, stop when running out of breathe and start again.

Activity: Tricky Sentence to pronounce.

‘Unique New York’

Faye got the children to try it as a class.

Discussed when the children’s tongues moved to the top and bottom of their mouths.

Faye then discussed with the children about how when we talk faster our tongues get lazy, we cant do this we need to make our tongue work.

Children say it out aloud three times while Faye listens.

3 children were then asked if they would like to have a go by themselves.

Faye reminded children to focus using their tongue (referred back to S/C).

Activity: Yellow Butter

(read from Big Book)

Read aloud as a class.

Faye stopped after some lines and told the children to start again and focus on pronunciation of all words and their ending, especially the ‘k’ and‘d’.

Children went through these three times.

Children then were split into groups e.g. year 5 boys read one section while the other year groups read the other lines.

Activity: Talking Partner- Tongue Twister.

The children went away for 5 minutes and practised with their talking partner.

Children come back onto mat.

5 children are selected to give feedback (they were told before they were sent away).

Each pair is given a paper strip with a tongue twister on it. (All the same).

Faye said aloud to the children, they did not understand the word rues, what it meant.

Some children struggled with saying and relating to the tongue twister.

Children came back onto the mat. Faye discussed with them that the aim of saying the tongue twister was not to say it fast, but slow down and concentrate on clearly enunciating words.

Children were asked to refer back to the S/C.

5 children are selected to come up in front of the class and say the twister.

Feedback Model was then introduced

5 more children are selected to do this.

 

Self assessment is then carried out by the children, with Faye leading it.

Using their thumbs the children show how they feel about their progress so far.

Up- good

Middle- ok

Down- not goo

Faye read through the S/C and they assessed themselves.

Summed up and then said what they now need to focus on for the next lesson in Oral Language.

Already knew who their talking partner was made the situation flow and easy to begin.

 

 

 

 

 

 

 

 

 

 

The success criteria were co constructed with the children so they had discussed previous what they thought they needed to do in order to reach their goal. Intention.

 

 

 

 

 

 

 

 

 

 

 

I thought these exercises where great for the children to use in order to warm up their lips, mouth and tongue for talking.

GREAT IDEA

Really made them have to use all of those facial body parts and focus on preparing for the lesson.

 

 

 

 

 

 

 

 

 

Really great for the children to start to recognise that they do use their tongues when they talk and that they need to make sure they move sharply and correctly in their mouth to make a clear and correct sound.

 

 

 

 

 

I liked how Faye used positive talk with the children to allow them to know they were concentrating on the pronunciation of words and focusing on speaking slowly and clearly.

 

 

 

I found it interesting that 2 of the 3 children didn’t say it correctly. It shows it definitely is an issue with the way they speak aloud.

 

 

 

 

 

 

 

Focusing on the end of word and their sounds made the children more aware of their pronunciation and they really started focusing on doing this correctly.

 

aye used a pointer for children to follow as she read.

 

 

This looked like a wonderful resource. I have never thought about separating children into groups and reading aloud different sections – this was lots of fun for the children and it sounded incredible.

 

 

 

 

 

 

 

 

 

 

 

Selecting the children to give feedback before sending them away means they will make sure they are focused when working with their buddy.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The feedback form was laid out on a laminated sheet- this was easy for the children to see and right in front of them to focus on.

 

 

 

 

 

 

 

 

 

Have the Learning Intention and Success criteria displayed on the wall for the children to see all the time so in other areas taught the Learning Intention can be integrated and used in a range of subjects.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

You may have been better to have explained what the word rue meant, or what they tongue twister actually meant, before sending children away as it seemed to throw some children off and they seemed a little confused.

 

You could give every group a different tongue twister to say. This means they have more variety and they are listening and trying a variety of twisters, not just the one.

 

When the children are working away from the mat it would be good for you to roam around the room and see what they are discussing as some children were off task and not actually having a go at saying the tongue twister.

 

Having the Feedback form displayed larger on the wall is a great idea too as it allows children to use this language in other subjects and also gets them to have reference to it when they are working away from the laminated cards and can just look up to the wall for help or reassurance.

 

 

 

 

 

 

 

 

 

 

Next steps/ to think about:

 

  1. Have the Learning Intention and Success criteria displayed on the wall for the children to see all the time so in other areas taught the Learning Intention can be integrated and used in a range of subjects.
  2. You may have been better to have explained what the word rue meant, or what they tongue twister actually meant, before sending children away as it seemed to throw some children off and they seemed a little confused.
  3. Instead of giving all the children, and their talking buddies, ONE tongue twister you could give every group a different tongue twister to say. This means they have more variety and they are listening and trying a variety of twisters, not just the one.
  4. When the children are working away from the mat it would be good for you to roam around the room and see what they are discussing as some children were off task and not actually having a go at saying the tongue twister.
  5. Feedback form displayed larger on the wall is a great idea too as it allows children to use this language in other subjects and also gets them to have reference to it when they are working away from the laminated cards and can just look up to the wall for help or reassurance.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Positives of lesson:

 

  1. Talking buddies used- an accepting and encouraging way to work through an activity and also to share strengths and weaknesses and encourages cooperating with one another no matter who or what it is.
  2. W.A.L.T and success criteria on digital teaching stations, all children can see. They know what to do and what is expected of them to do well and they know they can achieve it, which means it will be a more reachable goal/ activity to complete.
  3. Success Criteria is created as a class by collaborating together ideas and thinking about what makes a good, clear speaker(previous lesson brought up to revisit what you did)
  4. Using warm up exercises was a GREAT activity for the children to do. They were preparing themselves for talking and using all their mouths, lips and tongues. I will definitely start using this in my own class and to prepare the children for talking
  5. Using the speaking activity: Yellow Butter was wonderful! I loved how the children split into groups and read sections aloud at different times. Lots of fun and the children were bubbling and excited about this task!

 

A note from Miss Kyle: You show a lot of strength with the subject Oral Language. You are always modelling clear pronunciation of words with the way you speak to the children in your class. I enjoyed watching you demonstrate and teach the warm up exercises- it was wonderful to see both the children and yourself enjoying the activity.  I also loved how you used the large book with the sentence about Yellow Butter. The children enjoyed this activity and I loved how they all read different sections. I had never thought about teaching Oral Language in this way. It was a great, well thought out lesson.

 

Reflection of Appraisal Goals:

22 May

Reflection of Appraisal Goals:

23/ 05/13

Goal One:

RTC: To demonstrate commitment to ongoing professional learning and development of professional practice.

Specific Goal:

To discover and develop new tools/ resources in ICT by working with, and learning from, colleagues. To attend professional development workshops that provides new ideas and tools to use in the classroom, which will then provide new and engaging learning opportunities.

Reflection:

This term I have been more focused on using my teaching station during all areas of learning. I have been using it to find out and locate information to help teach the subjects geometry, reading and writing, our inquiry focus- Wetlands and even using it more to show YouTube clips and explore maps etc.

Here are some examples of how I have been using it and some of the interactive sites I have been using to teach and explore new ideas with my class:

Geometry (this is just a small number of sites I have used that worked well and were effective)

Wetlands (one example of many sites we have used to collect data and information)

 

 

 

 

My Next Steps to achieving my goal:

My next step towards achieving my goal is to find and experiment with better tools on my teaching station. I will use the Interface magazine to get some new ideas of what resources I can use that will be effective within the classroom and try these out.  I will then reflect on what works and what doesn’t work with the children and then see where to go from there. Overall I am really proud of the progress I have made this term. I believe I have concentrating more on achieving my goal and using the teaching station and interactive sites is just becoming apart of my daily routine with all subject areas.

 

Goal Two:

To be an effective teacher of Oral language.

To develop an in-depth understanding of the process and skills in the teaching of Oral language.

To have an in-depth knowledge of the “Talkit” programme and resource.

Reflection:

I believe this term, term two; I have focused so much more time and energy on teaching Oral Language effectively. I have set up learning goals that are clearer for children to follow, which makes them easier to understand. I have set up a Feedback and Feed forward Model chart co- constructed with the children in my class and they know this well. (See attached).

 I have been teaching Oral Language daily and pushing my children to get out of their comfort zones to reach the next level so they are constantly improving. Lastly I have taught a range of activities and games to have a range of learning opportunities so every child can show strength or a challenge in their Oral Language skills.

Oral Language observation:

Faye came into observe me teaching on the 22nd of May. I was a bit nervous about her coming in, but to be honest I knew that what I had been doing and teaching in my class was on task and focused. I knew the children were confident with the learning goal, how to create the success criteria and how to use the feedback model well. As it turned out the lesson went wonderful. The children were engaged and interacting positively. They showed their understanding and confidence in Oral Language by creating perfect success criteria and they used the Feed Back model perfectly with their buddies. I was so proud of my class and how well they demonstrated the terms learning in Oral Language so far.

After reading Faye’s notes it was great to have such positive feedback from her about my teaching. It has lifted me up (so now I am on such a high) in my teaching.  I now know the areas I can work on in my teaching of Oral Language to become a better teacher in this subject. Faye discussed these areas as what I can improve on in my teaching:

 

To consider:

Clearly it is not ideal to have students passing.  Have you considered “side coaching them” so they can follow your lead?  I usually let them pass the first time around and then catch up with them on a second sweep of the circle.  By then they have had time to model themselves on someone else which is fine.  They could also choose the sentence they would be most comfortable delivering.  They could also do it with a buddy in unison so the spotlight is not entirely on them.

 

Classroom display and Learning Intentions:

My Feedback and Feed forward chart is clearly displayed (with colours) on the wall for children to see. The children and I created this together with co-construction.

(See attached appendix in appraisal book.)

The learning goal is now clearer for the children to understand and easier to achieve because they can understand what it means. This is from Del’s Learning Intentions she gave us earlier- these are WONDERFUL! I am working through these on the areas the children need to improve in.

As a class we had been learning about how to write success criteria and have become successful at doing this. We now can write what we need to do in order to achieve our learning goal as a class and can achieve this in all our Oral Language lessons.  

 

My Next Steps to achieving my goal:

As Faye gave me some great feedback to improve my teaching I now have my next steps to concentrate on and work on in my teaching of Oral Language.

  • I will now focus on teaching using ‘side coaching’ to help my less confident students to do and complete the Oral Language activities so they are always getting out of their comfort zone and pushing their boundaries.
  • I will think about using buddies more in my lessons so my less confident students have the chance to act one on one and not to a whole group so the pressure comes off them.  I will make sure I do not use this all the time, as I want children to grow, but I will slowly build up the children so they are able to share to the whole class confidently.

Overall I am proud of this terms progress and can’t wait to reach and achieve my next steps of learning to teach Oral Language better.

 

22.5.13 OBSERVATION

22 May

22.5.13                         OBSERVATION

 

Teacher:                       Alicia Kyle

 

Observer:                      Faye Todd

 

Curriculum Area:                   English – ORAL LANGUAGE

 

Purpose:                       Implementation of “TALKIT” oral language programme

                                      (Informal)

 

Observations:

 

  • Lesson Focus/Goal from prior lessons discussed and then displayed
  • “I can be heard and understood by a large group”
  • Class discussion on what we have to do to achieve the LI
  • Success Criteria displayed
  • GAME to practice Act and Say – a known game
  • Prior to starting feedback and response gone over – this had been co-constructed and was displayed on the wall.
  • Students asked to spot their buddy and to watch them carefully when it was their turn in order to be able to give feedback later
  • Students in circle.  Have the ability to pass if they do not want to participate even though they were encouraged to do so.
  • 3 sentences displayed (lots of adjectives to be able to interpret) – Teacher modelled one
  • Went around circle – some students obviously more confident that others.  Some passed
  • Teacher encouraged and gave immediate feedback
  • At end students asked to indicate if they thought they had done better than last time and whether they had used the feedback/forward from last time to improve.
  • Pair of buddies chosen to demonstrate the COMMEND – RECOMMEND- RESPOND MODEL
  • Students all went to a space with their buddy and used the sentence starters they had been practising.
  • Whole class came back together and rechecked success criteria – shared
  • Encouraged to think about their next step and what feedback they will focus on

 

Comments:

 

Alicia – you have obviously done a lot of work with the children using the TalkIt model and activities – well done.  A lot of your students are very confident and this encourages the ones who are not so confident.  You are really positive in your feedback.

 

To consider:

 

Clearly it is not ideal to have students passing.  Have you considered “side coaching them” so they can follow your lead?  I usually let them pass the first time around and then catch up with them on a second sweep of the circle.  By then they have had time to model themselves on someone else which is fine.  They could also choose the sentence they would be most comfortable delivering.  They could also do it with a buddy in unison so the spotlight is not entirely on them.

 

Thank you for sharing your lesson with me.  Your students are motivated and obviously love to please.  They have clearly defined routines and are supported by their buddies, you and visual reminders.  Great lesson

 

 

Faye T