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Primary Literacy Resource

Northern Ireland Education & Library Boards

Talking and Listening Language and Literacy

In Key Stage 2

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Primary Literacy Policy

Talking and Listening Key Stage 2

Introduction Children’s language is central to their ability to communicate in relationships and learning, to understand ideas and to order, explore and refine their thoughts. Children should be given opportunities to build on the knowledge and skills acquired at Key Stage 1. They should be helped to develop the ability to listen and respond in a range of contexts, thinking about what has been said and the language used, and to speak coherently and confidently for a variety of purposes and audiences. (Northern Ireland Curriculum – page 51 & 52)

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Statutory Requirements

Pupils should be enabled to:

• Listen and respond to a range of fiction, poetry, drama and media texts through the use of traditional and digital resources

• Tell, retell and interpret stories based on memories, personal experiences, literature, imagination and the content of the curriculum

• Describe and talk about real experiences and imaginary situations and about people, places, events and artefacts

• Formulate, give and respond to guidance, directions and instructions

• Identify and ask appropriate questions to seek information, views and feelings

• Prepare and give a short oral presentation - to a familiar group, showing an awareness of audience and including the use of

multimedia presentations

• Participate in group and class discussions for a variety of curricular purposes

• Formulate, give and respond to guidance, directions and instructions

• Know, understand and use the conventions of group discussion

• Participate in a range of drama activities across the curriculum;

• Share, respond to and evaluate ideas, arguments and points of view and use evidence or reason to justify opinions, actions or proposals;

• Recognise and discuss features of spoken language, including formal and informal

language, dialect and colloquial speech

• Improvise a scene based on experience, imagination, literature, media and/or curricular topics;

• Talk with people in a variety of formal and informal situations

• Use appropriate quality of speech and voice, speaking audibly and varying register, accordingly to the purpose and audience

• Read aloud, inflecting appropriately, to express thoughts and feelings and emphasise the meaning of what they have read

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Assessment Requirements for Talking & Listening in communication

• Listentoandtakepartindiscussion,explanations,role

playsandpresentations.

• Contributecomments,askquestionsandrespondto

others’pointsofview.

• Communicateinformation,ideas,opinions,feelingsand

imaginings,usinganexpandingvocabulary.

• Structuretalksothatideascanbeunderstood

byothers.

• Speakclearlyandadaptwaysofspeakingtoaudienceand

situation.

• Usenon‐verbalmethodstoexpressideasandengagewith

thelistener

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Principles Underpinning Talking and Listening Schools should develop a whole school oral language policy which is guided by the following principles: talking and listening should be promoted for both communication and learning; the relationship between talking, listening, reading and writing should be recognised and

developed; teachers should create a classroom atmosphere where pupils’ talk is valued and where

enjoyment is seen to be an intrinsic feature of learning; pupils should experience a range of roles and contexts for talking and listening; oral activities will require detailed planning and careful management by all teachers if they are

to be purposeful, challenging and enjoyable; pupils should be helped to recognise the importance of working collaboratively; oral work should be organised according to the procedures agreed by every teacher; teachers should plan strategies and allow time for pupils to reflect on their achievements and

performance as talkers and listeners; all pupils should be supported in valuing their own dialects and in using them where they are

appropriate to context and purpose. They should also be able to use Standard English when it is necessary and helpful to do so in talking as well as writing;

assessment through talk should inform attainment in all subjects as well as reassuring pupils

about the value of talking and listening.

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What is Oral Language?

Talking Listening

Communicating what has been heard or read or seen

Language of Literacy

Language of Social

Interaction

Language and Thinking

Getting along with people

Talk as a means of learning

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What kinds of talk?

• Disagree• Clarify• Hypothesise• Predict• Thinkaloud• Interview• Describe• Presentfacts,ideas• Organise

• Speculate• Question• Inform• Argue• Dispute• Neogtiate• Analyse• Evaluate• Comment• ExploreIdeas• Report• Narrate• Recap• Reflect• Imagine• Explain• Persuade

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Role of the Teacher

Implications Creating the Environment

Children need to see oral language as an integral and important part of learning across the curriculum. Create an environment that encourages oral language development.

Organise situations and activities in which children can: - work with other children to discuss, listen to and exchange ideas; - develop speaking and listening skills; - have direct experiences; - learn from others who have had different experiences; - find answers to their own questions; - talk about what they learn.

Stimulate children to engage in purposeful conversation by introducing topics, highlighting issues, presenting problems or displaying relevant pictures.

Discuss and practise appropriate social courtesies, e.g. listening to others, respecting different opinions, asking pertinent questions.

Assist children to form and express opinions related to current issues or curriculum-related topics through introducing informal debates or panel discussions.

Encourage children to become actively involved as speakers and listeners. Provide opportunities to exchange opinions, clarify thinking, gain new knowledge and express ideas.

Engage children in role plays based on either real or imagined experiences. Their language will become more extended and expressive as they learn to project into the experiences, actions and feelings of others.

Include an area for the whole class to gather for sharing ideas, conducting discussions and introducing literature.

Engages children in oral retells of familiar and unfamiliar stories. Motivate children to enjoy the sounds and rhythms of the English

language by building up a poetry collection. Include speaking and reading poetry aloud to and with children to

recreate the mood of the poem. Introduce the use of puppets. Write, produce and present a puppet

play. Include drama activities that allow children to express their ideas and

listen to the ideas of others. With the children provide a print-rich environment which reflects the

interests of the class. Provide opportunities to discuss the different purposes for writing.

Display and talk about subject-specific vocabulary. Provide a selection of commercial and class-made word games,

dictionaries and other resources to develop and extend word knowledge.

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Facilitator/Planner

A talking/listening activity planned to develop learning in any lesson needs: a purpose [subject-related] a grouping [appropriate to the task] a stimulus [concrete, practical] a task [clear, definite, purposeful] a time limit [realistic and strictly adhered to] a learning outcome [which moves the lesson/learning forward]

Organiser Consideration needs to be given to: the size of group i.e. two, three, four, more? the type of group egg. friendship, ability, personality, gender, other; the operation of the group e.g. ground rules understood and applied; roles explained and modelled.

Manager Manages time. Manages space. Manages materials.

ModelShareGuide

Modelling of: language; forms; roles.

ListenerandMonitor

Ensure pupils know: - the kind of talk they are engaged in; - each person’s role in the group; - the criteria for success.

Listen actively. Help pupils to extend and sustain their talk. Monitor and assess each pupil’s achievements systematically. Focus on a small group at a time. Use observation, written logs to record tangible evidence.

EvaluateandAssess

Know the statutory requirements of NI Curriculum [pg 55]. Be aware of the levels of progression and non-statutory guidance of

NI Curriculum [CCEA]. Have an understanding of the profile of a child working at levels 1-5. Assess talking and listening with children in a range of contexts

about e.g. personal events, interests, stories, local world news, formal presentations, debates, role play and drama.

Observe children both formally and informally working in a variety of groupings and using some strategies for talk e.g. partner work, group work, jigsawing, listening threes.

Using information to evaluate and plan for progress.

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The Role of the Teacher as Listener and Monitor

The key role of the teacher is to enable productive learning through talk. Interventions should be

motivated by this aim. It is a teaching skill to hold back and allow pupils ownership of their

discussion. You always know when you have transgressed this rule: they stop talking and you

end up cajoling them. Some useful strategies include:

Pushing along the discussion

“Does anyone have another point of view?”

“Can anyone support with evidence?”

Calling for thinking time

“Stop for two minutes and jot down some arguments for ……”

“Write down some of your thoughts and feelings about ……”

Drawing out further

“Did you have a particular incident in mind?”

“Can you explain your reasons for saying that?”

Inviting contributions

“Has anyone here ever ……”

“What would happen if ……”

Reflecting back

“So you think that ……”

“So you see three reasons for ……”

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Exemplar Profile of a Level 3 Child

A child working at level 3 will:

engage in discussions and conversations;

listen for specific information;

listen and follow the main points of discussion;

demonstrate listening skills by making relevant comments and asking questions beyond the

literal;

communicate ideas in an organised way;

use body language to reinforce their message;

explain why they hold a view about a topic or how they have approached a task;

vary the use of vocabulary and level of detail to suit the audience;

maintain a role and demonstrate understanding of characters though use of voice and actions.

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Scaffolding Talking and Listening

Modelled Shared Guided Independent

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The teacher demonstrates the processes used by thinking aloud. I’m having a bit of trouble joining in … I wonder what would happen if I just went and sat there. What would I do if someone just came and sat in my group without saying anything? I would feel a little uncomfortable I think. Perhaps I should say something I think I might say “Can I join your discussion group?” and see what happens. Pupils participate by actively attending to the demonstrations.

The teacher provides the direction and invites the students to contribute. If I’m having a bit of trouble joining in … what should I say and do? Do you think I should ask or should I just go and sit there? How would I ask? Would I ask before I sat down in the group? Pupils contribute ideas and information. Decision-making is negotiated between teacher and student.

The teacher scaffolds help and provides support and corrective feedback. Has this happened to you before? Remember when we talked about ways to join a group. Which strategy are you going to try? Did that work last time for you? Pupils do the speaking and listening with help from the teacher or other sources at predetermined points.

The teacher offers support and encouragement as necessary. Are you happy with the way you joined the group today? Why do you think it worked for you? Pupils interact independently. They are in control of the conventions (e.g. turn-taking and content).

Teachers create conditions to observe and interact with students. This results in teachers being able to take opportunities to explain new skills or understandings. In the following table, one such opportunity is demonstrated. In the example, pupils are expected to find their own groups for an informal discussion.

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The Functions of Oral Language

FUNCTION This sort of language helps speakers learn to…

This language helps us as listeners to:

Classroom opportunities experienced

Getting things done (Instrumental)

• Identify things • Seek and provide

information • Request assistance • Persuade others • Explain • Compare and contrast

• Provide help • Do as requested • Find things

• Problem-solving • Gathering materials • Role-playing • Clarifying • Ranking

Influencing the behaviour, feelings or attitudes of others (Regulatory)

• Give information and correct factual information

• Offer help and assistance • Persuade others • Give specific logical

instructions in a variety of contexts for different audiences

• Manage and organise when working with others

• Follow rules and instructions

• Use facial expression • Extend interaction by

asking further questions

• Compliment

• Making rules in games

• Giving Instructions • Talk to teach • Constructing

persuasive texts • Take on roles when

working in groups • Conscience Alley • Barrier Games

Getting alone with others (Interactional)

• Greet or welcome people • Meet or introduce people • Congratulate • Sustain conversations in

formal and informal situations

• Observe social connections when in groups

• Use language to settle disputes

• Use appropriate tone and manner with peers

• Explore challenging ideas • Negotiate

• Consider points of view • Revise opinions • Having listened to

others respond appropriately

• Restate suggestions • Encourage • Accept the outcome of

negotiation • Use body language

and facial expression to show empathy

• Activity-based learning

• Dialogues and discussions

• Talking in groups • Role-plays and

scenarios • Think-pair-share • Twos-to -fours • Five corners

Expressing individuality and personal feelings (Personal)

• Elaborate and give detailed recounts of experiences

• Express and respond to ideas and opinions

• Express thoughts and feelings

• Hear points of view • Redirect • Make judgements • Assess and evaluate • Reflect • Recognise

• Making feelings public

• Interacting with others

• Show and tell

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Seeking and learning about the social and physical environment (Heuristic)

• Use a range of questions to clarify

• Respond to questions appropriately

• Select the most effective type of question to get the required information

• Hypothesise and experiment

• Prioritise ideas and information

• Investigate

• Answer questions • Summarise/paraphrase • Remember/recognise • Apply knowledge • Connect/relate

• Question and answer routines

• Inquiry and research and reporting back

• Discussions • Interviews • Exploratory talk • Extending students’

range of question types

• Investigating • Jigsaw

Creating stories, games and new texts (Imaginative)

• Tell stories • Perform • Think of new ideas • Assume a role • Imagine and pretend • Make people laugh • Play with words and

actions • Describe

• Give attention • Join in • Respond through body

language and facial expression

• Respond and evaluate as an audience

• Anticipate • Predict • Consider feelings • Take turns

• Rhymes, poems and riddles

• Nonsense and word-play

• Storytelling • Performances • Drama and role play • Puppetry • Readers’ Theatre • Hot seating through

tracking • Conscience Alley

Communicating information (Representational)

• Talk about a personal experience

• Express a proposition • Report about things using

description or narrative • Convey messages • Convey knowledge

• Actively listen by; • Asking • Clarifying • Sorting • Relating • Recognising • Analysing • Extracting

• Oral Reports/Recounts

• Debates • Radio Scripts • Feeding back in

plenaries • Planning using KWL

grid • Reporting back

following result

Ref: Halliday’s ‘Functions of Language’

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Strategies Hot Seating Characters are questioned about their values, motives, relationships and actions by other members of the group. The questioners may also be in role as witnesses, historians, detectives etc. There can be added tension if the character is questioned at a moment of stress, or at a turning point in their lives. Conscience Alley This strategy refers to any situation in which there are different choices of action, and enables the children to examine conflicting interest or dilemmas. It is useful to examine the pros and cons of a decision. Two lines of children face each other, and one child in role as a character walks slowly down the alley between them. As the character progresses down the alley, their thoughts are voiced aloud by the rest of the class. The character can then be hot seated at the end of the alley, to establish their final decision and to understand why they have made this choice. It can also be used to voice perspectives on a complex situation. Think – Pair – Share Students are provided with opportunity to think about an issue without interruption. Students share their ideas with their “talk partner”. Ideas are shared with the whole class. By providing students with thinking time, they are encouraged to explore issues in more depth than might be usual. All students are provided with opportunity to share their ideas. Talk Partners Within the class, each student has a partner with whom they feel comfortable and with whom they share ideas, opinions and planning. Some students find it a daunting prospect to speak in front of a whole class, even to answer brief questions. Working regularly with a set partner helps students grow in confidence at expressing themselves. Listening triangle Students work together in groups of three. The speaker explains the topic (or expresses their opinion on an issue) as directed by the teacher. The questioner listens carefully and asks for clarification or further detail. The note-taker observes this process and provides feedback to both “speaker” and “questioner”. A “numbered heads” approach can be used to allocate roles – and these roles can be rotated (either now or subsequently). This activity helps develop speaking and listening skills and raises students’ awareness of what constitutes both a clear explanation and active listening. Jigsawing Students start off in “home groups”.

Using a “numbered heads” approach, each student in the home group is given an aspect of a topic to research.

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Students (from each of the home groups) working on the same aspect come together to research their common questions. They become the “expert group” for that particular aspect of the topic.

Students now return to their home groups to share their findings and to complete the jigsaw.

This activity encourages collaborative learning and stresses the importance of working together. The home groups depend for their success on each member bringing back as much as they can from the expert group.

Role Play Working together in small groups, each student within the group is allocated a role (relating to the particular issue under discussion). As discussion progresses, each student represents the point of view of the role they represent. This can also be conducted as a whole class activity with roles being allocated to groups of students, who are allowed to prepare their case beforehand. This activity encourages students to express empathy with different points of view and can act as a preparation for making an argument or developing a piece of persuasive writing. The activity can also be used when planning for story-writing. Pair Talk Easy to organise even in cramped classrooms. Ideal to promote high levels of participation and to ensure that the discussions are highly focused, especially if allied to tight deadlines. Use in the early stages of learning for pupils to recall work from previous lesson, generate questions, work together to plan a piece of writing, or to take turns to tell a story. Ideal or rehearsal of ideas before presenting them in the whole class. Twos to fours Pupils work together in pairs. Each pair then joins another pair to explain and compare the work they have done. This provides a valuable opportunity to express understanding, to examine this understanding and to respond to the views of others. Edward de Bono’s Thinking Hats Edward de Bono’s “Thinking Hats” is a simple but useful approach to ensure that issues are addressed from a variety of perspectives.

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Emotional Response “How do I feel about this right now?”

Emotions – intuition – feelings – hunches There is no need to justify feelings

Information- seeking “What do we know about this already?”

“What do we need to know?” “How can we find out?”

Positive Response “The good things about this”. Positive – good – benefits.

Why and how this can be done.

Negative Response “The bad things about this”.

Negative – weaknesses – caution – wrong. Why this is not possible or practical.

Creative Response “The possibilities are exciting!”

New ideas – different – suggestions – alternatives – variations. Innovative ways we can approach this.

Meta Cognition “In considering this issue, what have we done so far and what else do

we need to do?” Is our thinking about this matter clear and complete?

Suggestions for using Thinking Hats

The topic for consideration: • May be introduced by the teacher • May be suggested by students • May arise out of a recent lesson • May be introduced using a newspaper report or article • May be recent news item • Could be a “What if?”

Working as a whole class, students are asked to consider each hat in turn. You will probably get a more genuine response to the RED hat if this is considered first. The BLUE hat should be considered last. Otherwise the hats may be dealt with in any order.

Working in groups, each group takes a hat (apart from the BLUE hat) and focuses their attention on that particular aspect of thinking about the issue. Incorporate THINK, PAIR, SHARE

Working as individuals, each student takes one hat (apart from BLUE) and develops their thinking along appropriate lines, Incorporate INDIVIDUAL THINKING TIME

The BLUE hat is used to focus students’ attention on evaluating the quality of their thinking, and to check whether they have adopted a fair and balanced approach. Alternatively, working as a whole class (or in groups), you could use the hats as a way of sorting and classifying arguments (either previously prepared by teacher or taken from a report or article).

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Barrier Games

Barrier games are simple procedures based on giving and receiving instructions. Basically, they require children to interact and use language to complete a task. Children develop a range of language skills depending on the complexity of the game. Speakers learn the importance of giving explicit and complete information to listeners. Listeners learn the importance of monitoring information and using questions to clarify or gain further information. Vocabulary related to the language of description is also developed; for example, children begin to use a variety of nouns, attributes and location words.

Barrier games are easy to produce using a wide variety of formats and materials. They are suitable for all ages and abilities.

Sources of materials for making barrier games

• Wrapping paper • Blocks • Magazines • Beads • Posters • Farm animals • Maps • Dinosaurs • Colouring books • Logo/Duplo people • Reading materials • Cars

Types of Barrier Games Simple Sequence or Pattern Making Describe successive items in an array or sequence such as bead threading or a clothes-line. Matching Pairs Take turns describing objects or pictures. One player describes an item until the other locates and displays it matching pair. Repeat the process until all items are paired. Assembly Assemble pictures or objects from a choice of component parts; for example, making a clown’s face. Construction Describe the steps in building a particular construction; for example, a block construction. Location Choose and place items in relation to each other on a picture board. More complicated versions of this type of barrier game need careful scanning and placement.

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Grids Describe the position of marker objects on a picture grid; for example, attribute blocks on 3 x 3 grid. Older children can use local road maps. Route finding Describe how to get from one point on a map to a specified location. The listener draws the route on the corresponding map. Spotting Differences Give pairs of children pictures that have slightly different details. The children describe their pictures to each other and identify the differences.

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Best Ways to Recycle

1 ________________________

2 ________________________

3 ________________________

4 ________________________

Ranking in order of priority

Card Ranking Skills

• Working with others • Thinking, Decision-making

What is it? • This activity allows pupils to prioritise ideas and information and

discuss justifications for their choices.

Implications for classroom layout • Pupils can work at a board or wall space. Alternatively, groups can

work around a table. How does it work?

1. Pupils in small groups receive a range of cards

2. Pupils arrange them in order of importance/priority. The might do this in a straight line or build up tiers.

3. Pupils might then compare each other’s ranking as a starting point for class discussion of the issue.

4. A debrief after this activity mighty be beneficial.

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PMI (Plus – Minus – Interesting) PMI Skills

• Managing Information • Self-Management

Plus Minus Interesting

What is it? This method helps pupils to examine all sides of an idea, topic or argument. It steers pupils away from their initial emotive responses to an issue and encourages them to think about the disadvantages of an idea which they may like very much. A PMI obliges them to consider all ideas, even ones they might normally reject at first sight, and to decide their stance on an idea or issue after they have analysed it instead of before.

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Name: Date:

Talk to Teach – Reflection What did I teach? Who did I teach? What did I use to accompany my talk?

What comments did my audience have? What questions did my audience have?

How well did I teach my lesson?

Ordered my ideas and spoke clearly.

I remembered most of the main points and demonstrated my lesson well.

I remembered the main points and included extra details and answered questions well.

Would my audience be able to do what I taught them? Yes / Maybe / No Why? How well was I prepared?

I had some of my preparation done.

I had most of my preparation done.

I had prepared everything.

Did I get the help I needed? Yes / Some / No What would I like to do next time to make presentation better?

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Name: Date:

Speaking Peer – Assessment

Thinking About Speaking

Consistently Sometimes Not Yet

• Looksattheaudience.

• Usesaclearvoice.

• Hasgoodvolumecontrol.

• Speaksatanappropriatepace–nottoofastorslow.

• Usesfacialexpression.

• Staysonthetopic.

• Canrephraseideaswhentheyarenotunderstood.

• Can answer questions.

Is very good at:

Has difficulty with:

Needs to improve:

Peer Reviewer:

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