TPL Week 4 ReflectionAndrea Ness Montpellier Primary School

Action Plan

TPL Action Plan - Andrea Ness

Speaking & Listening Goal SettingThe following activity will be implemented during Week 7 during Literacy Rotations.

3.0 

3.25 

3.5 

3.75 

4.0 

 Semester 1 - C

Semester 1 – CSemester 2 - C

Semester 1 – BSemester 2 - C

Semester 1 – ASemester 2 - B

 Semester 2 – A

I can speak and listen to others in different situations e.g. Playground, classroom, at home or in group work. I can take part and am willing to share my ideas informally on familiar and unfamiliar topics e.g. talk about the highlights of my weekend (familiar) or talk about immigration (unfamiliar). I can say the same information and ideas using different words if someone doesn’t understand me. I can speak clearly using a nice tone, correct speed and volume so that that others can hear me easily when speaking to the class. I can use different materials such as notes, cue cards, PowerPoint’s or pictures to support my spoken presentation. I can use a range of images and sounds (conventional and electronic) to support my oral presentations. I can listen carefully to spoken texts, including factual texts and can: Identify the topic. Retell information

correctly. Ask questions to give me

a better understanding. Discuss the information

that I learnt. Give reasons to support

my opinions. I can work well in a group by listening to others, accepting their ideas, sharing my ideas and discussing different options.

I am aware of the purpose, audience and the setting for short presentations.  I can plan and organise my ideas for a presentation and research background information. I can prepare, create and present performances and presentations e.g. Plays, radio broadcasts, recounting a narrative, poetry or debates. I can choose my words carefully for a task and can decide how I will adjust my pace, volume, and pitch to support my presentations. I can rehearse my performance and change it if needed. I can understand and use more difficult idioms e.g. I’ll wait until the cows come home. I can listen carefully to lots of different spoken texts (live and recorded) about familiar ideas and information and can: Use questioning to

understand other peoples presentations.

Explain the main points and supporting reasons for the idea.

 I can help prepare and present performances with a small groups e.g. I listen carefully and support others, take turns of roles within the group (leader), work together to reach a final result.   

I consider the purpose and audience when I prepare my presentations.  I can use different graphic organisers to prepare my plan for a spoken presentation e.g. Mind maps, flow diagrams. I can prepare, create, and present oral performances for a range of spoken texts e.g. Debates, reports, plays, instructions for a procedure and narratives.  I can choose a language style (including word choice to suit the text) and change my tone, volume and pace of speech to improve my presentations. I can design a spoken set of instructions to explain how to do a particular procedure. I can use multimedia to enhance meaning when communicating ideas and information to others in a presentation e.g. PowerPoint. I can listen carefully to a range of spoken texts and can: Identify a speaker’s topic,

purpose and point of view. Use different listening

strategies e.g. predicting, checking my understanding,

Use different recording tasks while listening e.g. Note taking

 I can respond to spoken and multimodal texts (e.g. Speech, video, theatre, etc.) that include unfamiliar ideas and information.  I can perform different roles in a group discussion e.g. Listener, leader or supporter. 

I can take into account the situation, purpose and audience when preparing presentations. E.g. formal or informal language I can prepare, plan, organise, create and present oral performances/ presentations e.g. plays, advertisements, speeches, poetry, points of view. I can use different strategies to organise my ideas to be presented e.g. using an appropriate spoken style, researching information.  I can ask questions to learn more about topics and to make conversations last longer. I can practise my presentations and change the pace, volume, pitch and the way I say words to enhance meaning when speaking. I can stay on topic when presenting a point of view or an opinion. I can give a summary of the main ideas and supporting details after listening to others’ presentations.  I can listen to spoken messages that present points of view and use information to present my own opinion on the topic.  I can identify specific language use in several presentations that target a particular issue. e.g. emotive, descriptive etc.  I can respond positively to listener feedback e.g. Follow a suggestion by the listener and change features such as pace or volume. I can participate effectively in groups to collect ideas and increase my knowledge e.g. Respecting others opinions, problem solving and responding to questions.

I can adjust my speaking for different contexts, purposes and audiences. I can plan, rehearse and make presentations for various purposes. I can use direct and reported speech to compose a newspaper report. I can present a prepared speech using voice techniques and body language. I can change my tone, volume and pace of speech to highlight the meaning and make my presentation more interesting for the listeners. I can say my point of view and use examples of personal experiences. I can use different strategies to enhance listening to texts e.g. Note taking & summarising. I can understand how a speaker’s beliefs, values and experiences affect their presentations. I can use key ideas from a short presentation of up to 5 main sections to make my own version. I can understand the main ideas and supporting details to summarise them for others. I can listen to opinions offered by others and offer other viewpoints. I can use skills to work as part of a group to collect ideas and enhance my understanding. e.g. Respecting others opinions, problem solving and responding to questions.

Grade 5 Goal Setting – Students will highlight their levels in order to find their points of need and to identify individual goals.

GOAL

Goal:

 

  PLAN

WILL

What speaking and listening strategies will help me?

What work habits will stop me?    1.

2.

SUCCESS

How will I know I have achieved my speaking & listening goal?   

 

SUSTAIN

Now I have achieved my speaking & listening goal, what worked for me and how will I sustain this?

   

 

My Speaking & Listening GoalName: Date:

Classroom Assessment TaskComposing a News Bulletin

Speaking & Listening Assessment Task - Semester 2

Task Outline: As a group your task is to work together to record a news report bulletin. Each member of the group needs to choose a current event from the news and research it further. From this research, each person compiles a news report to share this information with others. Each group will record their news report bulletin using the flip cameras.  During the presentation of the news reports, you will be paired with another student to complete a feedback sheet as well as choose a way to record the key information that you learn from of their presentation.

WAL: To work as part of a team to compile news reports by researching, summarising and presenting information so that others can learn from the presentation. Please note: The following page identifies what students will need to achieve to reach a certain level.

What does an ‘A’ look like?(4.0)

What does an ‘B’ look like?(3.75)

What does a ‘High C’ look like?(3.5)

What does a ‘Low C’ look like?(3.25)

I can adjust my speaking for different contexts, purposes and audiences. I can plan, rehearse and make presentations for various purposes. I can use direct and reported speech to compose a newspaper report. I can present a prepared speech using voice techniques and body language. I can change my tone, volume and pace of speech to highlight the meaning and make my presentation more interesting for the listeners. I can say my point of view and use examples of personal experiences. I can use different strategies to enhance listening to texts e.g. Note taking & summarising. I can understand how a speaker’s beliefs, values and experiences affect their presentations. I can use key ideas from a short presentation of up to 5 main sections to make my own version. I can understand the main ideas and supporting details to summarise them for others. I can listen to opinions offered by others and offer other viewpoints. I can use skills to work as part of a group to collect ideas and enhance my understanding. e.g. Respecting others opinions, problem solving and responding to questions.

I can take into account the situation, purpose and audience when preparing presentations. E.g. formal or informal language I can prepare, plan, organise, create and present oral performances/ presentations e.g. plays, advertisements, speeches, poetry, points of view. I can use different strategies to organise my ideas to be presented e.g. using an appropriate spoken style, researching information.  I can ask questions to learn more about topics and to make conversations last longer. I can practise my presentations and change the pace, volume, pitch and the way I say words to enhance meaning when speaking. I can stay on topic when presenting a point of view or an opinion. I can give a summary of the main ideas and supporting details after listening to others’ presentations.  I can listen to spoken messages that present points of view and use information to present my own opinion on the topic.  I can identify specific language use in several presentations that target a particular issue. e.g. emotive, descriptive etc.  I can respond positively to listener feedback e.g. Follow a suggestion by the listener and change features such as pace or volume. I can participate effectively in groups to collect ideas and increase my knowledge e.g. Respecting others opinions, problem solving and responding to questions.

I consider the purpose and audience when I prepare my presentations.  I can use different graphic organisers to prepare my plan for a spoken presentation e.g. Mind maps, flow diagrams. I can prepare, create, and present oral performances for a range of spoken texts e.g. Debates, reports, plays, instructions for a procedure and narratives.  I can choose a language style (including word choice to suit the text) and change my tone, volume and pace of speech to improve my presentations. I can use multimedia to enhance meaning when communicating ideas and information to others in a presentation e.g. PowerPoint. I can listen carefully to a range of spoken texts and can: Identify a speaker’s topic, purpose and

point of view. Use different listening strategies e.g.

predicting, checking my understanding, Use different recording tasks while

listening e.g. Note taking I can respond to spoken and multimodal texts (e.g. Speech, video, theatre, etc.) that include unfamiliar ideas and information. I can perform different roles in a group discussion e.g. Listener, leader or supporter.    

I am aware of the purpose, audience and the setting for short presentations.  I can plan and organise my ideas for a presentation and research background information. I can prepare, create and present performances and presentations e.g. Plays, radio broadcasts, recounting a narrative, poetry or debates. I can choose my words carefully for a task and can decide how I will adjust my pace, volume, and pitch to support my presentations. I can rehearse my performance and change it if needed. I can understand and use more difficult idioms e.g. I’ll wait until the cows come home. I can listen carefully to lots of different spoken texts (live and recorded) about familiar ideas and information and can: Use questioning to understand other

peoples presentations. Explain the main points and supporting

reasons for the idea. I can help prepare and present performances with a small groups e.g. I listen carefully and support others, take turns of roles within the group (leader), work together to reach a final result.   

  Context Communicating of Ideas Speech,Tone & volume

Listening & Responding Presentation Support Resources/ Strategies

Group Interaction(If applicable)

3.0 Students can vary their speaking and listening for a small range of contexts, purposes and audiences.

Students can participate in everyday conversations and speak informally on familiar and unfamiliar topics. Students can modify spoken texts to clarify meaning and information for others.

Students can project their voice adequately for an audience and use appropriate spoken language features. E.g. Formal situation: speak in complete sentences, select and pronounce words correctly and speak at an appropriate volume and speed.

Students listen attentively to spoken texts, including factual texts and can: Identify the topic. Retell information accurately. Ask clarifying questions. Volunteer information. Justify opinions.

Students can use a range of images and sounds (conventional and electronic) to support their oral presentations. Students can use cueing strategies to support their presentations (E.g. Debates, narratives, persuasive pieces.)

Students can display effective speaking and listening skills in peer group oral communication activities. E.g. They listen to and acknowledge contributions, share knowledge, discuss alternatives and compromise.

3.25 Students are aware of the purpose, audience and the context for short presentations.  

Students can prepare, produce and present performances and presentations. e.g. Plays, radio broadcasts, recounting a narrative, poetry or debates.Students can rehearse their performance and modify it appropriately.

Students can adopt an appropriate verbal style and can decide how they will adjust pace, volume, pitch and pronunciation to enhance their presentations.

Students listen attentively to a range of spoken texts, live and recorded, about familiar ideas and information and can: Use relevant questioning to clarify the

meaning of others’ presentations. Identify main points and supporting details.

Students can plan and organise a subject matter for spoken texts and research and prepare background information. 

Students can actively contribute to the preparation and presentation of performances when working with small groups e.g. They listen constructively and support others, take turns of roles with the group (leader), work together to collate an outcome.

3.5 Students consider the purpose and audience in preparation of their presentations.  

Students can prepare, produce, and present oral performances for a range of spoken texts e.g. Debates, reports, plays, instructions for a procedure and narratives. Students can design a spoken set of instructions to explain how to do a particular procedure.

Students can adopt an appropriate verbal style (including word choice to suit the text) and use a variation in tone, volume, and pace of speech to add emphasis to their presentations. 

Students listen attentively to a range of spoken texts and can: Identify a speaker’s topic, purpose and

perspective. Use various listening strategies e.g.

predicting, clarifying, analysing. Use various recording procedures while

listening e.g. Note taking 

Students can give appropriate responses to spoken and multimodal texts that include unfamiliar ideas and information.

Students can use multimedia to enhance meaning when communicating ideas and information to others in a presentation e.g. PowerPoint. Students can use various graphic organisers to prepare their outline for a spoken presentation e.g. Mind maps, flow diagrams.

Students can perform various functions in a group discussion e.g. Listener, leader or supporter.

3.75 Students take into account the context, purpose and audience when preparing presentations.

Students can prepare, plan, organise, produce and present oral performances/ presentations e.g. plays, advertisements, speeches, poetry, points of view.  Students can stay on topic when presenting a point of view or an opinion.

Students can rehearse presentations, with attention to variation of pace, volume, pitch and pronunciation to enhance meaning when speaking.

Students can use effective questioning to learn more about topics and to sustain conversation. 

Students can give a summary of main ideas and supporting details after listening to others’ presentations and multimodal texts. 

Students can listen to several spoken messages that present points of view and then synthesis to present their own opinion on the topic. 

Students respond constructively to listener feedback e.g. They rephrase to clarify or follow a suggestion by the listener.

Students can use appropriate strategies to organise the subject matter to be presented e.g. Adopting an appropriate verbal style, researching information.

Students can use discussion strategies for participating effectively in groups to collate ideas and enhance their knowledge e.g. Respecting others opinions, problem solving and responding to questions.

4.0 Students can adjust their speaking to account for context, purpose and audience         

Students can plan, rehearse and make presentations for various purposes. 

Students can use a knowledge of direct and reported speech to compose a newspaper report. 

Students can present a prepared speech utilising voice and body techniques. Students can sustain a point of view and provide succinct accounts of personal experiences. 

Students can vary tone, volume and pace of speech to emphasis the meaning.

Students can analyse how a speaker’s beliefs, values and experiences affect their presentations. 

Students can use key ideas from a short presentation of up to 5 main sections to compose their own version. 

Students can identify the main ideas and supporting details of spoken texts and summarise them for others. 

Students can identify opinions offered by others and offer other relevant viewpoints

Students use various strategies to enhance listening to texts e.g. Note taking, paraphrasing & summarising. 

Students can use discussion strategies for participating effectively in groups to collate ideas and enhance their knowledge e.g. Respecting others opinions, problem solving and responding to questions.

Presentation & Performance Rubrics – This assessment tool will be used by teachers to assess students presentations.

ICPAL Model Ideas

ICPAL MODEL ACTIVITIES (Example from document compiled)

IDEASWord banksThematically-based groups of words that are related to a topic or theme can be brainstormed by the whole class or small groups of students. Cut out pictures from magazines, newspapers, brochures or have students draw or write them. Semantic websStart with a central word and draw different web parts coming from it. Brainstorm how the words go together and where they best fit. CategorisationWhich category do words fit into? For example, if you have the category of ‘animals’, you will have domestic animals/pets; farm animals and zoo animals; and animals that belong in the jungle, forest, snow, etc. Some more ideas include: school, home/house, animals, sports, occupations, nature, colours, shapes, places, transport, countries, and food. Description bingoTake a group of pictures that are different and make bingo cards. The students have to listen to attributes of the pictures to guess which picture they have – the types of attributes to be described (without giving the name) would include: what category it belongs to; what it looks like; its shape, size, colour, and number; what it does, and where you find it. Twenty questionsA student must think of something (e.g. person/place/thing) and the other students ask questions about it to work out what it is. They must try to narrow down what it might be by excluding categories. Celebrity headsThree students are at the front of the class. The rest of the students can see their person/place/thing headband. The students who do not know what their word is must work it out by excluding categories through a process of elimination. By adding places and other objects, you have more of an opportunity to expand the vocabulary range used for students.

Speaking & Listening Quickies for Whole Class

Activities

P-2 Activities 3-6 Activities

Professional Reading

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The Best of Both LiteraciesBy Margaret Weigel & Howard GardnerEducational Leadership March 2009

Developing Oral Language in Primary ClassroomsEarly Childhood Educational JournalVol. 32 No. 6 June 2005

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