| Description |
1 online resource (181 pages) |
| Series |
Unlocking Series |
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Unlocking series.
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| Contents |
Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of Illustrations -- List of Contributors -- Introduction -- Overview of the book -- References -- Chapter 1 Speaking and listening: Context and challenge -- Terminology -- Rationale for talk: the research -- Policy and initiatives -- The teacherâ#x80;#x99;s role -- Final reflections -- Note -- References -- Chapter 2 Speaking and listening: Planning and assessment -- Speaking and listening: context/background -- Approaches to planning and assessing speaking and listening |
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Assessing speaking and listening: key principles Planning for speaking and listening -- Teacher assessment -- Involving children in their own learning -- Reflecting on talk (my own and others) -- Some final reflections -- References -- Chapter 3 Talking to think: Why children need philosophical discussion -- Being curious: asking open questions -- Thinking about telling the truth -- Collaborating in thoughtful discussion -- Being critical and creative -- A P4C talking to think lesson format8 -- Caring â#x80;#x93; being mindful of self and others |
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Some final reflectionsNotes -- References -- Chapter 4 Dynamic talk: Speaking, listening and learning through drama -- Anitaâ#x80;#x99;s story -- The Gruffaloâ#x80;#x99;s Child -- Note -- References -- Chapter 5 A classroom community of storytellers: Fostering sustained and creative spoken language through story -- Storytelling in the National Curriculum -- The unmediated text â#x80;#x93; moving from reading to telling -- Narrative in storytelling and teaching -- Story recall and memorisation -- Selecting and adapting material -- Storytelling in performance |
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Developing the dialogue â#x80;#x93; absence and completionSummary -- Notes -- References -- Chapter 6 Inclusive approaches to communication with children who have special educational needs and/or disabilities -- Who are children with special educational needs? -- Communication and interaction needs -- The communication process -- How teachers can help: general principles -- Challenges, skills and communication for children with SENDs -- Some final reflections -- Notes -- References |
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Chapter 7 Conveying the â#x80;#x98;rightâ#x80;#x99; kind of message: Respecting the voices and identities of bilingual learnersIntroduction -- Historical context and background to EAL teaching -- Assessment for EAL learners -- Bilingual approaches in the classroom -- Suggested strategies and approaches -- Supporting new arrivals and meeting their diverse needs -- The teacherâ#x80;#x99;s role -- Opportunities to practise and rehearse new language -- Final reflections -- Notes -- References -- Chapter 8 Addressing childrenâ#x80;#x99;s misconceptions in science through talk -- Introduction |
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""Do scientists talk? Childrenâ#x80;#x99;s talk and the authenticity of science "" |
| Summary |
This edition tackles key issues surrounding spoken language with rigour, depth and a strong focus on research, providing education professionals with clear, practical strategies for engaging in purposeful talk, while also celebrating children's implicit understanding and love of the spoken word. Drawing on recent classroom research, 'Unlocking Speaking and Listening' considers what children and teachers need to know in order to develop as effective speakers and listeners |
| Notes |
Print version record |
| Subject |
English language -- Study and teaching (Elementary) -- Great Britain
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English language -- Spoken English -- Great Britain
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EDUCATION -- Elementary.
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Education.
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English language -- Spoken English
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English language -- Study and teaching (Elementary)
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Education.
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Great Britain
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| Form |
Electronic book
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| Author |
Hodson, Pamela
|
| ISBN |
9781351868754 |
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1351868756 |
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