Language Rich Environment PDF

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Speaker: Roger Mcdonald
27/09/21...

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Language Rich Environment 27th September 2021 Roger Mcdonald

Le a rn i n g O Ou ut c omes: • •

begin to develop your ability to assess children's reading and plan for their development begin to reflect on ways in which you, as teacher, can support children’s development as readers, with specific reference to shared and guided reading.

(Teachers Standards' relating to this unit: TS1, TS2, TS3, TS4, TS6)

- Ex t ra A Acc t ivit esHave a look at the first two short videos showing how Becky Thompson uses reading aloud in her class to develop a language rich environment

La ngua ge oop pport un i t i es

Reading through the book 'Click Clack Moo', Roger had us all predict where we thought the story would go at various checkpoints. We also took into consideration the different characters wants and emotions.

There were many factors that aided us in our predictions. Rhythm and rhyme helped us to predict shorter upcoming sentences but we formed opinions based on what we knew of the characters. It didn't matter whether we were correct or not because we created imagery in our minds and collectively our imaginations invented many different ways of finishing the book.

Spoken L La a n gu a ge

Reedy and Bearne layout the importance of the spoken language. A child's social, cultural, cognitive, creative and imaginative development all flourish through the efforts of spoken language, not just cognitive learning but all areas. A medium of communicatio - plays a massive part into collaborative learning.

'The national curriculum for English in England devotes little space to spoke language and much more to grammar, spelling and punctuation'

'Most resistant to change.' Why is this? Are we engaging in talk as much as we should be as teachers? How can we engage with each child to encourage language development. How can we encourage it in their home life?

Wha t iiss tta a lk? 'The everyday use of spoken language.' (Reedy and Bearne. 2021) • • • •

Exploratory Talk Accountable Talk Cumulative Talk Presentation Talk

Kn nowledge - Knowing • P ers o n al K about the learners. What are their interests? How can you talk to them about this and incorporate it into their learning? Kno owledge - Well rounded • Subject Kn knowledge of what you re teaching. Be prepared for random questions. Also, it's ok to not know all the answers. Trying saying 'I don't know, lets look it up together.'

• Pedagogi gic cK Kn nowledge - How to plan, organise and carry out the learning.

T A S K

What is the talk like in both of these homes? Is there a greater need?

It could well be that the second home is overflowing in literature and houses a network of encouragement of at home learning, and yes, it could also be true that the first home is lacking in all of this. This is a dangerous assumption, however. Every child is different. They all come from different backgrounds of which we will only get to know a glimpse of - no matter how stereotypical their house may appear. Alternatively, it could easily be that house 1 is home to two refugee parents and their children that have fled a country seeking the best possible opportunities. They read stories of togetherness and peace every night to counterbalance the recent memories of a war torn country. Each parent has two jobs so they can put food on the table and buy the children paper and pens to encourage their creativity and literacy skills. There's no money or time left to put towards glamourising the house because it is all used up on the lives that are lived inside it. House 2 could be the location of a struggling family - maybe they are enduring a long painful divorce. The child's educational needs are pushed to the background. The books on the shelves that used to be Biff and Chip are now 'Couple Counselling' books, the talk around the dinner table dissolves as two parents cannot stomach the sound of each others voices and the homework that was once daily reading that was once enforced is forgotten as both parents fight to have alone time with the child.

T he T Teea c her's R Roole:

A rich oracy curriculum needs the diversity of both formal and informal talk, and both presentational and exploratory talk. As teachers, it is imperative to model this for our children.

Classroom S St t r a t e gi e s : Children who have difficulty communicating often go on to develop behavioural problems, mainly due to their frustration at not being able to express their needs, participate in social exchange and achieve in education. These children do not ‘grow out’ of their difficulties as education progresses. The research shows a consistently poor outcome for children who do not receive intervention for their difficulties.

Key s ttoo P Prrovid ing a Ri c h L La a n gu a ge E Ennvironment : • • • • • • • • • • •

Know where the child is and where he/she needs to go Appropriate environment Strategies that promote learning Appropriate lesson plan and activities Engaging texts Foster play and engagement Harness curiosity and profile agency Encourage collaboration and making connections Integrate reflection, review, feedback and celebration Read aloud every day Word walls

• • • • •

Diverse classroom library Language in unexpected places Play with words Talk! Involve children’s home literacies

'In turn this interaction is critical not just for children’s understanding of the kind of knowledge with which schools deal......but for the development of their very identity; their sense of self and worth.' (Alexander 2008, 11)

27/09/21

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begin to develop your ability to assess children's reading and plan for their development begin to reflect on ways in which you, as teacher, can support children’s development as readers, with specific reference to shared and guided reading.

Children who have difficulty communicating often go on to develop behavioural problems, mainly due to their frustration at not being able to express their needs, participate in social exchange and achieve in education. So what can we do to prevent this? We need to develop a language rich environment through various means e.g. reading to the class, encouraging talk through learning, having a diverse library and being inclusive to all children. I need to always keep the following in mind: Personal Knowledge - Knowing about the learners. What are their interests? How can you talk to them about this and incorporate it into their learning? Subject Knowledge - Well rounded knowledge of what you re teaching. Be prepared for random questions. Also, it's ok to not know all the answers. Trying saying 'I don't know, lets look it up together.' Pedagogic Knowledge - How to plan, organise and carry out the learning. • Integrate reflection, review, Looking out for and implementing: Know where the child is and where he/she needs tofeedback and celebration • Read aloud every day go • Word walls Appropriate environment • Diverse classroom library Strategies that promote learning • Language in unexpected places A iat le lan d acti iti

• • • • •

• Appropriate lesson plan and activities • Engaging texts • Foster play and engagement • Harness curiosity and profile agency Encourage collaboration and making connections

Language in unexpected places Play with words Talk! Involve children’s home literacies

Have a look at the first two short videos showing how Becky Thompson uses reading aloud in her class to develop a language rich environment...