Pap y1&2 language workshop january

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Pap y1&2 language workshop january

  1. 1. SJS Parent Workshop:Language in Year 1 and 2 24.01.13
  2. 2. How did youlearn to drive? Take a minute to jot down the process you went through…
  3. 3. What is inquiry?• Philosophy• Approach is child driven• Teaching and learning in context• All subjects are strongly linked• Acknowledge the need for explicit teaching and learning of specific skills (tools)• Looks different across the years• Many models of inquiry
  4. 4. Confusion is good…… it means you are aboutto learn something new!
  5. 5. Plant a row of Ps• Prepare• Pause• Prompt• Praise• Probe• Practise
  6. 6. Prepare1. Take a quick look at the book your child has selected before beginning. This will give you a chance to think of ways to assist your child, if necessary.2. Choose a time in the day or evening when neither of you will be distracted.3. Find a comfortable and well-lit spot to sit together.4. Talk to your child about the book before you begin. Look at the title and cover and talk about what you might expect to find in the book. This is the best time to introduce any new words that the child may come across in the book.5. If the child has selected a book that is too difficult, read it to him or her, or take turns at reading short passages.
  7. 7. Pause• Often the best way to help your child is by not `helping’ or intervening… straight away. Suggestions or prompts which we hastily offer can interrupt the child’s line of thought and can lead to unnecessary confusion.• When the child comes to a word that he or she does not know, pause and count silently to 10, allowing the child time to work it out unaided.• In the meantime, you should be thinking about ways you can help. At the end of the pause ask, `Would you like me to help you?’
  8. 8. PromptThe prompt is a hint to assist the child to `have a go’. There are three situations where prompts can be used.1. Incorrect word used, but meaning is unchanged• For example, if the text says, `The little dog played with the big red ball’, but the child reads, ‘The little puppy played with the big red ball.’• You can help by directing the child’s attention back to the sentence where the substitution was made and repeat what the child said. Ask, ‘Does that look right? At this point the child will probably self-correct. If so, offer praise and continue. If not, draw his or her attention to the print by saying, for example, ‘“Puppy” begins with a “p”. What letter is at the beginning of the word in the book?’
  9. 9. 2. Incorrect word used and meaning is altered or lost• For example, if the text says, ‘The little dog played with the big red ball’, the child reads, ‘The little day played with the big red ball.’• You can help by repeating what the child read, stressing the incorrect word, and ask, ‘Does that sound right?’ or ‘Does that make sense?’3. The child does not say anythingSome prompts could help:• Read aloud to the end of the sentence;• re-read the sentence or passage;• refer to the pictures;• discuss experiences you have had that are related to the story;• sound out a ‘problem word’ or break it up into smaller parts;• tell the child the word if, after two attempts, he or she has not been able to work it out.
  10. 10. Praise• Learning to read is a difficult task fraught with pitfalls and inconsistent rules. The child who feels good about himself will be in an ideal position to take on these challenges.• Help your child to see that he or she is making progress by acknowledging his or her growing skills. Be specific in the praise that you give (e.g. ‘I could hear that you were sounding the word out. Well done, Andrew!’).• Maintain this genuine interest in your child’s work as he or she moves through school by reading and discussing the books he or she is studying.
  11. 11. Probe• Recognising the words is only one small part of reading. The other is being able to understand, interpret and use the material that you have read.• Try probing to encourage deeper understanding by re-visiting the material in new ways. Perhaps you could encourage your child to try the following:• retell the story in his or her own words;• draw a character or scene from the book;• write to a friend recommending the book;• make or bake something mentioned in the book.As comprehension skills develop, nudge your child’s understanding beyond the purely literal level through activities such as:• discussing what messages you think the author was trying to send;• considering what you might have done in the same situation;• sharing how you felt as different times throughout the story.
  12. 12. Practise• Regular reading is habit-forming. Try to establish a pattern where you and your child read a little each day. While the reading may be for work or pleasure, try to view it as a normal part of your routine. Children are more open to learning if they can see that it has a useful application in their lives.
  13. 13. Bus Stop• 5 minutes on each table• Play!• http://www.online-stopwatch.com/
  14. 14. Oral Language Games
  15. 15. Get into roleLook at the pictures, what will each of the characters act like? Get into roleas this character and use the space around you, in the way you think thecharacter would.Discuss afterwards why you chose to act the way you did. You can usephotographs or magazine clippings for new characters. Try GoogleImages.
  16. 16. Warm UpYou need to agree an action for this traffic light game, red might meanfreeze, yellow, act like an animal and green could be mime an action youdo in the morning. You decide what each light means and you must do thataction constantly until the traffic light changes. Keep watching, it mightchange quickly or slowly! The leader decides when to change the trafficlights.
  17. 17. What could it be?The whole group needs to be sat in a circle.You will also need a variety of unusual objects with no obvious purpose. Alarge square of material, a cardboard tube, a shoelace etc.The leader shows the object to the group and asks what it could be usedfor, they demonstrate the first idea i.e. the square of material could be acape, head scarf, flag etc.Pass the item around the group to find as many possible ways of using it.Try to avoid repeats.
  18. 18. Party TimeYou need a host in each group.The host has to try and guesswhich emotion the rest of thegroup have come as. They askthem “Are you happy / sad /excited?” etcAs soon as the host guessescorrectly and the group say“Yes” they continue aconversation with the others inthe same manner.Then a new host and emotionsare chosen.
  19. 19. You are Your You are You are You are happy are sad excited shy cryingYou are You are You are You are You are tired worried proud scared illYou are You are You are You are You arejealous bored homesick confused guilty
  20. 20. Mime TimeIn this game you have to make youractions very clear so people can guesswhat you are miming.In teams of 6, one person stands atthe front and begins to mime an actionwritten on a card.When the rest of their team haveguessed correctly, the next personmimes a new action from the cards.The team to win is the first team to besitting quietly, after guessing all 6 oftheir mimes.
  21. 21. Brush Pay for Make and Open a Eat some Make a your somethin toss a present food sandwich teeth g pancakePlay on a Vacuum Play Make a Iron your Write on games the football phone clothes a white console carpet and score call board a goal Put on Have a Get Tie your Play Make amusic and shower dressed shoe lace tennis cup of tea dance Throw a Dig a Take a Post a Use a Build a snowball garden dog for a letter computer snowman walkHammer Close the Jump on Have a Drive a Take aa nail into curtains a drink car photo the wall trampolin e
  22. 22. Story CircleIn this game a story is created!The whole group contributes to the creationand one person writes it on a flip chart.Each person adds a word or short phraseand takes the story in the direction theywould like it to go.You may need to go around the group a fewtimes to get enough content.The whole group then splits into smallergroups of around 4 to create some freezeframes of the story, explaining to the rest ofthe group which part they are acting out.These can be very funny with animaginative group.
  23. 23. I am thinking of…The whole group needs to be sat in a circle.Begin a rhythm of children clapping or tapping. One person is chosen tostart and says in time with the steady clapping:“I – am – thin - king – of – types – of – food” (this could be changed tocolours, items of clothing, lessons at school etc)All of the group must then provide an example in time with the clapping(remember to match the syllables), if they miss more than one beat, orrepeat an item they miss their next turn by sitting back from the circle and anew item is chosen.
  24. 24. FrustrationThis game is to be played in pairs, thesame lines need to be repeated. Noother lines can be used, therefore theexpression must be changed each time.Some scenes will need characters to befrustrated, some angry, desperate etc.The pairs can choose what is happeningin the scene and act it out using thelines.Each time encourage the pairs to putthemselves into role and really make theaudience believe the way they areacting. Ask volunteers to perform infront of the group who evaluate bysaying something they liked andsomething that could be improved.
  25. 25. Can I have Stop it. I didn’t mean Can I play? Mum?an ice to.cream? Make me. Yes you did. No, we’ve got Just aNo. too many minute. people.Hurry up. Help me. Why did you Go on tell It’s mine. hit your me. brother?Wait a I can’t. No it’s not,minute. I didn’t. I can’t it’s mine.I’m telling. I don’t like What are you We’ve got to It’s bedtime. you. doing? go now.So? I don’t care. What does it I don’t want I’m not tired. look like? to.
  26. 26. Nice to meet youThe whole group needs to be sat in a circle, this is best to be played with anew group. The leader explains we are having a party and everyone has tobring some food. Each person must think of a food that begins with thesame letter of their name and say “Hello, my name is (Chris) and I havebrought some (cheese)”.The next person introduces themselves and also all of the people whowent before them. Silent clues may be given if people get stuck. Hello my name is Chris and I have bought some cheese
  27. 27. Headband ActingOne person will need to wear a headband. A card is tucked under, orattached to the headband (The headbands can be made from card). Eachperson in the group can tell the headband wearer a clue about the card butnot say the actual item or object, alternatively the person can act out aclue. From these clues they have to guess what item they are.
  28. 28. I am a I am a cat I am a I am an I am a I am a lion dog elephant rabbit birdI am a I am a I am a I am a I am a I am apair of pair of pair of hat scarf pair ofsocks trousers shoes glovesI am an I am a I am a I am a I am a I am a iron television teapot bed computer candleI am a I am a I am a I am a I am a I am a car bike train chair table treeI am a I am a I am a I am a I am a I am acarrier coat book bar of mobile fridge bag chocolate phone
  29. 29. Glue!The whole group needs to be in a space, as soon as the leader shouts“GLUE!” they are no longer allowed to move their feet. The leader willshout out various actions to perform, the group must perform the actionany way they can without moving their feet. Anyone who moves their feetmust sit down. The person left standing is the winner. The actions mayinclude:SkiDo a ballet dancePlay footballThrow a ballSkipJog
  30. 30. Who am I?One member of the group is sat at the front on abench with a space next to them.Another member is given a card, they have to goup to the first person (they can sit down if theywant to) and pretend that the person already satdown is the person on the card. The personsitting down needs to guess who they are andcarry on the role play in that manner. Eg thesecond person would enter the scene and say“I’m really sorry sir, I forgot my homework” thefirst person would then develop the role of ateacher.The scene is given 2 minutes or until it naturallyends, and then the audience has to guess whothe first character was.
  31. 31. The person The person The person The personsitting on the sitting on the sitting on the sitting on thebench is your bench is your bench is your bench is Bartteacher. brother. favourite pop Simpson. star.The thing The person The person The personsitting on the sitting on the sitting on the sitting on thebench is your bench is your bench is a bench is adog. best friend. police officer. famous footballer.The person The person The person The personsitting on the sitting on the sitting on the sitting on thebench is your bench is your bench is the bench is agrandma. dad. Prime Hollywood Minister. actor.
  32. 32. Big ChiefThe whole group needs to be sat in a circle. An ‘investigator’ is identifiedand leaves the room or turns their back whilst a ‘chief’ is identified.The chief then chooses what action the whole group must follow, i.e.clapping, running on the spot, waving arms in the air.The group need to observe the chief carefully, in order to follow theiraction, without giving them away.The investigator is allowed 3 guesses before coming back into the circle.
  33. 33. ImproviseThe whole group needs to be in pairs,make up a pair with another person if youhave an odd number or observe if youhave even numbers.Each pair chooses a scenario card wherethere are 2 clear characters, they thenchoose who will play which character, theycan swap after a couple of minutes tohave a go at both sides of the argument.Try to avoid “Can I___”, “No”, “Please”,“No” conversations and encourage greateruse of vocabulary. Allow time fordiscussions and then ask pairs forvolunteers to show the rest of the group.
  34. 34. A – You have found a kitten on your way home from A – You score a goal in a playground football match,school. He follows you home and you want to keep whilst you are celebrating your friend shouts “Offside”,him. Persuade your parents. the goal is not allowed. You begin to argueB – You do not let your child keep the kitten, you must B – You know the goal was offside, but also know yourfind the owner and return him to them. friend will be upset with you because you called offside, what do you do?A – You want to play Monopoly, your friend wants to A – You really want to watch a 15 rated film on DVD,play Cluedo. You think Cluedo is boring. you are 10 but you borrow it off your friends older sister. You take it home and your mum finds it in your bag.B – You want to play Cluedo, your friend wants to playMonopoly. You think Monopoly is boring. B – You find a 15 rated DVD in your child’s bag, what do you do?A – You have to go to the dentist to have a filling. You A – You and your friend are deciding which clubs todon’t want to go and think that if you say you feel sick sign up for. You want to join maths club but your friendyour parents wont take you. doesn’t.B – Your son / daughter say they feel sick, but they B – Your friend wants to join maths club but you think ithave to go to the dentist. You’re not sure, what do you sounds really boring. You try to get them to join dramado? club instead.A – You are a teacher and are trying to teach one of A – You are a babysitter, one of the children will not gothe children their 5 x table. All they want to do is talk to bed because they are scared of the monster underabout TV shows. the bed. Try and reassure them that there is no monster.B – Your teacher is trying o help you learn you tables. B – You are convinced that there is a monster underYou find maths hard so are trying to distract them by the bed and don’t want to go to bed even though your
  35. 35. Zip, zap, boing!The whole group needs to stand or sit in a circle.Someone begins by saying “Zip” pointing to theirleft or their right, the ‘zips’ then continue around thecircle in the same direction.Introduce ‘boing’, when someone says “Boing” theyhold up their hands and the ‘zips’ have to travelback in the opposite direction.A ‘zip’ can be ‘zapped’ across the circle by pointingand saying zap. That person then has the choice of‘zipping’, ‘zapping’ or ‘boinging’!You can add more actions, speed up or slow downto make the game easier or harder. It’s great funand requires concentration.
  36. 36. Top tips on supporting language learning – in any language • Talk at home • Talk when you are out • Talk in the car, on the bus or MTR • Talk about the TV or radio • Talk with family • Talk with friends • Talk with your neighbours • Talk about topics covered in school • TALK • Talk some more!
  37. 37. Top tips for supporting reading – in any language• Make it fun!• Make it meaningful.• Develop a passion for literature.• Always TALK about the content first.• Short periods of time regularly.• Confidence & fluency before accuracy.• Give the task a purpose and function.• Provide a wide range of experiences, shopping list, email, fax, letter etc• Stress free.
  38. 38. Questions?• Take a handout• Email us and your classroom teacher at any time• VELoCity• More Parent Workshops coming up…

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