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Imagination, play and drama are central to learning to talk,

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Sandy Levy

on 27 May 2014

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Transcript of Imagination, play and drama are central to learning to talk,

is an important opportunity for children to construct meaning through exploration of thier experiences and the world around them.
is a valuable teaching tool which allows children to create meaning and develop speaking, listening, reading and writing skills, as well as understand social cues and relationships within a context of a book.
involves identifying the sounds of speech and processing them into words and sentences. In order to be a fluent speaker, children need to develop strong listening skills, a life skill that is important to the successful working with others.
Children need opportunities to explore their
in a safe environment.

provides children with the opportunity to understand more complex ideas. The learning environment needs to support children's thinking skills through a variety of contexts.
are central to learning to
talk, listen, feel, think, read and write.
A place where children feel safe and secure
Imagination, play and drama
is mental imagery that is generated from within but can be sparked by an outside stimulus, it allows children to picture ideas that are not in their immediate environment and move from a primary to a secondary world.
Children learn to

through dialogue with others who support language development. The importance of providing opportunities for talk in classroom through a range of contexts will provide children with a strong foundation for communication and language.
Talking, listening and reading are inter-dependent: each is enriched by the other.
a valuable teaching tool
The National Curriculum, 2013
is "a quest for meaning" (Barrs
and Thomas, 1991, p2). Is a
linear process that requires
exposure to quality
requires a purpose, and to be valued. What can I do as a teacher to provide this?
Phonics and Grammar
Writing for a purpose
Shared Writing
Reading aloud
allows children to imagine the scene
access to books beyond their reading level
shows a good reading role model
encourages reading for pleasure
extend vocabulary
ed suffixes, past tense
Letters and Sounds and the National Curriculum
Modeling and demonstration
Purposes: range, child/adult initiated, relevant
Writing in role: what does the research say?
Shared reading
A literacy rich environment needs...
Good relationships
with teacher and peers
High quality texts
Most importantly,
an advocate to this
approach in literacy
A safe and secure
Opportunities to take part in many of the teaching strategies.
A purpose for learning
Literacy is a set of social practices best learnt in meaningful contexts.
Drama provides genuine contexts for reading, writing, speaking and listening.
Since the making and sharing of personally significant meanings involve them in taking risks, students learn most effectively where a relationship of trust is established between them and their teachers.
has the feeling of suspense
children can relate to it
many opportunities for drama
it can be used to explore emotions
shows the movement from primary to secondary worlds
Max's emotional turmoil at centre of story
detailed illustrations
Independent writing
Teacher modeling
Composition and transcription as a process and finished product
The teacher as the writer
New National Curriculum
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Carousel of activities
National Curriculum
Constructing Meaning
- developing literacy

Primary and secondary worlds
- exploration
Meaningful opportunities for literacy
How are we using assessment?
Assessment for Learning (AfL) - formative
Assessment of Learning - summative
What are we doing?
The National Curriculum and assessment
Talk and listening
Read and write
All children can actively take part in shared reading.
Children hear the tune on the page.
Provides an opportunity for the teacher to demonstrate fluent reading and to draw attention to other features of the text.
National Curriculum 2013
Meek, M. (1991) On Being Literate, London: Bodley Head
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