Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

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

No description
by

Sandy Levy

on 27 May 2014

Comments (0)

Please log in to add your comment.

Report abuse

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

Play
is an important opportunity for children to construct meaning through exploration of thier experiences and the world around them.
Drama
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.
Listening
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
feelings
in a safe environment.
Thinking

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
Imagination
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

talk
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.
7
Drama
a valuable teaching tool
The National Curriculum, 2013
Reading
is "a quest for meaning" (Barrs
and Thomas, 1991, p2). Is a
linear process that requires
exposure to quality
literature.
Writing
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
Talk
Attitudes
Purposes: range, child/adult initiated, relevant
why?
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
environment
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
Baldwin, P and Fleming, K. (2003) 'Drama and imaginative Role play at the Foundation Stage' in Teaching Literacy through drama, Routledge: Falmer
Barrs, M. (2000) The Reader in the Writer, Oxford: UKRA
Barrs, M. and Cork, V. (2001) 'The Reader in the Writer', London:CLPE
Bashir, S. (2007) 'I had a teacher read to me', English 4-11, vol. 29, Spring, pp. 18-21.
Bearne, E. (1998) Making Progress in English, London: Routledge
Benton, M and Fox, G (1985) Teaching literature 9-14, Oxford: Oxford University Press
Brien, J. (2012) 'Teaching Primary English', London: SAGE.
Browne, A. (1999) Developing Writing in the Nursery and Reception Class, Stanley Thomas Publishers
Bruner, J. (1986) Actual Minds, Possible Worlds. Massachusetts: Harvard University Press
Chapman, A. (2009) 'Writing for a Purpose,' Early Years Educator, 8 (11) p. viii-ix
Clipson-Boyles, S. (2011) "The role of drama in the literate classroom" in Goodwin, P. The literate classroom (3rd Ed) Oxon: Routledge.
Cowley, S. (2007) Getting the buggers into drama, New York: Continuum International Publishing Group.
Davies, J (2012) http://www.psychologytoday.com/blog/the-science-imagination/201207/what-imagination-is-0
Department for Education (2013) 'The National Curriculum in England: Key Stages 1 and 2 framework document', London: DfE. Available <https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum [Accessed 24.05.14].
Evans, T. (1984) Drama in English Teaching, USA: Croom Helm
Evans, J. (2012) "This is Me: Developing Literacy and a Sense of Self Through Play, Talk and Stories", Education 3-13: International Journal of Primary, Elementary and Early Years Education [online], 40 (3) pp. 315-33`. Available <http://dx.dol.org/10.1080/03004279.2010.531038> [Accessed 15.11.12].
Fleming, M. (2003) Starting Drama Teaching (2nd Ed.) London: David Fulton Publishers
Fox, G. (1996) 'Reading picture books...How to?' in Styles, Bearne and Watson (Eds) Voices off London:Cassell
Goodwin, P. and Rowe, A. (1999) 'Writers Workshop in Action; in Goodwin, P. (Ed) The Literate Classroom, London: David Fulton
Grainger, T. (2003) "Exploring the unknown: ambiguity, interaction and meaning making in classroom drama" in Bearne, E., Dombey, H. and Grainger, T. Classroom Interaction in Literacy, Berkshire: Open University Press.
Grainger, T., Gooch, K., and Lambirth, A. (2003) 'Playing the Game Called Writing, English in Education, 37 (2) p.4-15
Graham, L. (2001) From Tyrannosuraus to Pokemon: autonomy in the teaching of writing in Reading UKRA Blackwell
Hall, N. and Robinson, A. (2003) 'Exploring Writing and Play in the Early Years', London: David Fulton.
Heathcote, D. (1984) Collected writings on education and drama, Hertfordshire: DP Media Ltd.
James, H. (1989) Early Writing Development: Moving Children on, in Language and Learning.
Kitson, N. and Spiby, I. (1997) Drama 7-11 Developing primary teaching skills, New York: Routledge
Makin, L. and Whitehead, M. (2004) 'How to Develop Children's Early Literacy: A Guide for Professional Carers and Educators', London: Paul Chapman.
McNaughton, M.J. (2003) 'Health eating just imagine' in "Drama"
Medwell, J., Wray, D., Minns, H., Coates, E. and Griffiths, V. (2011) Primary English - Teaching Theory and Practice, 5th edition, Exeter: Learning Matters Ltd.
Meek, M. (1991) On Being Literate, London: Bodley Head
Meek, M. (1994) Learning to Read, London: Bodley Head
Meek, M (2003) ‘Playing the texts’ in The Best of Language Matters, CLPE (available library) 372.6 (BES)
Nicholson, D. (2009) 'The Value of Shared Writing', 5 to 7 Educator, 8 (10) p.24-28
Neelands, J. (1992) Learning through imagined experience, Abingdon: Bookpoint Ltd.
O'Hanlon, J. and Wootten, A. (2007) Using drama to teach Personal, Social and Emotional skills, London: Paul Chapman.
Primary National Strategy (2006) 'Primary Framework for Literacy and Numeracy', London: DfES.
Rooke, J. (2013) 'Transforming Writing - Final Evaluation Report' [online], London: National Literacy Trust. Available <http://www.literacytrust.org.uk/research/nlt_research/5714_transforming_writing_final_evaluation_report> [Accessed 14.05.14].
Sendak, M. (1963) 'Where the Wild Things Are', London: Random House.
Sendak,M (2007) Where the Wild things are (youtube video) Available: (accessed 17th May, 2014)
Wyse, D., Jones, R., Bradford, H., Wolpert, M. (2013) Teaching English, Language and Literacy, Oxon: Routledge.
Vygotsky, L. (1978) 'Mind in Society', London: Harvard University Press.
PLAY
Carousel of activities
National Curriculum
Constructing Meaning
- developing literacy

Primary and secondary worlds
- exploration
Meaningful opportunities for literacy
Assessment
How are we using assessment?
Assessment for Learning (AfL) - formative
Assessment of Learning - summative
What are we doing?
The National Curriculum and assessment
Research
Talk and listening
Feel
Think
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
Full transcript