![Page 1: Niki South July 2011. Ways to investigate talk across the curriculum & across key stages Stimulates questions such as “How does this support their](https://reader035.vdocument.in/reader035/viewer/2022070409/56649e7e5503460f94b82478/html5/thumbnails/1.jpg)
Niki South July 2011
![Page 2: Niki South July 2011. Ways to investigate talk across the curriculum & across key stages Stimulates questions such as “How does this support their](https://reader035.vdocument.in/reader035/viewer/2022070409/56649e7e5503460f94b82478/html5/thumbnails/2.jpg)
Ways to investigate talk across the curriculum & across key stages
Stimulates questions such as “How does this support their ability to talk/learn in others areas?”
![Page 3: Niki South July 2011. Ways to investigate talk across the curriculum & across key stages Stimulates questions such as “How does this support their](https://reader035.vdocument.in/reader035/viewer/2022070409/56649e7e5503460f94b82478/html5/thumbnails/3.jpg)
HAMPSHIRE TALK GROUPHAMPSHIRE TALK GROUPTo:To: Indentify varieties & uses of spoken Indentify varieties & uses of spoken
EnglishEnglish
Consider the impact of this richnessConsider the impact of this richness
Develop a vocabulary to talk about Develop a vocabulary to talk about their observationstheir observations
How can we talk about How can we talk about talk?talk?
![Page 4: Niki South July 2011. Ways to investigate talk across the curriculum & across key stages Stimulates questions such as “How does this support their](https://reader035.vdocument.in/reader035/viewer/2022070409/56649e7e5503460f94b82478/html5/thumbnails/4.jpg)
How do we understand the range & uses of spoken language, commenting on meaning & impact, & draw on this when talking to others?
![Page 5: Niki South July 2011. Ways to investigate talk across the curriculum & across key stages Stimulates questions such as “How does this support their](https://reader035.vdocument.in/reader035/viewer/2022070409/56649e7e5503460f94b82478/html5/thumbnails/5.jpg)
Ways pupils can investigate talk in different contexts
What pupils might learn from these opportunities
The meta-language: vocabulary, progression...
How to engage pupils, support their reflection to improve their spoken language & use this to support their general learning
![Page 6: Niki South July 2011. Ways to investigate talk across the curriculum & across key stages Stimulates questions such as “How does this support their](https://reader035.vdocument.in/reader035/viewer/2022070409/56649e7e5503460f94b82478/html5/thumbnails/6.jpg)
![Page 7: Niki South July 2011. Ways to investigate talk across the curriculum & across key stages Stimulates questions such as “How does this support their](https://reader035.vdocument.in/reader035/viewer/2022070409/56649e7e5503460f94b82478/html5/thumbnails/7.jpg)
Body language RepetitionGesture Interruption
Eye contact Turn takingPosture OverlapFormal Discourse markersCasual Formal
Friendly CasualVolume Rude
Tone PolitePitch Gossip
Accent ChatStress Questions
Intonation AnswersSpeed Clarification
Register Detail/informationPace Explain/explanation
Pause VocabularyHesitation Connectives
Stutter Audience
![Page 8: Niki South July 2011. Ways to investigate talk across the curriculum & across key stages Stimulates questions such as “How does this support their](https://reader035.vdocument.in/reader035/viewer/2022070409/56649e7e5503460f94b82478/html5/thumbnails/8.jpg)
? What spoken grammar terms should we teach?
? How & when do we begin to teach the meta-language?
? What does progression in the meta-language look like?
![Page 9: Niki South July 2011. Ways to investigate talk across the curriculum & across key stages Stimulates questions such as “How does this support their](https://reader035.vdocument.in/reader035/viewer/2022070409/56649e7e5503460f94b82478/html5/thumbnails/9.jpg)
? How can we really ? How can we really engage pupils in this?engage pupils in this?
WAYS TO TEACHWAYS TO TEACH
Draft bookletDraft booklet
Pick & MixPick & Mix
![Page 10: Niki South July 2011. Ways to investigate talk across the curriculum & across key stages Stimulates questions such as “How does this support their](https://reader035.vdocument.in/reader035/viewer/2022070409/56649e7e5503460f94b82478/html5/thumbnails/10.jpg)
How people interrupt each How people interrupt each otherother
Starting and finishing: Starting and finishing: how do we know when someone is how do we know when someone is
about to take a speaking turn?about to take a speaking turn?
![Page 11: Niki South July 2011. Ways to investigate talk across the curriculum & across key stages Stimulates questions such as “How does this support their](https://reader035.vdocument.in/reader035/viewer/2022070409/56649e7e5503460f94b82478/html5/thumbnails/11.jpg)
Can you:
•use one for a different age group?
•Extend one to different contexts?
![Page 12: Niki South July 2011. Ways to investigate talk across the curriculum & across key stages Stimulates questions such as “How does this support their](https://reader035.vdocument.in/reader035/viewer/2022070409/56649e7e5503460f94b82478/html5/thumbnails/12.jpg)
How does reflection How does reflection on others talk:on others talk:
Help to improve their own Help to improve their own facility in spoken language?facility in spoken language?
Support pupil’s learning in Support pupil’s learning in general?general?
![Page 13: Niki South July 2011. Ways to investigate talk across the curriculum & across key stages Stimulates questions such as “How does this support their](https://reader035.vdocument.in/reader035/viewer/2022070409/56649e7e5503460f94b82478/html5/thumbnails/13.jpg)
Final thoughts Final thoughts & reflections& reflections