by Julieanne Devlin B.Ed., M.Sc.
Sample lesson plan for descriptive story (Some ‘jungle’ themed words of the day and descriptive story sheet on my Instagram highlights under the heading ‘jungle’. See teacher_julieanne.
Continue reading “Sample lesson plan for descriptive story writing using words-of-the-day and senses”
Debates are important in oral language as they develop a child’s ability to argue a point of view, a skill that is valuable in many aspects of life. These activities allow them to become better debaters through time and help them become critical thinkers, expressing their opinions and thoughts and gaining self-confidence.
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Research has shown that pupils need to encounter a new word 10 to 16 times in order to really ‘learn it’. When introducing new vocabulary, pupils need to get the opportunity to practice these new words and use them.
Continue reading “Words-of-the-Day Vocabulary”
Photographs or cut-outs from newspapers/ magazines are very useful for oral discussion…as long as you don’t select a famous person or someone familiar to the pupils. They are also useful as visual props for the reluctant/ shy speaker.
Some suggested photograph activities:
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Pupils can find learning new vocabulary tedious and not much fun! The following ideas help reinforce the regular use of new vocabulary and therefore, pupils ability to retain and use it.
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It can be useful to have a flip chart in your ‘speaking and listening corner’. There are various things you will repeat each day as a teacher or during a particular lesson, and these pointers can be listed on a page in a flip chart ready for access at any time. See the examples below of what I use…
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Barrier games are simple games that require pupils to speak clearly and be attentive listeners. They learn how to give clear descriptions, instructions and clarify through questioning while also developing communication skills such as social and linguistic skills.
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Some examples of group strategies for oral language activities in the classroom:
The majority of activities in developing oral language in ‘Tip of the Tongue’ involve pupils working together in pairs and in groups. For some pupils, it is often counterproductive to ask them to give descriptions to the entire class. Students are often embarrassed by their minimal knowledge or public exposure may make them uncomfortable and reserved. However, they are often eager to share their ideas with their peers in pairs or group work and in time, build confidence.
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The physical environment of a classroom has great power over the quality and the quantity of children’s experiences of oral language (Roskos & Neuman, 2002). Children use print available to them in the classroom and so when creating a rich language environment, be aware that the environment surrounding the pupils meditates the language that they will use.
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Let's get those kids talking!