By using key vocabulary taught in lessons and having that visually available for the children to look at. By encouraging and modelling speaking in full sentences and correcting children when they use slang or words that are not correct. By using stem sentences and engaging the children to repeat those sentences where appropriate and encouraging them to add in their own vocabulary if not already. And also by continuously modelling to the children how to speak correctly, engaging eye contact and by repeating if need be any sentences or words that children mispronounce.
By using key vocabulary taught in lessons and having that visually available for the children to look at. By encouraging and modelling speaking in full sentences and correcting children when they use slang or words that are not correct. By using stem sentences and engaging the children to repeat those sentences where appropriate and encouraging them to add in their own vocabulary if not already. And also by continuously modelling to the children how to speak correctly, engaging eye contact and by repeating if need be any sentences or words that children mispronounc
As the children are young, they have not developed a wide vocabulary so part of the oracy support is developing and widening their vocabulary, modelling when and how to use this new vocabulary as well a practice in saying new words. Modelling is required not only for how to speak to each other, but also how to actively listen as well. Developing confidence in speaking up in class through small group / partner talk, then bringing their ideas to whole class and encouraging the child to add / confirm what they have said. Helping children develop open questioning of each other – not just sharing an answer with a partner, but then how do you know that, where did you find that information etc. Modelling good etiquette in talking to peers and adults alike, rather than slang or immature talk.
I support oracy by asking open questions that give my pupils an opportunity to give detailed answers, and probing them for more information using questions such as ‘why do you think that?’ I also have displays with synonyms for emotions, colours and verbs and will always allow my pupils to look at them whilst answering questions, particularly when I am modelling work using their input. Additionally, I model the vocabulary that I would like to see my pupils using and encourage them to use key vocabulary in our discussions, aiding them by ensuring any vocabulary is on our working walls for them to look at.
By using key vocabulary taught in lessons and having that visually available for the children to look at. By encouraging and modelling speaking in full sentences and correcting children when they use slang or words that are not correct. By using stem sentences and engaging the children to repeat those sentences where appropriate and encouraging them to add in their own vocabulary if not already. And also by continuously modelling to the children how to speak correctly, engaging eye contact and by repeating if need be any sentences or words that children mispronounce.
By using key vocabulary taught in lessons and having that visually available for the children to look at. By encouraging and modelling speaking in full sentences and correcting children when they use slang or words that are not correct. By using stem sentences and engaging the children to repeat those sentences where appropriate and encouraging them to add in their own vocabulary if not already. And also by continuously modelling to the children how to speak correctly, engaging eye contact and by repeating if need be any sentences or words that children mispronounc
As the children are young, they have not developed a wide vocabulary so part of the oracy support is developing and widening their vocabulary, modelling when and how to use this new vocabulary as well a practice in saying new words. Modelling is required not only for how to speak to each other, but also how to actively listen as well. Developing confidence in speaking up in class through small group / partner talk, then bringing their ideas to whole class and encouraging the child to add / confirm what they have said. Helping children develop open questioning of each other – not just sharing an answer with a partner, but then how do you know that, where did you find that information etc. Modelling good etiquette in talking to peers and adults alike, rather than slang or immature talk.
I support oracy by asking open questions that give my pupils an opportunity to give detailed answers, and probing them for more information using questions such as ‘why do you think that?’ I also have displays with synonyms for emotions, colours and verbs and will always allow my pupils to look at them whilst answering questions, particularly when I am modelling work using their input. Additionally, I model the vocabulary that I would like to see my pupils using and encourage them to use key vocabulary in our discussions, aiding them by ensuring any vocabulary is on our working walls for them to look at.