Speaking and Discussion Prompts

Word Cline - Vocabulary Game

http://www.pdst.ie/sites/default/fi...ature%20Word%20Cline%20Activity.pdf Added: 09 Jun 2017 Contributor: PDST Resource type: Worksheet

Word Cline helps students to build, refine and use new vocabulary as they generate synonyms and discuss connotations and nuances of meaning. They generate words with similar meaning and arrange them to show a graduating intensity, according to a given criterion.
1. Select a relevant key word e.g. family. It is important for students to be able to generate at least four synonyms for the chosen key word.
2. Have students generate synonyms (or words that are closely related) for the key word, e.g. relatives, kin, people, folks, ancestors, relations.
3. Invite students to arrange the words in rising intensity against a criterion such as distant relationship to close relationship.
4. Organise students in small groups to discuss the words and reach a consensus about the order of the arrangement. Have them reflect on the factors that influenced the choice of placement.
5. As a whole class, discuss how the use of the different words from the Word Cline could impact on your speaking.
6. Provide time for students to review a selected piece of their own speaking and identify vocabulary that could be replaced with more specific words. (Note: This activity also works well with pupils analysing their writing)

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5-6 English

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5-6

English

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

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Language: English

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Describing Pictures

http://www.teachingideas.co.uk/spea...g-and-listening/describing-pictures Added: 05 Jun 2017 Contributor: Ann Moran Resource type: Demonstration / Game / Guide/notes / Tool

In this game made by Mark Warner, a child has to describe a random drawing on a piece of paper to the rest of the class. The rest of the class have to try to reproduce the picture on paper as accurately as possible, based only on the 'describer's' words.

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in 1-2 3-4 5-6 English

in 1-2 3-4 5-6 Visual Arts

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How it maps to the curriculum

English

Strand: Oral Language

Strand unit: Communicating

Suggestions for use: Use this game to help children realise the importance of accurate instructions and choice of words in communicating information.

Strand: Oral Language

Strand unit: Communicating

Suggestions for use: Use this game to help children realise the importance of accurate instructions and choice of words in communicating information.

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Suggestions for use: Use this game to help children realise the importance of accurate instructions and choice of words in communicating information.

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Suggestions for use: Use this game to help children realise the importance of accurate instructions and choice of words in communicating information.

Visual Arts

Strand: Drawing

Strand unit: Making Drawings

Suggestions for use: Use this game to help children realise the importance of accurate instructions and choice of words in communicating information.

Strand: Drawing

Strand unit: Looking and Responding

Suggestions for use: Use this game to help children realise the importance of accurate instructions and choice of words in communicating information.

Strand: Drawing

Strand unit: Making Drawings

Suggestions for use: Use this game to help children realise the importance of accurate instructions and choice of words in communicating information.

Strand: Drawing

Strand unit: Looking and Responding

Suggestions for use: Use this game to help children realise the importance of accurate instructions and choice of words in communicating information.

Strand: Drawing

Strand unit: Making Drawings

Strand: Drawing

Strand unit: Looking and Responding

Suggestions for use: Use this game to help children realise the importance of accurate instructions and choice of words in communicating information.

Strand: Drawing

Strand unit: Making Drawings

Suggestions for use: Use this game to help children realise the importance of accurate instructions and choice of words in communicating information.

Strand: Drawing

Strand unit: Looking and Responding

Suggestions for use: Use this game to help children realise the importance of accurate instructions and choice of words in communicating information.

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Language: English

Rights: Attribution-Noncommercial Share Alike Creative Commons

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Talking With Puppets

http://www.teachingideas.co.uk/spea...-and-listening/talking-with-puppets Added: 05 Jun 2017 Contributor: Ann Moran Resource type: Guide/notes / Reference

Instructions written by Lynn Medland on encouraging young children to ask and answer questions in interviews through the use of puppets.

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in English

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in

English

Strand: Oral Language

Strand unit: Exploring and Using

Suggestions for use: Use these guidelines to encouraging young children to ask and answer questions in interviews using puppets.

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Engaging Children in Oral Storytelling to Support Oral Language Development from EarlyChildhoodVideos on YouTube

Storytelling and Anecdotes - Vocabulary List

https://www.scoilnet.ieuploads/resources/23066/22789.pdf Added: 13 Jun 2017 Contributor: PDST Resource type: Guide/notes

Here is a 2 page document from the PDST. Storytelling is broken up into 8 parts and there is recommended vocabulary for each class level.

Telling stories, recalling events and relating personal anecdotes has been how many cultures and societies have preserved and passed on their traditions. We constantly communicate information through stories e.g. Wait until I tell you a good one about … Storytelling is a vital part of everyday conversation and so should be an important feature in all classrooms. Teachers can extend storytelling skills into performance opportunities such as play, recital in drama.

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in 1-2 3-4 5-6 English

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How it maps to the curriculum

English

Strand: Oral Language

Strand unit: Communicating

Strand: Oral Language

Strand unit: Exploring and Using

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Communicating

Strand: Oral Language

Strand unit: Exploring and Using

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

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Language: English

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Circle Stories Task Card

http://www.pdst.ie/sites/default/fi.../Circle%20Stories%20Task%20Card.pdf Added: 16 Jun 2017 Contributor: PDST Resource type: Guide/notes / Lesson Plan

Circle stories involve creating a progressive, cumulative story by following a storyline and making a logical addition to the previous speaker’s contribution. The teacher usually starts a story by describing a setting and introducing a character. A student sitting next to the teacher will add to the story before passing it on to the next person, and so on. This can be done in a whole class context or with small groups. The teacher can encourage the pupils to refer to the living charts to support their storytelling. Creating a story in this way demands active listening and a knowledge of narrative structure.

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in 1-2 3-4 5-6 English

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How it maps to the curriculum

English

Strand: Oral Language

Strand unit: Communicating

Strand: Oral Language

Strand unit: Exploring and Using

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Communicating

Strand: Oral Language

Strand unit: Exploring and Using

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Emotional & Imaginative Dev through Language

Strand: Oral Language

Strand unit: Receptiveness to Language

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Emotional & Imaginative Dev through Language

Strand: Oral Language

Strand unit: Receptiveness to Language

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Language: English

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Basket Stories

https://www.scoilnet.ieuploads/resources/23093/22816.pdf Added: 16 Jun 2017 Contributor: PDST Resource type: Guide/notes

Within this document there are characters, settings and problems. Cut each up and put them into a box for characters, settings and problems. Ask the children individually, in paris, in groups or as a whole class activity to select from each box. A story must then be created using the chosen characters, settings and problems.

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in 1-2 3-4 5-6 English

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How it maps to the curriculum

English

Strand: Oral Language

Strand unit: Communicating

Strand: Oral Language

Strand unit: Exploring and Using

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Communicating

Strand: Oral Language

Strand unit: Exploring and Using

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Emotional & Imaginative Dev through Language

Strand: Oral Language

Strand unit: Receptiveness to Language

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Emotional & Imaginative Dev through Language

Strand: Oral Language

Strand unit: Receptiveness to Language

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Language: English

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Story Openings

https://www.scoilnet.ieuploads/resources/23094/22817.pdf Added: 16 Jun 2017 Contributor: PDST Resource type: Guide/notes / Lesson Plan

Stories can begin in different ways. Four types of story openings include: action, dialogue, description of a character and description of a setting. This document can be used for two activities:
1. Whole class activity: Read the story openings aloud and ask pupils to ‘think-pair-share’ to identify which type of opening it is.
2. Pair/Group work: Distribute the story openings to pairs or groups and allow time for discussion to identify the type of story opening.

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3-4 5-6 English

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How it maps to the curriculum

3-4

5-6

English

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Emotional & Imaginative Dev through Language

Strand: Oral Language

Strand unit: Receptiveness to Language

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Emotional & Imaginative Dev through Language

Strand: Oral Language

Strand unit: Receptiveness to Language

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Language: English

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Story Settings

https://www.scoilnet.ieuploads/resources/23095/22818.pdf Added: 16 Jun 2017 Contributor: PDST Resource type: Guide/notes / Lesson Plan

Within this document there are four story settings. The setting of the story is not made explicit but is described through things you might see and hear if you were there.

This document can be used for the following activities
1. Read each paragraph and discuss where you think the story is set
2. Which words/phrases gave you clues as to where the story was set?

Follow-up Activities: 
Create a story opening using descriptive vocabulary for one of the following;
A school 
A Playground
On board a ship

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3-4 5-6 English

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How it maps to the curriculum

3-4

5-6

English

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Emotional & Imaginative Dev through Language

Strand: Oral Language

Strand unit: Receptiveness to Language

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Emotional & Imaginative Dev through Language

Strand: Oral Language

Strand unit: Receptiveness to Language

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Language: English

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Assessment Rubric for Storytelling and Anecdotes

https://www.scoilnet.ieuploads/resources/23083/22806.pdf Added: 13 Jun 2017 Contributor: PDST Resource type: Guide/notes

This one page document is a useful tool when assessing a children oral language skills in storytelling and anecdotes.

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in 1-2 3-4 5-6 English

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How it maps to the curriculum

English

Strand: Oral Language

Strand unit: Communicating

Strand: Oral Language

Strand unit: Exploring and Using

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Communicating

Strand: Oral Language

Strand unit: Exploring and Using

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Emotional & Imaginative Dev through Language

Strand: Oral Language

Strand unit: Receptiveness to Language

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Emotional & Imaginative Dev through Language

Strand: Oral Language

Strand unit: Receptiveness to Language

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Language: English

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Using Storytelling to Assess Listening and Speaking Skills

http://www.storyarts.org/classroom/usestories/index.html Added: 02 Dec 2007 Contributor: Scoilnet Resource type: Guide/notes

Advice and checklist to assess pupils speaking and listening skills. An aid to assessment.

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in English

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How it maps to the curriculum

in

English

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Exploring and Using

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Language: English

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Conversation Stations from PDST on Vimeo.

Telephone Talk Catherine from PDST on Vimeo.

Modelling Speaking and Listening skills from PDST on Vimeo.

Conversation Stations Third Class from PDST on Vimeo.

Conversation Stations Fifth Class from PDST on Vimeo.

Frames for Fluency - Oral Language Instruction - Early Intermediate Demo 2 from BallardandTighe on YouTube

Formal Debate Catherine from PDST on Vimeo.

Primary - Arguments and Debates from PDST on Vimeo.

Formal Debate Vocabulary list

https://www.scoilnet.ieuploads/resources/23057/22780.pdf Added: 13 Jun 2017 Contributor: PDST Resource type: Guide/notes

This one page document from the PDST provides a guide as to what vocabulary children should use in formal debates. The vocabulary is broken up by class level and structure of the debate from greeting, thesis, position, evidence, alternative position and conclusion.

The purpose of debating and developing arguments is to persuade an audience to accept a particular point of view. Debates provide pupils with practice in giving and justifying opinions. Pupils will be required to research topics to provide relevant information to support their point of view. Debates can be used for exploring issues and different points of view such as topics from literature being studied in class or local concerns such as pollution, phone masts and current affairs,

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in 1-2 3-4 5-6 English

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How it maps to the curriculum

English

Strand: Oral Language

Strand unit: Exploring and Using

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Exploring and Using

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

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Language: English

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Arguments and Informal Debates - Vocabulary

https://www.scoilnet.ieuploads/resources/23056/22779.pdf Added: 13 Jun 2017 Contributor: PDST Resource type: Guide/notes

In this one page document there is suggested vocabulary for arguments and informal debates by class level. The purpose of debating and developing arguments is to persuade an audience to accept a particular point of view. Debates provide pupils with practice in giving and justifying opinions. Pupils will be required to research topics to provide relevant information to support their point of view. Debates can be used for exploring issues and different points of view such as topics from literature being studied in class or local concerns such as pollution, phone masts and current affairs.

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in 1-2 3-4 5-6 English

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