Language and communication are essential in the classroom, essential in children’s learning, essential in teachers’ communication with children and essential in children’s understanding of themselves. This book is about talk - why it’s important, how it helps with learning and how you make the most of it in the classroom. There are increasing concerns about levels of language difficulties and delayed language development among children entering school. This presents a very real challenge for primary school teachers today. Talk is central to children’s learning across the curriculum as well as to their language and communication development. This book is a guide for trainee and beginning teachers on how to use talk in the classroom. It explores the theory behind the teaching of language and communication skills and includes lots of practical advice on how to translate this into the classroom.
Chapter 6: Planning for and Assessing Speaking and Listening
Planning for and Assessing Speaking and Listening
Brien (2012: 19) describes speaking and listening in the classroom as both omnipresent and neglected. She suggests that because there is so much talk in the classroom it is easy to assume that it is well catered for, whereas as we have discovered in previous chapters, this may not always be the case. Assessment of speaking and listening is much more difficult than assessment of, say, children’s spelling or their understanding of number. Nor is it easy to plan effectively for progression in speaking and listening: although we would hope and expect to see changes over time, it is probably not realistic to claim that within a single lesson, or even ...