Kura: Nawton Primary School
Kaiako: Hurae White
Level: Yr 6
Oral language, Year 6
An example of how students use an I-pad application, called “Sock Puppets”, to practise the ‘phrase of the week'.
For discussion
For discussion
1. How do you identify the focus for oral language activities?
2. What positive strategies do you use to correct some common errors in oral language?
3. How could you adapt this activity without the use of an ipad?
Transcript
[Sock Puppets – Ipad applicaton]
The sentence of the week.
Good one.
What’s she doing?
She’s still practicing her song. She’s not very good – listen.
[Kaiako I/V]
This year we started ‘Te rerenga kōrero o te wiki” as part of our programme. We choose one of the grammatical errors we hear often and teach the children the correct way to say it. Firstly the teachers need to get it right and then the students – and then they need to have the opportunities to use it.
One of the programmes that the students love is “Sock Puppets”. It’s a hardcase and the students create it … they choose whether they are a ghost or a taniwha – and then they get each puppet to speak. It’s really entertaining and the children really enjoy it.
[Child 1]
What we do is, each week we have a sentence of the week. We make a puppet skit, and we put the sentence of the week in it – on the Ipad.
[Child 2]
We are learning to use the word ‘still’ … like … here’s an example; The children are still playing.”
[Child 3]
You choose a character, a place and some props. Then you keep going and … use the saying of the week.
[Child 2]
Good. Let’s choose a character … scary person.
The second one is a superhero.
The third one is a ghost.
Good one.
[Teacher I/V]
The good thing is that it’s the children using the language. If they get it wrong, it doesn’t matter they can just start again. But it’s great to see them excited about their work, really pleased and focused too. It’s not like the students have to stand up in front of others to show their work. Rather, a small group can have fun learning through modeling to each other and working together.
[Students speaking]
What’s the right setting? The sea?
No.
The classroom?
No.
The stage?
Yes.
What props do you guys want? A stick?
No
A book?
No.
A microphone?
Yes.
[Teacher I/V]
Some (teachers) get students to do skits, but the main thing is that they use the sentence of the week in their presentation. When we meet we make time for teachers to share any concerns or queries they might have. We practice some of the sentences of the week together first – we are here to support each other. The teachers then take away the activities they want to do with their own classes. The Ipad is one of them, it’s a great way to incorporate technology to support the programme … it’s a reciprocal medium you know … and is a way for the language to be used in a real way, each day.
[Students doing Ipad skit]
The sentence of the week.
Good one.
What’s she doing?
She’s still practicing her song. She’s not very good – listen.
The sentence of the week.
Yep, you’re right.
Clap, clap. Good one.
Thanks everyone.
[Teacher I/V]
It’s great to hear the children using the sentence of the week. They become the models of how to use the sentence, and even remind their peers at times in the classroom – hey, the sentence of the week is on the wall, that’s how you are supposed to say it. The children are modelling for each other. That’s really important.
[Sock Puppets – Ipad skit]
The sentence of the week.
Good one.
What’s she doing?
She’s still practicing her song. She’s not very good – listen.
The sentence of the week.
Yep, you’re right.
Clap, clap. Good one.
Thanks everyone.