APP standards file: Speaking and listening – Year 2 low level 4

Voice Over:

Ellen is in Year 2 in a combined Reception and Key Stage 1 class.

Voice Over:

They have been exploring the story and characters in Maurice Sendak’s Where the Wild Things Are. Today, Ellen is leading her group’s discussion. They are preparing to be interviewed in-character in a television chat show style. Ellen moves in and out of her chosen character Mr Posh.

(Graphic: AF4)

Voice Over:

Notice how she encourages all suggestions giving engaging, positive feedback.

(Graphic: AF2 AF4)

Child 1:

Let’s think about what would we say when we are answering the questions, we would be our character, we won’t be ourselves.

Child 2:

But not, but not saying the voice.

Child 1:

So, Lewis, say, somebody asked you a question, just say I say what’s your favourite food? And answer in your character, so answer in the character to me, yes?

Child 2:

My favourite food is fish.

Child 1:

Maybe you if you could laugh a bit louder, yes? Because that would make it a bit easier.

Child 1:

So Anna, what shall we ask?

Child 3:

How old are you?

Child 1:

How old are you, yes?

Child 3:

I am 16.

Child 1:

Right, I think what we need to do is, say Anna, you know your voice, you could maybe put like a bit of like character into your face, a bit like, smiling, a bit like smiling because you are really kind and do this, like, well, like that, yeah, that would be good. That would be good.

Voice Over:

Part of the work on characterisation involves talking about talk. Ellen recognises its different contexts and shows implicit understanding of the impact of different accents.

(Graphic: AF4)

Child 1:

You know we were working on Where the Wild Things Are, when I was with Lewis and James in the partners and stuff when we were in groups, we were having a discussion of like, how Mr Posh acted.

Teacher:

OK.

Child 1:

So that’s a discussion like, sitting down altogether and just like talking and chatting.

Teacher:

What do we mean by accent, though?

Child 1:

The way their voice sounds, so like, some are like ‘you alright, Mate?’.

Teacher:

Yes.

Child 1:

And some sound like, ‘you all right, Mate?’ like that.

Voice Over:

In the improvised television studio, Ellen as Mr Posh responds to the interviewer’s questions. Look especially at how her detailed responses blend insights about the book with the portrayal of her invented character.

(Graphic: AF3)

Child 2:

Hello, I’ve come to this island today to introduce some Wild Things and I’ve managed to get Mr Posh to come. Mr Posh, Max told me a bit about this island, what did you think of him when you first met him?

Child 1:

Well, I was a bit scared at first and frightened but as we got used to him and he stayed for longer, we liked him.

Child 2:

So you didn’t want to eat him?

Child 1:

No. We were trying to scare him away at first, when we were roaring and gnashing our teeth, but we got used to him.

Child 2:

Did you let him see some of your homes or did he just want to stay outside in his tent?

Child 1:

Well we let him see some of our homes and he slept in my house.

Child 2:

I would think he would because you have got a very posh house haven’t you?

Child 1:

Yes, yes.

Child 2:

How did you feel when Max went home?

Child 1:

Well, I felt quite sad actually, and cross because he had gone away, he was one of our friends a human he was. The first human who came to see us, we liked him and I felt a bit jealous, I could have been even better king than anybody else. Yes.

Child 2:

So, did you ask the Wild Things when he went home if you could have the crown that Max had because he was king, wasn’t he?

Child 1:

Yes I did and I will just put it on right now.

Child 2:

So you’re king now?

Child 1:

Yes.

Child 2:

Thank you for watching the news, this has been at the island where the Wild Things are.

Child 1:

Bye, Bye. Good afternoon.

Voice Over:

There has been a significant event in the classroom, the chicks have hatched.

Voice Over:

The children went on to prepare a presentation for the benefit of Key Stage 2. Ellen introduces and sustains a shared presentation. She personalises the information about the chicks, combining technical and informal language. Her talk is well organised.

(Graphic: AF1)

Voice Over:

She answers questions clearly and engages in dialogue.

(Graphic: AF2, AF1)

Child 1:

Welcome to our presentation about the chicks. We are doing this presentation for you, because you didn’t have any. When I saw the eggs, I saw a little hole in one of the eggs, the chick was popping its beak in and out of the hole, this is called pipping. The chick is small and very wet inside. In a while, most of its body is coming out of their shell. It falls out of the egg very wet and damp. In a while the chick is very big and it’s fluffy, it’s like a little pom-pom.

Child 2:

Did you get attached to any of the chicks?

Child 1:

I think some of us might have like wanted to keep them.

Child 2:

How did you feel when you knew you were getting the chicks?

Child 1:

We felt really excited and we were really like pleased.

Child 3:

Yes, and we were hoping they would hatch on the day we got them.

Child 1:

But only two hatched in the morning then another hatched in the morning, so.

Voice Over:

A review of Ellen’s speaking and listening shows her attainment in AF3 and AF2 is particularly strong, meeting some of the criteria in level 4 for these AFs.

(Graphic: AF3, L4)

(Graphic: AF2, L4 bullet 1, 2)

Voice Over:

There is secure evidence across most of the criteria at level 3.

(Graphic: AF1, L3 bullet 1, 2, 3)

(Graphic: AF4, L3)

Voice Over:

Giving an overall assessment of a low level 4.

(Graphic: Low L4)

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