AITSL · Transcript · · Updated
Explicit language teaching – Transcript
Video by AITSL · Watch the original on YouTube
Summary
AI-generated from the transcript. Verify details against the source video.
- Melanie Stroud explains that teachers, speech pathologists, and language specialists test children at the start of the year to formulate individual language plans with goals for each child.
- Melanie Stroud covers narrative and comprehension alongside phonological awareness and pragmatics, which address the students social skills.
- Melanie Stroud differentiates instruction between groups, noting that one group focuses on what is happening in the story rather than the beginning, middle, and end stage.
Use this video with Pro
Reading, copying and transcript downloads are free. Create saved AI results for this video with a signed-in Pro account ($9/month).
Transcript
Search ignores accents. All transcript text stays visible.
Good morning Thomas, how are you today? I'm good I love the way you're sitting. I'm Melanie Stroud, I'm a year one teacher. I'm excited too. This is my second year at Peel Language Development School. We do have children that have specific language impairments. Our beginning, middle and end teachers so myself with the speech pathologist and the language specialist we all do our testing
at the start of the year. And they couldn't catch a fish. We formulate an ILP and then at the end so individual language plan and then we have a look at what goals each child has. Big, big fish. So my lesson is going to be what is happening in the story. We're also looking at the beginning, middle and end. You're going to make your own, so you're going to do the beginning.
So the narrative and comprehension but we're also tying in the phonological awareness so we're covering three of the six areas of language that actually four because we've also got pragmatics in there so they're social skills. Maddie, who do you look like? Classroom Bob.
Classroom Bob and what does classroom Bob do? It has to be very explicit. He put hand on your knee. Yes and you? Go talk. A lot of children don't have special language impairment without their pragmatics being a major issue. Red group, quietly stand up. As you can see there's map spaces on the floor so I actually have to tell
my children where to sit. Green group. I am differentiating the two different groups basically. I've got one group in particular that is not at that beginning, middle and end stage. They're simply at what is happening in the story. It's your little magnifying glass to point a lot.
It's an activity that we've done before that repetition. So we're doing a lot of scaffolding. My children really respond to personal feedback. Oh I love the way that you put a different voice on because there's quotation marks isn't it?
It's very important for the children to get that positive feedback straight away. Being a good role model, you know showing them you know this is what I'm like. This is how I have a conversation with somebody so it's also definitely important for me to show the children. Why was he running over the face?
Well tell me why was he running over the face? In this type of environment we have to teach them how to interact with others, how to be in a group situation. Can you go get yourself a token? Giving them a lot of opportunities to show those behaviours. A lot of just explicit teaching.
Man I look at Mr Stroud. Keep working. You're doing a great job. We had three groups running and they all worked very very well with one another. I felt very pleased with how it all went. I could hear them using those keywords that I wanted them to hear those beginning.
I wanted to hear the middle. I wanted to hear the end and those lower groups. I was hearing what actually happened. Up and at the end. They've come a long way from the start of the year to what they are now. And that's a huge reward. Can you give yourselves a clap? And back into your mat spots please. We're done.