Subtitles
Associated Teachers TV programme
Special Needs: Differentiation in Action - Primary
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We have a special group for when,like, we get to take books home,
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two books that we choose.
0003 10:00:06:13 10:00:09:02
We have special groups for that.
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My group is the hardest group,I think.
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Well, we do harder workthan the other stuff.
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I help my friend, like,when they get stuck on a word.
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(narrator) In BangabandhuPrimary School in Bethnal Green,
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there is a wide range of pupilswith special needs.
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In Shahnaz Khan's class,
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five children have speechand language difficulties,
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two have hearing impairments,
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three have behaviour issues,
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and two more children haveStatements of Educational Need.
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- Good morning, year 2 blue.- (class) Good morning.
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Shahnaz believes in workingin an inclusive classroom,
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with activitiesdifferentiated appropriately.
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Her key stage 1 classis using the book "Not Now, Bernard"
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to recognise speech in text.
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(Shahnaz) Prior to the lessonwe made puppets,
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so the kids had to maketheir own version of the characters.
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And we did a lot ofdescriptive work then as well
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using adjectives, howthey'd describe the characters
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and use those facial expressionsfor their puppets,
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which would later help themin the next lesson
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to understand speech in a story.
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Who can describeone of those characters for me?
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- Sadia?- Big and hairy.
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He's big and hairy.That's right. Well done.
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(woman)We try and motivate the children
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by relating what we teach to realexperiences as much as possible.
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Some second-language children
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have very limited experienceof the world outside,
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so we have to make things
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as concreteand as visual as possible.
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What part of this sentenceis speech?
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Anisa?
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(Alison) The main aimis always for mixed ability.
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In that case the children have goodrole models to communicate with,
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and socially it's very healthy forchildren to mix with one another.
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And also making more able childrenaware of other children's needs.
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And what you have to doto be a good listener.
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And to take turnsand to share ideas.
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We take turns because...
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If we don't take turns,that's not gonna be fair,
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and if we take turns,it's gonna be fair.
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What have we been learning aboutin literacy?
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- Niaz?- Talking about "Not Now, Bernard".
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Fantastic! That's right.
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One of the children, Niaz, has gotsignificant severe language delay,
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so he finds it very difficultto communicate.
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It's only recently
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that he's begun to use more thantwo or three words to communicate.
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We're winding you up, Niaz!Oh, my goodness.
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His understanding is more limitedthan his speech.
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He finds the processingvery difficult.
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For Niaz, we got him to make apuppet related to "Not Now, Bernard"
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and then for him to practisewith other peers from his table
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what he would say,what the characters would say.
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- Can you say that to the monster?- Hello, monster.
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It's an interesting book, "Not Now,Bernard", and all the kids enjoy it.
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They love the characters,
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so this lesson gave themthe opportunity to make up,
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as the characters,what they would say.
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It's a really good book.
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It's got somereally good drawings and...
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It's really creative...the writer and the illustrator.
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Through hands-on activities I feelthey will gain more for themselves
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and be able to go onwith the lesson with understanding,
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having that practical experience.
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It's gonna be quitekinaesthetic and visual for them.
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There are lots of colourful picturesand things they can do themselves.
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- Who are you, Niaz?- Um, Bernard.
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Bernard. OK.
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- Hi, Mum. Hello, Mum.- Not now, Bernard!
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Children at that age,
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it's very difficult for themto understand speech in a text,
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so this oral rehearsal will enhancetheir understanding in their head
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of what speech is.
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Hello, monster.
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It's very good for Niaz. He has poor
motor control and that helps him,
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extending it with gesture andwith encouragement and motivation.
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Praising him as well,cos he does like praise
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and he responds well to praise.
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Let's give them a round of applause,cos they worked really hard on that.
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We do try, at the beginningof the year,
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to speak with all the teachers aboutthe needs of the children in class,
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because even experienced teacherswill be taking on new children
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with needs they may nothave experienced before.
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After half a term, then we can moveinto writing IEPs, provision maps,
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to address the children's needs.
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What's Bernard saying to Mummy?
0092 10:05:02:08 10:05:06:02
There's a monster in the gardenand it's going to eat me up.
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Any differentiationis made effective
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with the weekly planning sessions.
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So myself and my colleague, we gointo year groups' planning meetings
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to help themto differentiate the work,
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to direct questioning,
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to think about the needsof the whole range of the class.
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That is very supportive, especiallyto the newly qualified teachers.
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What could Bernard say here?
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One thing we've done in this school
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is looked at the curriculumwe're planning.
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Because we have children operatingfrom level P2 right through to P5,
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we try and think of ways in whichwe can reach all the children.
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So lots of topics,we're looking at real objects.
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So the teacher, rather than justsaying, "This is what we'll do,"
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may show a real object for a child,
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then encourage questioning about itto draw them in.
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Bang! Bang!
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OK. We're not fighting.
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The teacher needs to havea range of questions,
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from high-level questionsfor the more able children
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to very, very simple,basic questions
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so that the child who hasgreater difficulty understanding
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can participateand be part of the class group.
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What happens to Bernardin the story? Is he gone?
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Another possibilityis to have talking partners.
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It gives the children an opportunityto rehearse what they want to say
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before they have to say itin front of the class.
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Think about what they would sayto each other in this picture.
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Just turn and talk to the personnext to you, your talking partners.
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What could we writein those speech bubbles?
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Off you go.
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We do share ideas to give each othermore understanding.
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See the speech bubble?What's he saying, Niaz?
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Hello, Mum.
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I think the most essential thingthat we try and aim for
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is that the teachersconsider very carefully,
0129 10:07:02:13 10:07:04:13
when planning an activity,
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how the children should be grouped.
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And the far table,I'd like Jacob, Laserena, Mafusa,
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Naima and Tanjid.
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All I knew was just we were doinga special thing at that table only.
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We were doing a special thing.
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I normally sit on that tablefor stuff.
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Sometimes I sit on other tables.
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In today's lesson, the more ablegroup, we're using thinking bubbles
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and thinking beyond the remit ofjust the text, "Not Now, Bernard".
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The less able childrenhad the teaching assistant
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working alongside them.
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What are we going to do?
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We are writing... in the story.
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(Alison) And for those children,that was a useful grouping
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to aid their understanding.
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- What are these called?- Speech bubbles.
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And what do we writein speech bubbles?
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We write when somebodyis saying something.
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When someone's saying something.
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Sometimes I help Niaz and Shikil,because they...
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they... they don't...they don't know.
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So, like, if they did this bookall on their own,
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they might get it wrong,and I help them out with that.
0153 10:08:24:21 10:08:28:15
In year 1 we were making animals,
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and Shishmacouldn't quite make them.
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Then I just helped her.
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And then I helped the little Jimmyin year 1 with the same thing.
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Sometimes I help peoplewith maths work.
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Sometimes you can get stuck,
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and then you can askthe person next to you to help you.
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Sometimes my friend helps mewhen I'm stuck,
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and then I help them.
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(Alison) So it depends very much
on what activities are planned
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and the resources that are needed.
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But the main aimis to be very flexible
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and move childrenas often as possible.
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It's important that the teacher getsto know the children individually.
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It's very easy to fall into the role
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where the teaching assistant workswith that particular group every day
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whilst the teacherworks with the rest.
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We try and promote that the teachingassistants swap roles sometimes
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and that the teacher really getsto know the children individually.
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Ability groups can be a concern
if they're overused.
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I've seen where children siton the same chair at the same table
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every day, day in and day out.
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And, given that rigidseating arrangement,
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the children don't perhaps get anopportunity to ever talk to somebody
0177 10:10:02:07 10:10:04:07
who is just across the classroom.
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And so they're getting very littleopportunity to have role models
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who can help themto develop their ideas
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or to see where they're going.
0181 10:10:13:00 10:10:17:03
So socially I think it's absolutelyessential that there is some mix
0182 10:10:17:03 10:10:20:23
of all the groups - gender,races, etc - across the classroom
0183 10:10:20:23 10:10:22:24
and that children work together.
0184 10:10:22:24 10:10:25:15
Who can explainwhat we've just been doing?
0185 10:10:25:15 10:10:31:10
We've been fillingall the speech bubbles in the book.
0186 10:10:31:10 10:10:33:15
Questioning the childrengives me a sense
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of how much they've understoodout of the lesson
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and what they've achievedat the end.
0189 10:10:38:14 10:10:44:14
In the book I was doing...Dad was home early in the picture.
0190 10:10:44:14 10:10:47:10
So I wrote, "Hello, Dad.""Not now, Bernard."
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Dad said, "Ah! Ah!"
0192 10:10:51:05 10:10:52:24
Then Bernard went away.
0193 10:10:52:24 10:10:55:00
Has anyone spotted anything here?
0194 10:10:55:00 10:10:57:23
You don't needto use the word "said"
0195 10:10:57:23 10:11:04:08
because it showsthat Dad's saying "Ah! Ah!"
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because the speech bubble's there.
0197 10:11:06:16 10:11:10:13
That is a fantastic explanation,Latima. Come and get a sticker.
0198 10:11:13:17 10:11:14:17
Well done.
0199 10:11:14:17 10:11:16:22
What do we take out of thisspeech bubble?
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- (several) "Said."- "Dad". And "Dad".
0201 10:11:19:14 10:11:21:02
"Dad said" - that's right.
0202 10:11:21:02 10:11:26:02
We had speech bubblesand we had thought bubbles.
0203 10:11:26:02 10:11:31:21
So when Bernard...He could say, "Hi, Mum."
0204 10:11:31:21 10:11:37:11
Then his mum could say, "Go away,Bernard" in a thought bubble.
0205 10:11:37:11 10:11:40:09
I get feedback from allthe different ability groups
0206 10:11:40:09 10:11:43:02
by picking out two childrenfrom each ability group
0207 10:11:43:02 10:11:45:00
to feed backon what they've done,
0208 10:11:45:00 10:11:49:04
asking children to explainwhat they've done and understood.
0209 10:11:49:04 10:11:52:17
In my bookI used lots of adjectives.
0210 10:11:52:17 10:11:55:00
Yeah? Do you wanna read that?That's lovely.
0211 10:11:55:00 10:11:56:16
This speech bubble?
0212 10:11:56:16 10:12:01:19
"Hello, Mum. There's a big, purple,hairy monster in the garden."
0213 10:12:01:19 10:12:04:04
At the end of the lessonwe'd ask Niaz
0214 10:12:04:04 10:12:09:12
where in this sceneis the character saying something.
0215 10:12:09:12 10:12:13:03
So, for Niaz to be ableto read that out,
0216 10:12:13:03 10:12:17:16
that would have indicated to us thathe's understood what the speech is.
0217 10:12:17:16 10:12:20:06
We're going to have one more person.
0218 10:12:20:06 10:12:21:06
Niaz?
0219 10:12:21:06 10:12:24:06
At first he struggledwith the letters on the keyboard,
0220 10:12:24:06 10:12:27:05
but over time he got to recognisewhere the letters are
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and his confidence grewin using the AlphaSmart.
0222 10:12:30:04 10:12:32:20
"Not now, Bernard."
0223 10:12:32:20 10:12:34:24
"Dad?"
0224 10:12:34:24 10:12:39:16
"Ah! Ah!"... said Dad.
0225 10:12:39:16 10:12:41:04
Niaz used his AlphaSmart.
0226 10:12:41:04 10:12:44:20
We'll print that offand then stick it into his book.
0227 10:12:44:20 10:12:50:09
I learnt about "Not Now, Bernard"
0228 10:12:50:09 10:12:53:20
and I had a book
0229 10:12:53:20 10:12:59:06
and there were some picturesof Bernard and the...
0230 10:13:01:03 10:13:03:23
Bernard's mum and Bernard's dad.
0231 10:13:03:23 10:13:08:03
And then speech bubbleswere coming out of their mouths.
0232 10:13:08:03 10:13:11:19
And then we had to write downwhat we think they're saying.
0233 10:13:11:19 10:13:14:24
Stories sometimeshave speech bubbles
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and sometimes they have...speech marks.
0235 10:13:23:05 10:13:25:05
And some stories don't.
0236 10:13:25:05 10:13:27:20
When they feel confidentwith what they've learnt,
0237 10:13:27:20 10:13:30:01
they're proud of itand enthusiastic,
0238 10:13:30:01 10:13:33:06
and that shows me they've understoodand achieved something.
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Visiontext Subtitles:Doreen Trenerry
0240 10:13:40:06 10:13:42:06
www.visiontext.co.uk
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