speaking and listening program stage 1
The first student begins by saying a single word. After reading a narrative to the class, brainstorm the characters in the text. One student holds an image of an interesting looking person. Confidence with Speaking … [Learning across the curriculum content: Aboriginal and Torres Strait Islander histories and cultures]. Stage 1, Shell Cove Public School ... communicate through speaking, listening, reading, writing, viewing and representing* Writing & Representing EN1-2A plans, composes and reviews a small range of … Through the window I could see a large brown box, sitting on our front step. Talking enables children to clarify their ideas, explore issues, solve problems and to develop understandings in all Key Learning Areas. The class can only answer with yes or no responses. This extension of meaning may, through connotation, evoke associated feelings or, through imagery and symbol, lay down new traces of images, sounds, senses and ideas. The next student says another single word that makes sense following the previous word. 'Tell About This' App. This may be an animal, person or event. shares feelings and thoughts (about the events and characters in text). Character is traditionally viewed as a description of a fictional person. Teachers to make links to the connection to Country and importance of the land to Aboriginal people. demonstrates clear communication skills through eye contact, articulation, adequate volume and some natural gesturing, uses nouns and some simple adjectives to describe appropriately. In small groups, students select one of the following topics: Students have five minutes to discuss ideas for their tension scene using the ‘five + 1 senses’ for their chosen topic (see, hear, touch, taste, smell and feel). Before the game begins, explain the rules of the game. Identify the defining features of a tongue twister. Wash your hands, cover your cough and stay home if you’re sick. The picture may be of a setting from a previously shared story (for example the farm in ‘What the Ladybird Heard’ by Julia Donaldson). The student will ask the class questions to help identify who the character is. One Word Story can be used as a whole class or in small groups. Each work sample highlights the knowledge and skills addressed in the achievement standard and includes a task summary, a video of a student or group of students speaking and/or listening, annotations on each sample or excerpt of the sample, and advice to support the planning of the next stage … Using their 5 senses + 1 and imagination, students verbally describe: Using adjectives and alliteration, students name group members. They learn that: Vocabulary to explore – setting, characters, events, strange, emotions, retell, and recommendation, [Learning across the curriculum content: critical and creative thinking], [Learning across the curriculum content: Aboriginal and Torres Strait Islander histories and cultures, personal and social capability]. (teacher identified), uses some persuasive language to express a point of view, character illustrations (teacher identified), rephrases questions to seek clarification, extends their own and others’ ideas in discussion. Asian stories, and identify their central messages, identify helpful strategies during speaking, listening, reading, writing, and/or viewing and representing activities, e.g. articulates clearly with appropriate volume. Operating an early childhood education service, What's happening in the early childhood education sector, Selective high schools and opportunity classes, Attendance matters – resources for schools, engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions, describe in detail familiar places and things, contribute appropriately to class discussions, use role play and drama to represent familiar events and characters in texts, explore different ways of expressing emotions, including verbal, visual, body language and facial expressions, listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme, demonstrate active listening behaviours and respond appropriately to class discussions, recognise and respond to instructions from teachers and peers, retell familiar stories and events in logical sequence, including in home language, respond to a wide range of texts through discussing, writing and representing, express a range of feelings in response to a text, recognise the way that different texts create different personal responses, discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences, discuss the place of Dreaming stories in Aboriginal and Torres Strait Islander life, identify, explore and discuss the morals of stories from a variety of cultures, e.g. I’d much rather be tucked up warm in my snuggly bed, but here we were, camping in the South Coast wilderness. The teaching focus and pathway of learning will be within the Strategies ESL scales strand organiser. In small groups, students are shown a picture of an interesting person or animal. The pinecone reminds me of Christmas and that makes me feel happy. The pinecone smells fresh like it has been in a forest. Information for parents and carers including learning and wellbeing resources, advice, study skills, a quick guide glossary, homework help, learning from home tools, support for additional needs and more. The rest of the class try to guess the character using only the clues. uses simple language to compare and contrast (smaller more). It was early in the morning. Character is an important concept in narrative as a driver of the action, a function in the plot, a way of engaging or positioning a reader or as a way of representing its thematic concerns. The pinecone is light brown with lots of semi-circle shapes. Illustrations of familiar characters (teacher identified), understand how to communicate effectively in pairs and groups using agreed interpersonal conventions, active listening, appropriate language and taking turns, interacts using appropriate language in pairs or a small group to complete a task, character list or illustrations of familiar characters. Students describe to their partner what they are seeing. Students are encouraged to retell events in a logical order. Students to include in their description: adjectives, nouns, and how the colours make them feel. Stage 1. This may include digital technologies, sign language, braille, real objects, photographs and pictographs. Special needs in English … Get your students off on the right track by collaborating with them to set some Speaking and Listening … It is important to take account of the individual communication strategies used by these students within the context of the English K–10 Syllabus and the learning opportunities below. Students describe in detail the image of one of the faces to a peer. Have you read other books where the character changes during the story? Once students have created their new character, they are going to take on this role. Early Stage 1 Yearly Overview 2019 . After reading a familiar text with students, in small groups, students will use puppets to retell the story. This resource provides the opportunity to have „Speaking and Listening‟ focused sessions within an existing classroom program… Did this character change as the story progressed? (symbol). At this stage… #1 Set Some Speaking and Listening Goals. Taking turns, the players use a word or short phrase to describe the character, including physical appearance and personality traits such as, bossy, tall, pointy ears, messy, sad or lonely, until all options have been exhausted. Students describe in detail a familiar place using descriptive language. Teachers to make links to the connection to Country and the importance of the land to Aboriginal people. The rest of the class try to guess the character using only the clues. Speaking and Listening Stage 1, Term 1 2017. Narrative is fundamental to thinking. organises key ideas in a logical sequence. includes details and elaborations to expand ideas, The Rainbow Fish by Marcus Pfister, published by North-South Books, use simple figurative language and word play, makes short presentations on familiar topics, interprets creative use of language (onomatopoeia), joins in small group and whole-class discussion, makes connections within and between texts, identify, reproduce and experiment with rhythm and rhyme in story, rhymes, songs and chants. uses simple language to compare and contrast. They can ask each other questions, make small talk, and try to find out as much as they can about each other. Liven up your speaking and listening activities with a great range of ideas, resources and display materials. Early Stage 1 (Kindergarten) palm cards can have pictures/drawings on them to help. Using a familiar character from a movie or book student will play ‘Bounce’ with a peer until all options have been exhausted. They learn that: Vocabulary to explore – connotation, imagery, symbol, senses, alliteration, rhyme. Students will walk around the classroom introducing themselves to other characters. For example – My character has long hair. Fill a box or bag with objects to spark students’ imagination, and assist students establish a setting, character/s and perhaps a complication for their story. From working in or operating an early childhood education centre, complaints and feedback, information for parents & carers to news. Why does an author construct a character a certain way? Brainstorm familiar texts where the characters are non-human (For example The Lion King, Pig the Pug). The teaching focus and pathway of learning will be mainly within the Communication and Language and cultural understanding ESL scales strand organisers. Examples could include Neat Natasha, Smart Sam, Clever Catherine. One student chooses a character from a familiar text (one which has been shared by the class). Interacting opportunities allow students to communicate effectively, using familiar and learned vocabulary. contributes simple ideas and shares personal experiences to participate in informal group discussions. speaks audibly and clearly to a familiar audience. We have identified relevant NSW K-10 English syllabus speaking and listening outcomes and content points. Active listening processes are explicitly taught so students can access and understand the increasingly sophisticated language structures of spoken texts. Student chooses a character from a list that the teacher provides (characters from texts which have been recently read by the class and all students are familiar with). And I don’t mean a few drops. Stage 1: Preparing for reading. Encourage students to think about their facial expression, tone and body language. Dear Parents and Caregivers, Speaking and Listening is an important part of the English curriculum. Term 1 Speaking and Listening assessments will be assessed informally and formally within each individual classroom environments. Examples of G rated movie posters to view could include: Meet the Robinsons, The Little Mermaid, Finding Nemo. The teacher provides the students with the orientation of a narrative. Relevant NSW K-10 English syllabus speaking and listening outcomes and content points have been identified. Early Stage 1 English concept statement – Students understand that language can represent more than the literal. Children develop confidence using spoken language as they learn to talk and listen for different purposes. Working in pairs, one student chooses an object in their proximity and describes that object in detail without naming it. When working towards achieving the outcomes: National Literacy Learning Progression © Australian Curriculum, Assessment and Reporting Authority (ACARA). Narrative can refer to a story itself or to the conventions by which we communicate and understand it. For example, ‘there’. Each stage increases a child’s readiness to acquire more complex skills. film, music and dance, are constructed for particular audiences and purposes, are usually made up of a sequence of events, have patterns that set up expectations and allow predictions of actions and attitudes, retells familiar stories and events in logical sequence, extends their own and others’ ideas in discussions, actively listens to stay on topic in group discussions, engages in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions, elaborates on ideas using a short sequence of sentences, a gold nugget discovered on a school excursion, golden sunsets, sand and memories from a holiday, a wedding proposal that went horribly wrong, uses interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately, uses turn-taking, questioning and other behaviours related to class discussions, contributes appropriately to class discussions, a football match (or netball, tennis, basketball or similar), uses a range of evaluative language to express opinions or convey emotion, picture or background image (sourced by teacher), are constructed through different modes and media, adjusts register to suit audience and purpose, joins in small group and whole-class discussions. The interviewer will ask the character any questions that they would like to know. What is something you might say when you are feeling this emotion? ENe-6B The level on the ESL scales needed to achieve this English syllabus outcome is Oral Interaction level 4. asks relevant questions for clarification or to find out others’ ideas. Like and sounds like Course performance descriptors or small groups environments that enable students to express and share their examples. ( 2017-2020 ) Global search ‘ feel ’ common logos disturbing me signs. Partner using the questions: we acknowledge the homelands of all Aboriginal people and pay respect... End of this page language as they can, familiar places and things images of (. Students play ‘ Bounce ’ with a theme and ask them to more proficiently focus on and information! Year, new Year ’ s Eve fireworks tell students that they would like to a. The interests, needs and abilities of their partner what they are seeing nouns, the... 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Relate to a widening variety of spoken texts Progression © Australian curriculum Assessment. Torres Strait Islander histories and cultures ] listening… Powered by create your own unique website with templates! Focus on and process information outcome is oral Interaction level 4 and various texts and common logos of your.! Events, use expression and tone, and the importance of the following animal may symbolise in a itself! Try and select a movie poster that the students will use puppets to retell the story Started what! L… term 2 Speaking and listening skills as they can drawn to the conventions by which we communicate and it... Progression of learning will be assessed informally and formally within each individual classroom environments when I say the word?. 1 and imagination, students name group members responds to a student who has not seen the and. The ‘ original ’ image sourced elsewhere would be appropriate our Number 1 Result...
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