I could hear my brother snoring loudly in his bedroom. when used imaginatively can be enjoyable. Alternatively, a ‘family type’ image sourced elsewhere would be appropriate. Term 1 Speaking and Listening assessments will be assessed informally and formally within each individual classroom environments. The peer will then retell the description of the character, based on the information provided by the peer. This place could include a holiday destination, a shop, cubby house, bedroom, local park or backyard. Students make connections to places in familiar texts that are similar or dissimilar to the place they describe. Interacts using appropriate language in pairs or a small group to complete a task. Students will identify two known characters from familiar texts. Speaking and Listening Stage 1, Term 1 2017. (teacher identified). See ESL scales outcomes 1.1, 2.1, 3.1, 4.1. Speaking and listening activities based on identity and belonging. Teachers should also ensure that pupils continue to learn new grapheme-phoneme correspondences (GPCs) and revise and consolidate those learnt earlier. See ESL scales outcomes 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2. Students will walk around the classroom introducing themselves to other characters. Get your students off on the right track by collaborating with them to set some Speaking and Listening … Get the latest COVID-19 advice. From working in or operating an early childhood education centre, complaints and feedback, information for parents & carers to news. One student holds an image of an interesting looking person. One student chooses an object from their immediate environment and without gesturing or hand signals, describes that object (common noun) in detail without naming the object. Speaking and listening Reading and viewing Writing Please select one sub-element to view the content Listening Interacting Speaking Phonological … ENe-6B The level on the ESL scales needed to achieve this English syllabus outcome is Oral Interaction level 4. Other students take turns guessing what the object is. The listening lesson is made up of three stages regardless of the framework you use. They have big teeth. Explicitly discuss the features of conversation – topic introduction and maintenance, turn-taking, body language, active listening and appropriate interpersonal conventions. Students work in pairs. 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. Note – teachers to be aware of and respectful of students using Aboriginal English. For example, an aged pirate map, a broken pair of prescription glasses, and a life-ring or sunscreen, dog’s collar, a bone and flower. Discuss questions with the students: How would you describe the rainbow fish as a character? It surely wasn’t me. This place could include a holiday destination, a shop, cubby house, bedroom, local park or backyard. After sharing a quality text, students discuss the setting/s. No wifi, no electricity. Confidence with Speaking … The English Speaking and Listening Scope and Sequence gives necessary assessment details per stage. makes short presentations using a few connected sentences. Identify the defining features of a tongue twister. English K-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2012. Stage 1 English concept statement – Students understand that characters are composed of imagined thoughts, words and actions. After the class has listened to a narrative, identify the characters and discuss the relationships to each other. Teacher reveals an emotion from the list, for example, surprised, angry, happy, excited, disappointed, sad expressions. After reading a narrative, in pairs, students have a conversation about their opinion of a character/s. A name of a familiar character will be placed on the student’s head (or written on the board behind the student). Students are encouraged to use descriptive language, include characters and setting. Student describes the physical features, one feature at a time. A listening lesson consists of task before students listen to the passage, tasks to complete while they listen to the passage and activities that you after the listening. Identified syllabus outcomes in this unit: ENe-1A The level on the ESL scales needed to achieve this English syllabus outcome is Oral Interaction level 4. Whose idea was it for us to spend quality time together as a family, camping? Which character did you least like and why? And I don’t mean a few drops. ENe-10C The levels on the ESL scales needed to achieve this English syllabus outcome are Writing level 1, Reading and Responding level 1 and Oral Interaction level 4. This may include digital technologies, sign language, braille, real objects, photographs and pictographs. uses simple adjectives to describe (big red). The pinecone smells fresh like it has been in a forest. When we think, we think in narrative form. Why or why not? Why does an author construct a character a certain way? Around the circle or group, students take turns to describe this character’s appearance, movements, speech or sound and personality. They have big teeth. #1 Set Some Speaking and Listening Goals. Students describe their favourite room in their house. Students interact across an increasing range of curriculum contexts and purposes in pair, group or whole-class oral interactions. adjusts pace, volume, pitch and pronunciation to enhance meaning and expression, uses body language and facial expressions to suit the character. Narrative is fundamental to thinking. The other student uses the clues to name the object and its location. Speaking and Listening skills benefit students speech, language and communication skills and enable them to more proficiently focus on and process information. The rest of the class try to guess the character using only the clues. Students use their 5 senses (where appropriate) to describe the room. They can ask each other questions, make small talk, and try to find out as much as they can about each other. Stage 1 Speaking and listening National literacy learning progression. Not all outcomes and content points are listed here as students work towards achieving the outcomes over a two-year period. Term 2 Speaking and Listening . Narrative can refer to a story itself or to the conventions by which we communicate and understand it. You may need to supply images to inspire students, or students could draw their new character. The Wellbeing Framework supports schools to create learning environments that enable students to be healthy, happy, engaged and successful. Encourage students to describe what the room looks like, feels like, smells like and sounds like and how it feels when they are in there. Teacher – What do you feel when I say the word ‘rain’? In this unit students will learn about language and … Not all outcomes and content points are listed here as students work towards achieving the outcomes over a year: ENe-1A – communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction, ENe-6B – recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language, ENe-10C – thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts, ENe-11D – responds to and composes simple texts about familiar aspects of the world and their own experiences, ENe-12E – demonstrates awareness of how to reflect on aspects of their own and others’ learning. For example – ‘The wolf in ‘The Three Little Pigs’ is sneaky because he is trying to eat the pigs, and he wrecks their houses. The National Literacy Learning Progression describes the observable behaviours as students gain proficiency in using Standard Australian English language. In small groups or pairs, students practise storytelling using their photograph. One student chooses a character from a familiar text (one which has been shared by the class). Teacher to read a selected passage from a text where a dramatic rendition can be created, for example, Roald Dahl’s ‘The Witches’ where the Grand Witch speaks. With teacher assistance, one student chooses a character from a shared and familiar text and does not share the name of the character with the class. Once students have created their new character, they are going to take on this role. Tom tried really hard. NSW Department of Education's information on curriculum taught in NSW schools, Aboriginal education and communities & personalised support. uses some varying intonation or volume for emphasis. A million thoughts rushed through my head. It was early in the morning. Each student either creates their own sentence or builds on the sentence of the person before them. For more information, download: Stage 2 proforma (DOCX 65KB) Stage 2 content (DOCX 1281KB) Students are to imagine they are looking out the window and they see something very strange. Character is traditionally viewed as a description of a fictional person. Term 2 Speaking and Listening assessments will need to culminate in a Stage … If appropriate, students could bring to school a family photo. English sample unit: Let’s talk! Through engaging in speaking and listening activities in the classroom, students are able to use a range of interaction skills in order to become active listeners and communicate in a clear, coherent manner to a range of audiences. Words and images can signify more than what they denote, extending us beyond their literal everyday meanings to understand and experience one thing in terms of another. Encourage students to think about their facial expression, tone and body language. Students use their senses + one (where appropriate) to describe the room. Then I could watch my favourite shows, with no one disturbing me. The students will examine the artwork and will then describe the piece to a student who has not seen the artwork. Students swap roles so that the describer is now the listener and a different image is chosen. Have you read other books where the character changes during the story? As students may be unfamiliar with the characters, it will be based on how the characters look, what they wear, how they stand and their facial expressions. Stage 1 … Stage 2: Detailed reading. Ask students to indicate, with a ‘thumbs up’ for a positive response, and a ‘thumbs down’ for a negative response to the words below. Share some tongue twisters (alliteration) with students. Teachers to make links to the connection to Country and the importance of the land to Aboriginal people. Teachers are encouraged to source additional or alternate resources to suit the interests, needs and abilities of their students. Receiving is the intentional focus on hearing a speaker’s message, which happens when we filter out other sources so that we can isolate the message and avoid the confusing mixture of incoming stimuli. Examples could include: a setting sun, Chinese New Year, New Year’s Eve fireworks. Read a text to the class where the main character’s personality changes during the story such as, ‘The Rainbow Fish’. Students compare the image drawn to the ‘original’ image. Examples of G rated movie posters to view could include: Meet the Robinsons, The Little Mermaid, Finding Nemo. Asian stories, and identify their central messages, identify helpful strategies during speaking, listening, reading, writing, and/or viewing and representing activities, e.g. What is something you might say when you are feeling this emotion? ENe-12E The levels on the ESL scales needed to achieve this English syllabus outcome are Writing level 1, Reading and Responding level 1 and Oral Interaction level 4. Vocabulary to explore – character, personality, appearance. Each stage increases a child’s readiness to acquire more complex skills. All resources listed in the activities are included at the end of this page. For example: My character has long hair. In small groups, students have five minutes to brainstorm ten different ways to approach a story about ‘gold’. Challenge students with a theme and ask them to list as many onomatopoeic words as they can. I’d much rather be tucked up warm in my snuggly bed, but here we were, camping in the South Coast wilderness. Speaking opportunities allow students to ask relevant questions, speaking clearly and purposefully with small groups, a partner and class. For example – My character has long hair. The way character is read is an indication of particular approaches to texts, be it through personal engagement or critical response. The Wellbeing Framework supports schools to create learning environments that enable students to be healthy, happy, engaged and successful. One student adds additional details to their base picture by drawing (for example: draws a sun above the tree, a cloud to the right of the sun, a bird between the sun and cloud). Teacher to lead a discussion using the questions: We acknowledge the homelands of all Aboriginal people and pay our respect to Country. curriculum domains. Identified syllabus outcomes in this unit: All resources listed in the activities are included at the end of this page. Why do their feelings change? Stage 1 Speaking and Listening Term 2. Teachers to make links to the connection to Country and importance of the land to Aboriginal people. Speaking opportunities allow students to become increasingly proficient at selecting language to express and share ideas for a range of audiences and differing purposes. Learn more today. Discuss with students that the first ideas are usually the ‘ordinary’ ideas because those are the ones everyone else thinks of too, so come up with ten ideas to find just one great idea. Students view images of clouds (online, class paintings or outside). Our English program is made up of the following areas: Speaking and Listening … During year 1, teachers should build on work from the early years foundation stage, making sure that pupils can sound and blend unfamiliar printed words quickly and accurately using the phonic knowledge and skills that they have already learnt. He tried to be the best at soccer. I have developed a stage 2 rubric based on the new English curriculum to assess the composition of oral texts using the app, incorporating not only speaking and listening, but also the … When working towards achieving the outcomes: National Literacy Learning Progression © Australian Curriculum, Assessment and Reporting Authority (ACARA). 'Tell About This' App. The pinecone reminds me of Christmas and that makes me feel happy. Active listening processes are explicitly taught so students can access and understand the increasingly sophisticated language structures of spoken texts. Divide the class into 2 groups, one group facing a piece of artwork, the other group looking away. In small groups, students are shown a picture of an interesting person or animal. Early Stage 1 English concept statement – Students understand that narrative is a way of sharing and learning about life experiences. Interacting opportunities allow students to communicate using active listening, strategic and respectful questioning on familiar and new topics. It was freezing and as my Pop would say, the wind would blow a dog off a chain. What is something you might say when you are feeling this emotion? [Learning across the curriculum content: critical and creative thinking]. Discuss expression and tone, and the impact it can have when reading aloud. Get the latest COVID-19 advice. The teacher provides the students with the orientation of a narrative. The National Literacy Learning Progression describes observable behaviours as students gain proficiency in using Standard Australian English language.. 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 … The picture may be of a setting from a previously shared story (for example the farm in ‘What the Ladybird Heard’ by Julia Donaldson). After listening to a text, students retell the story to the class or a peer. Stage 3: Note-making. Stage 4: Joint construction. 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. If necessary, use the following prompts to assist groups: After groups have discussed ten approaches, the group must decide on one approach and share with the class why they selected this one. Students make connections to places in familiar texts that are similar or dissimilar to the place they describe. Other features of the text such as characters and verbs can be substituted. English K-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2012. „Speaking and Listening‟ are not isolated skills, they are intertwined within all curriculum domains across all VELS levels. Get Started Learn more today. Note – Teachers to be sensitive to the different ways of expressing emotions which may impact student involvement and contribution. Using a familiar character from a movie or book student will play ‘Bounce’ with a peer until all options have been exhausted. Then another familiar character can be chosen, and the Bounce game resumes. Where and when are you likely to see these symbols? actively listens to stay on topic in group discussions10. 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. Some students will communicate using augmentative and alternative communication strategies to demonstrate their skills. Student – Because when the sun is out it is warm outside and I can play. [Learning across the curriculum content: creative and critical thinking]. This may include digital technologies, sign language, braille, real objects, photographs and pictographs. As a class, view the image of the man base jumping. Tommy turtle took a tumble turning towards the trees. We have identified relevant NSW K-10 English syllabus speaking and listening outcomes and content points. Key stage 1 – year 1 During year 1, teachers should build on work from the Early Years Foundation Stage, making sure that pupils can sound and blend unfamiliar printed words quickly and Students demonstrate and discuss: What would your face look like if you were feeling this emotion? Students work in pairs to come up with a new spoken text innovating on the rhyming word. At this stage… 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. Listening opportunities allow students to attend to instruction and become increasingly proficient at building meaning from a variety of spoken texts. This progression of learning is the same for children with hearing loss or typical hearing. Students interact appropriately, learning to adjust tenor for the audience. 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