He tried to be just a little bit good at dancing. Stage 1: Preparing for reading. As a class, students nominate potential complications for the narrative, and then, based on a chosen complication, the students create a resolution for the narrative. Present a word to students and students explain how the word makes them ‘feel’. Students describe in detail a familiar place using descriptive language. Interacts using appropriate language in pairs or a small group to complete a task. One student holds an image of an interesting looking person. Discuss questions with the students: How would you describe the rainbow fish as a character? In a full sentence, students comment on how this object feels, sounds, tastes, smells, looks and makes them feel. Students may also discuss a sequence of events that may have taken place. 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. Speaking and Listening 1 Communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction ENe-1A Develop and apply contextual knowledge Understand that English is one of many languages spoken in Australia and that different languages may be spoken … replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures, use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact, communicate with peers and familiar adults about personal experience, describe an object of interest to the class, begin to identify some language features of familiar spoken texts, understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school, retell familiar literary texts through performance, use of illustrations and images, share feelings and thoughts about the events and characters in texts, respond to texts, identifying favourite stories, authors and illustrators, share picture books and digital stories for enjoyment and pleasure, share responses to aspects of a text that relate to their own life, understand that different languages and dialects may be spoken by family, classmates and community, understand that language can be used to describe likes and dislikes, respond to Dreaming stories, eg stories from local Aboriginal and Torres Strait Islander communities, begin to recognise points of view in text, develop an appreciation for books, poetry and song and the importance of narrative, discuss what it means to be an active listener, discuss what it means to be a cooperative group member, discuss likes and dislikes after reading texts, can be told through different modes and media. He tried to be the best at soccer. Stage 1 … Students are encouraged to use adjectives (descriptive words) and positional language (prepositions) to describe where the object is and what it looks like. Students ask the ’character’ questions, and the student in the ‘hot seat’ answers as that character. 'Tell About This' App. We weren’t expecting any packages. 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. When working towards achieving the outcomes: National Literacy Learning Progression © Australian Curriculum, Assessment and Reporting Authority (ACARA). Teachers to make links to the connection to Country and the importance of the land to Aboriginal people. Children develop confidence using spoken language as they learn to talk and listen for different purposes. Using persuasive language, students will attempt to convince a peer using 3 reasons why one character is more interesting than the other. Character is traditionally viewed as a description of a fictional person. In order to help develop students’ skills and confidence in … My favourite thing to do on Saturday morning was to get up before my family and quietly turn on the tv. Tell students that they are going to a party and they are going to meet lots of interesting people. Active listening processes are explicitly taught so students can access and understand the increasingly sophisticated language structures of spoken texts. As a construct, it is made up of verbal or visual statements about what that fictional person does, says and thinks and what other fictional characters and the author of the text say about him or her. Teacher reveals to the student an emotion card. Focusing on expression, students will say ‘How are you today?’ as a different person/character. English as a second language scales – links to the English syllabus. Speaking and listening Reading and viewing Writing Please select one sub-element to view the content Listening Interacting Speaking Phonological … Continue around the circle with each person saying a single word with the collective aim of telling a coherent story including characters, settings and events. They learn that: Vocabulary to explore – connotation, imagery, symbol, emotion, senses, onomatopoeia, feel, rhyme. It may be questions around what took place before the story started and what happened after the story finished. The sun was just rising, and the rest of my family were still in bed, fast asleep. Stage 1 English concept statement: Students understand that language can appeal to the senses. Some animals and birds are central to Aboriginal culture through the Dreaming Creation stories where they symbolise another meaning. Our Number 1 Big Result is building Confidence with speaking and presenting to peers, groups and workplace colleagues. Do all symbols have to be understood by everyone? contributes simple ideas and shares personal experiences to participate in informal group discussions. Special needs in English … Each stage increases a child’s readiness to acquire more complex skills. It considers how clothes are used to establish identity. Storytelling boxes work for whole class circle time or for a small group activity. Before the game begins, explain the rules of the game. Using a familiar character from a movie or book student will play ‘Bounce’ with a peer until all options have been exhausted. 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. These conventions are the way we construct a world that sets up and depends on expectations of human behaviour to amplify it. Student chooses a character from a list that the teacher provides (characters from texts which have been shared with the class and all students are familiar with). It was early in the morning. Liven up your speaking and listening activities with a great range of ideas, resources and display materials. This resource provides the opportunity to have „Speaking and Listening‟ focused sessions within an existing classroom program… Students compare their final pictures to see if they are the same. Arrange the students into a seated or standing circle. English sample Early Stage 1 scope and sequence Term 1 Unit/Topic Responding to literature – Discussing personal experiences and learning to express themselves Duration Term 1 (1–10 weeks) … The other student uses the clues to name the object and its location. The listening lesson is made up of three stages regardless of the framework you use. The 3 Stages of a L… Encourage students to share what the room looks like, smells like, feels like and sounds like. See ESL scales outcomes for Oral Interaction: 1.1, 2.1, 3.1, 4.1; Reading and Responding: B1.1, B2.1, 1.5; Writing: B1.5, B2.5, 1.9. The peer draws the face based on the description provided. demonstrates clear communication skills through eye contact, articulation, adequate volume and some natural gesturing, uses nouns and some simple adjectives to describe appropriately. Speaking opportunities allow students to become increasingly proficient at selecting language to express and share ideas for a range of audiences and differing purposes. Students to express a point of view and opinion about a recently read text. See ESL scales outcomes 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2. Students are encouraged to use adjectives (descriptive words). One student chooses a character from a familiar text (one which has been shared by the class). Get Started Possible words – beach, forest, ice cream, park, home, rain, flowers, [Learning across the curriculum content: personal and social capability]. Interacting opportunities allow students to communicate effectively, using familiar and learned vocabulary. Students describe a favourite room in their house. When working towards achieving the outcomes: ENe-1A the sub-elements (and levels) of Listening (LiS2–LiS4), Interacting (InT1–InT3), Speaking … Where and when are you likely to see these symbols? My character’s smile is huge. uses vocabulary to express cause and effect. 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. You are encouraged to source additional or alternate resources to suit the interests, needs and abilities of your students. Focus: Language and communicationDuration: 5 weeks. The class can only answer with yes or no responses. Who was your favourite character and why? Tom tried really hard. The other student then listens carefully as their partner describes the position of the things they have drawn (for example, draw a sun shining above the tree). experiments with a small range of listening strategies. Try and select a movie poster that the students may not have seen before. Explicitly discuss the features of conversation – topic introduction and maintenance, turn-taking, body language, active listening and appropriate interpersonal conventions. retells key details or points from a text, uses appropriate volume for small audiences, uses some varying intonation or volume for emphasis. asks relevant questions for clarification or to find out others’ ideas. When parents understand the stages of listening… Students create a new character and think up everything about him or her, including their name, age, nationality, family, hobbies and interests, personality and more. This may include digital technologies, sign language, braille, real objects, photographs and pictographs. 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. The first student begins by saying a single word. Character list or illustrations of familiar characters. Read some tongue twisters (alliteration) as a class. Teachers may like to include a picture of their local area as a resource. The Speakers Practice – Speaking and Listening Program is a highly interactive program designed to help you with : 1. When we think, we think in narrative form. Early Stage 1 & Stage 1 (Kindergarten to year 2) English Our goal is for all students to develop a love of literature at an early age. All resources listed in the activities are included at the end of this page. Discuss with students: symbols are objects that stand for more than just themselves. In small groups, students are shown a picture of an interesting person or animal. Early Stage 1 English concept statement – Students understand that characters in imaginative texts are visual, verbal and aural representations of people who participate in the narrative. 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. [Learning across the curriculum content: creative and critical thinking]. Early Stage 1 (Kindergarten) palm cards can have pictures/drawings on them to help. Encourage students to retell the sequence of events, use expression and communicate clearly. Teachers may wish to source a local painting from an Aboriginal artist. Students work with a partner to deliver a short presentation to recommend or not recommend the text, giving at least two reasons to support their opinion. In this unit students will learn about language and … Which character did you least like and why? 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. 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. For example: if the setting was a forest, students may discuss that Little Red Riding Hood and Into the Forest by Anthony Browne, also took place in a forest. Speaking opportunities allow students to ask relevant questions, speaking clearly and purposefully with small groups, a partner and class. images of characters (teacher identified), words, signs and symbols can represent or suggest things. Speaking and Listening skills benefit students speech, language and communication skills and enable them to more proficiently focus on and process information. Words to explore include winter, beach, party, forest, birthday, park, home and ice-cream. Stage 3: Note-making. Then the rain came. The Wellbeing Framework supports schools to create learning environments that enable students to be healthy, happy, engaged and successful. For example, ‘The cloud is long and skinny like a greyhound dog’. joins in small and whole-class discussion. Speaking and listening can be at the heart of lessons in any subject area and at any Key Stage – the first step is through clear planning. The students will examine the artwork and will then describe the piece to a student who has not seen the artwork. Note – teachers to be aware of and respectful of students using Aboriginal English. Students describe this image to a partner. KLA Term 1 Term 2 Term 3 Term 4 English Speaking and Listening News Speaking and Listening Program News Speaking and Listening Program News Speaking and Listening Program News Speaking and Listening Program … Student describes the physical features, one feature at a time. See ESL scales outcomes 1.1, 2.1, 3.1, 4.1. Information about NSW public education, including the school finder, high school enrolment, school safety, selective schools and opportunity classes. 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. In pairs, students retell one event from the text, including important points and as much detail as possible. Challenge students with a theme and ask them to list as many onomatopoeic words as they can. Interacting opportunities allow students to communicate using active listening, strategic and respectful questioning on familiar and new topics. You may need to supply images to inspire students, or students could draw their new character. Why are particular colours and size used? As a class, discuss if all characters are human. [Learning across the curriculum content: critical and creative thinking]. As a class, an object will be passed around the circle. uses simple adjectives to describe (big red). Students understand that imagery is one way of connecting with an audience. communicates with peers about personal experience, Everyday signs and symbols (teacher identified). Teachers may like to include a picture of their local area as a resource. The teaching focus and pathway of learning will be within the Strategies ESL scales strand organiser. And I don’t mean a few drops. 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. 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. It was freezing and as my Pop would say, the wind would blow a dog off a chain. Please remember that the aim of … shares feelings and thoughts (about the events and characters in text). 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. Listening opportunities allow students to demonstrate developing active listening skills as they respond to a widening variety of texts and instructions. Learn more today. ENe-11D 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. uses simple connectives to join ideas (and then). Teachers are encouraged to source additional or alternate resources to suit the interests, needs and abilities of their students. Identified syllabus outcomes in this unit: All resources listed in the activities are included at the end of this page. They learn that stories: Vocabulary to explore – narrative, Aboriginal, positional language (such as left and right), strange, tension. Students are to imagine and then act out a conversation between the characters. 29th April, 2016. Student – Because when it is raining, I know the plants and animals will get water. Stage 1: Receiving. Using their 5 senses and imagination, students are to describe, as best they can, familiar places and things. Other features of the text such as characters and verbs can be substituted. Once the students have described the artwork, the teacher can display the work and students discuss whether the descriptions gave them an accurate picture in their mind. Stage 4: Joint construction. makes short presentations using a few connected sentences. The student will ask the class questions to help identify who the character is. 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. Program of research (2017-2020) Global search. For example: Students are encouraged to use descriptive language when describing their image, including, but not limited to size, colour and shape. Narrative is fundamental to thinking. The teaching focus and pathway of learning will be mainly within the Communication ESL scales strand organiser. Then another familiar character can be chosen, and the Bounce game resumes. #1 Set Some Speaking and Listening Goals. Students are encouraged to retell events in a logical order. 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. retells personal events and experiences to peers and known adults. The way character is read is an indication of particular approaches to texts, be it through personal engagement or critical response. Discuss with students what the following animal may symbolise in a text: Students to share connections with these animals and various texts. Dear Parents and Caregivers, Speaking and Listening is an important part of the English curriculum. Students view a G rated movie poster to make inferences about character actions and motivations (teacher selection). adjusts pace, volume, pitch and pronunciation to enhance meaning and expression, uses body language and facial expressions to suit the character. Avoid singing or reciting poems as you will have changed your Public Speaking into a different type of performance – 1 … For more information, download: Stage 2 proforma (DOCX 65KB) Stage 2 content (DOCX 1281KB) Dear Parents/Carers, This term we will continue with our News program. 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