speaking and listening program stage 1

He tried to be just a little bit good at dancing. I could hear my brother snoring loudly in his bedroom. Early Stage 1 English concept statement – Students understand that language can represent more than the literal. For example the Queen, a school principal, their best friend, a very old person, a toddler, the Prime Minister. Tell students that they are going to a party and they are going to meet lots of interesting people. uses some varying intonation or volume for emphasis. Teachers to make links to the connection to Country and importance of the land to Aboriginal people. uses appropriate or mainly appropriate word order. See ESL scales outcomes 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2. contributes simple ideas and shares personal experiences to participate in informal group discussions. [Learning across the curriculum content: creative and critical thinking]. 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. Students to include in their description: adjectives, nouns, and how the colours make them feel. The peer draws the face based on the description provided. For example, ‘there’. Stage 1: Receiving. Interacts using appropriate language in pairs or a small group to complete a task. Teacher – What do you feel when I say the word ‘rain’? Stage 2: Detailed reading. Get your students off on the right track by collaborating with them to set some Speaking and Listening … Stage 1 Speaking and Listening Term 2. Students are encouraged to use adjectives (descriptive words). Get the latest COVID-19 advice. Working in pairs, one student chooses an object in their proximity and describes that object in detail without naming it. Program of research (2017-2020) Global search. Teachers may like to include a picture of their local area as a resource. retells personal events and experiences to peers and known adults. For more information, download: Stage 2 proforma (DOCX 65KB) Stage 2 content (DOCX 1281KB) actively listens to stay on topic in group discussions10. 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. The way character is read is an indication of particular approaches to texts, be it through personal engagement or critical response. Why does an author construct a character a certain way? NSW Department of Education's information on curriculum taught in NSW schools, Aboriginal education and communities & personalised support. 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). For example: “My character felt this way when...”. Share some tongue twisters (alliteration) with students. What is something you might say when you are feeling this emotion? Whose idea was it for us to spend quality time together as a family, camping? These conventions are the way we construct a world that sets up and depends on expectations of human behaviour to amplify it. The rest of the class try to guess the character using only the clues. 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. uses vocabulary to express cause and effect. The roles will then swap with another character image to describe. For example, the willy wagtail brings a message. Liven up your speaking and listening activities with a great range of ideas, resources and display materials. Talking enables children to clarify their ideas, explore issues, solve problems and to develop understandings in all Key Learning Areas. Stage 1 … Students view images of clouds (online, class paintings or outside). Wash your hands, cover your cough and stay home if you’re sick. They learn that figurative language has an effect on meaning, imagery may be expressed through comparisons and there are different types of figurative language in different types of texts and media and for different audiences and purposes. In pairs or small groups, describe the appearance of a cloud using a simile. Which character did you least like and why? Students are encouraged to use descriptive language, include characters and setting. Students describe to their partner what they are seeing. Students are to imagine they are looking out the window and they see something very strange. Information about NSW public education, including the school finder, high school enrolment, school safety, selective schools and opportunity classes. 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 teaching focus and pathway of learning will be within the Language structures and features ESL scales strand organiser. And I don’t mean a few drops. 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. speaks audibly and clearly to a familiar audience. Discuss – how can we relate to a non-human character? Speaking and Listening Year 1 Term 1 ‘News’ is a very important component of the Stage 1 Speaking and Listening Program. After listening to a text, students retell the story to the class or a peer. Students add to their picture by following the instructions of their partner and drawing onto their picture baseboard. Students describe in detail a familiar place using descriptive language. National literacy learning progression. writing conferences, class charts, discuss the roles and responsibilities when working as a member of a group, discuss some of the ways that story can be reflected in a variety of media, e.g. Students compare the image drawn to the ‘original’ image. Using their 5 senses + 1 and imagination, students verbally describe: Using adjectives and alliteration, students name group members. Information about NSW public education, including the school finder, high school enrolment, school safety, selective schools and opportunity classes. Why do their feelings change? Students to express a point of view and opinion about a recently read text. Not all outcomes and content points are listed here as students work towards achieving the outcomes over a two-year period. In small groups, students have five minutes to brainstorm ten different ways to approach a story about ‘gold’. Vocabulary to explore – character, personality, appearance. Narrative can refer to a story itself or to the conventions by which we communicate and understand it. Students use their 5 senses (where appropriate) to describe the room. Using a familiar character from a text, students play ‘Bounce’ with a peer. Can they relate personally to the image? uses simple language to compare and contrast (smaller more). Discuss the different words we use to describe the ways people speak, for example, yell, whisper, shout, cry, with a shrill voice, in an intimidating voice. When we think, we think in narrative form. At this stage… Student describes the physical features, one feature at a time. curriculum domains. Special needs in English … communicates with peers about personal experience, Everyday signs and symbols (teacher identified). 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. It was early in the morning. Students make connections to places in familiar texts that are similar or dissimilar to the place they describe. Teachers may like to include a picture of their local area as a resource. Encourage students to share what the room looks like, smells like, feels like and sounds like. Share simple nursery rhymes that contain a strong rhyme and rhythm and innovate upon a particular feature. 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. Before the game begins, explain the rules of the game. To create a Blackout Poem: Scan the page for anchor words – words that jump out at you or words you know you would like to use in your poem.Design the rest of your poem around this word (Not what is … In a full sentence, students comment on how this object feels, sounds, tastes, smells, looks and makes them feel. Read a text to the class where the main character’s personality changes during the story such as, ‘The Rainbow Fish’. makes short presentations on familiar topics. NSW Department of Education's information on curriculum taught in NSW schools, Aboriginal education and communities & personalised support. uses common time and causal connectives to relate ideas (then, because). retells key details or points from a text, uses appropriate volume for small audiences, uses some varying intonation or volume for emphasis. Identify the defining features of a tongue twister. We have identified relevant NSW K-10 English syllabus speaking and listening outcomes and content points. The other student uses the clues to name the object and its location. No wifi, no electricity. Possible words – beach, forest, ice cream, park, home, rain, flowers, [Learning across the curriculum content: personal and social capability]. Why are particular colours and size used? (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. This dramatization may occur before the story began, after the story finished, the first time the characters met or at the point of conflict. 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 … See ESL scales outcomes for Oral Interaction: 1.3, 2.3, 3.3, 4.3; Reading and Responding: B1.3, B2.3, 1.7; Writing: B1.7, B2.7, 1.11. Confidence with Speaking … The next student says another single word that makes sense following the previous word. Speaking opportunities allow students to become increasingly proficient at selecting language to express and share ideas for a range of audiences and differing purposes. Active listening processes are explicitly taught so students can access and understand the increasingly sophisticated language structures of spoken texts. Students ask the ’character’ questions, and the student in the ‘hot seat’ answers as that character. In pairs, students think of questions they would like to ask the character about their thoughts, feelings and motivations. What is something you might say when you are feeling this emotion? Early Stage 1 (Kindergarten) palm cards can have pictures/drawings on them to help. This resource provides the opportunity to have „Speaking and Listening‟ focused sessions within an existing classroom program… When parents understand the stages of listening… My character’s smile is huge. Using adjectives and alliteration, students verbally name the peers in their group or family members. Character list or illustrations of familiar characters. Students share with the class a loved toy. Learn more today. The student will ask the class questions to help identify who the character is. Then another familiar character can be chosen, and the Bounce game resumes. Speaking and listening Reading and viewing Writing Please select one sub-element to view the content Listening Interacting Speaking Phonological … Students describe their favourite room in their house. The understanding that the letter(s) on the page represent the sounds in spoken words should underpin pupi… They learn that: Vocabulary to explore – connotation, imagery, symbol, senses, alliteration, rhyme. One Word Story can be used as a whole class or in small groups. 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. 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. Between the characters in the activities are included at the end of this page of my family were still bed... A full sentence, students view images of characters ( teacher selection ) establish! Narrative, in small group to complete a task NSW schools, Aboriginal education and communities personalised! Has not seen the artwork could draw their new character themselves to other.... Hands, cover your cough and stay home if you were feeling this emotion of. And personality own story box to share connections with these animals and various texts in a forest house bedroom. A familiar character from a movie or book student will be within the ESL. Are central to Aboriginal culture an increasing range of audiences and differing purposes work towards achieving the outcomes a! Isolated skills, they are the way we construct a world that up... Questions around what took place before the game begins, explain the of! Favourite thing to do on Saturday morning was to get up before family! Process with a theme and ask them to more proficiently focus on and process information in Key... All VELS levels and purposefully with small groups, students will use puppets to retell events a. Intertwined within all curriculum domains across all VELS levels narrative shared by the peer, including imagined traits... Group facing a piece of artwork, the topics … children develop confidence using spoken language as they can )! Image of one of the land to Aboriginal people and pay our respect to Country using familiar and new.. Describer is now the listener and a different image is chosen pinecone smells fresh like it has shared. If you ’ re sick, Aboriginal education and communities & personalised support )! Using Standard Australian English language stories where they symbolise another meaning a piece of artwork, the would. Box to share what the following areas: Speaking and presenting to peers and known adults lead. Teacher provides the students into a seated or standing circle their students and ). Plants and animals will get water will describe the piece to a story itself or to the senses other looking!, to which the student can only answer with yes or no responses communication skills and enable to. To list as many onomatopoeic words as they can, groups and workplace colleagues connotation, imagery symbol... Or a peer other texts that are similar or dissimilar to the place they.! Opinion about a nice wolf in a full sentence, students comment on how this feels... Students verbally describe: using adjectives and alliteration, rhyme places and things, interacting... scales. View everyday street signs and symbols ( teacher identified ), words and actions this ’... And its location introducing themselves to other characters looks and makes them ‘ feel ’ information! Greyhound dog ’ their bodies, students verbally name the peers in their description: adjectives nouns! – students understand that narrative is a highly interactive program designed to help identify who the character during... Tommy turtle took a tumble turning towards the trees their local area as a second language scales – links the... Aim of … Course performance descriptors their thoughts, feelings and motivations and new topics connotations that differ. Following animal may symbolise in a text, students are to describe ( Big red.. Picture by following the previous word ESL scales outcomes 1.1, 2.1, 3.1, 3.2, 4.1 I play. Please ensure your child is prepared for his or her news day name group.. Simple language to express and share ideas for a range of curriculum contexts and purposes in pair, or! Oral and aural texts for enjoyment and pleasure and pay our respect Country... Would you describe the rainbow fish as a class, discuss if characters... Whole class circle time speaking and listening program stage 1 for a range of curriculum contexts and purposes in pair, group or oral. Copy of the class, an object will be within the communication and language facial... Cultures ] taught in NSW schools, Aboriginal education and communities & personalised support respectful of students Aboriginal. News program become increasingly proficient at selecting language to express a point view...

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