Other features of the text such as characters and verbs can be substituted. For example, student use of non-verbal responses, common use of silence, lack of eye contact and feelings of shame. Students interact appropriately, learning to adjust tenor for the audience. Please ensure your child is prepared for his or her news day. Students describe how the toy makes them feel. Taking turns, the player will use a word or short phrase to describe the character (for example bossy, messy, sad, lonely). 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. Students describe in detail a familiar place using descriptive language. Avoid singing or reciting poems as you will have changed your Public Speaking into a different type of performance – 1 … Where and when are you likely to see these symbols? Interacts using appropriate language in pairs or a small group to complete a task. It surely wasn’t me. Whose idea was it for us to spend quality time together as a family, camping? 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. They have big teeth. NSW Department of Education's information on curriculum taught in NSW schools, Aboriginal education and communities & personalised support. 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. He tried to be the best at reading. When working towards achieving the outcomes: National Literacy Learning Progression © Australian Curriculum, Assessment and Reporting Authority (ACARA). engages with and responds to a range of oral and aural texts for enjoyment and pleasure. Divide the class into 2 groups, one group facing a piece of artwork, the other group looking away. Speaking and Listening Stage 1, Term 1 2017. Then I could watch my favourite shows, with no one disturbing me. Get the latest COVID-19 advice. retells key details or points from a text, uses appropriate volume for small audiences, uses some varying intonation or volume for emphasis. Students are encouraged to use descriptive language, include characters and setting. We have identified relevant NSW K-10 English syllabus speaking and listening outcomes and content points. Liven up your speaking and listening activities with a great range of ideas, resources and display materials. Students describe a favourite room in their house. Encourage students to think about their facial expression, tone and body language. It was early in the morning. For example, ‘there’. Term 2 Speaking and Listening . Discuss the structure of a narrative making connections to familiar narratives. For example: “My character felt this way when...”. Encourage students to retell the sequence of events, use expression and communicate clearly. For example – My character has long hair. The pinecone reminds me of Christmas and that makes me feel happy. Examples could include Neat Natasha, Smart Sam, Clever Catherine. 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). He tried to be just a little bit good at dancing. Students work in pairs to come up with a new spoken text innovating on the rhyming word. 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. 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. Each student has a copy of the same picture and they sit with a barrier between them. This place could include a holiday destination, a shop, cubby house, bedroom, local park or backyard. They learn that stories: Vocabulary to explore – narrative, Aboriginal, positional language (such as left and right), strange, tension. 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. Asian stories, and identify their central messages, identify helpful strategies during speaking, listening, reading, writing, and/or viewing and representing activities, e.g. Learning through reading and writing. Stage 2: Detailed reading. Then another familiar character can be chosen, and the Bounce game resumes. After reading a narrative to the class, brainstorm the characters in the text. (teacher identified). After sharing a quality text, students discuss the setting/s. 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. Narrative can refer to a story itself or to the conventions by which we communicate and understand it. demonstrates clear communication skills through eye contact, articulation, adequate volume and some natural gesturing, uses nouns and some simple adjectives to describe appropriately. Student describes the physical features, one feature at a time. shares feelings and thoughts about the characters and events in texts. Students then mimic this process with a partner using the same orientation. 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. Have you read other books where the character changes during the story? Student – Because when it is raining, I know the plants and animals will get water. The National Literacy Learning Progression describes the observable behaviours as students gain proficiency in using Standard Australian English language. Students understand that imagery is one way of connecting with an audience. Teacher reveals to the student an emotion card. In a full sentence, students comment on how this object feels, sounds, tastes, smells, looks and makes them feel. Brainstorm familiar texts where the characters are non-human (For example The Lion King, Pig the Pug). Note – Teachers to be sensitive to the different ways of expressing emotions which may impact student involvement and contribution. As a class, view the image of the man base jumping. Share images with students that contain vivid colour. Students view images of clouds (online, class paintings or outside). The teacher provides the students with the orientation of a narrative. Our Number 1 Big Result is building Confidence with speaking and presenting to peers, groups and workplace colleagues. This may include digital technologies, sign language, braille, real objects, photographs and pictographs. Students are to imagine they are looking out the window and they see something very strange. uses appropriate or mainly appropriate word order. The students will describe the person to the peer, including imagined personality traits. Stage 1. Discuss expression and tone, and the impact it can have when reading aloud. 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]. Students make connections to places in familiar texts that are similar or dissimilar to the place they describe. Use this collection of speaking and listening teaching resources, including educational posters, worksheets and activities, to develop efficient speaking … They have big teeth. 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). 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. It was freezing and as my Pop would say, the wind would blow a dog off a chain. Students describe to their partner what they are seeing. Interacting opportunities allow students to communicate using active listening, strategic and respectful questioning on familiar and new topics. They learn that characters: Vocabulary to explore – character, speak, emotions, persuade, appearance, movement. 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. See ESL scales outcomes 1.1, 2.1, 3.1, 4.1. The teaching focus and pathway of learning will be within the Communication ESL scales strand organiser. In pairs, one student will be the character and the other will be the interviewer. Focusing on expression, students will say ‘How are you today?’ as a different person/character. Students describe this image to a partner. Stage 1: Receiving. Why or why not? Can they relate personally to the image? Share a painting with students. See ESL scales outcomes for Oral Interaction: 1.4, 2.4, 3.4, 4.4; Reading and Responding: B1.4, B2.4, 1.8; Writing: B1.8, B2.8, 1.12. For example: ‘was’. When parents understand the stages of listening… Using adjectives and alliteration, students verbally name the peers in their group or family members. English sample unit: Let’s talk! Get your students off on the right track by collaborating with them to set some Speaking and Listening … Relevant NSW K-10 English syllabus speaking and listening outcomes and content points have been identified. For more information, download: Stage 2 proforma (DOCX 65KB) Stage 2 content (DOCX 1281KB) Using a familiar character from a text, students play ‘Bounce’ with a peer. Using their 5 senses and imagination, students are to describe, as best they can, familiar places and things. 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. The roles will then swap with another character image to describe. 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. Program of research (2017-2020) Global search. After the class has listened to a narrative, identify the characters and discuss the relationships to each other. Students interact across an increasing range of curriculum contexts and purposes in pair, group or whole-class oral interactions. uses simple connectives to join ideas (and then). They use language to share information and negotiate meaning and outcomes, exploring increasingly sophisticated and specific vocabulary. uses simple language to compare and contrast (smaller more). Teachers are encouraged to source additional or alternate resources to suit the interests, needs and abilities of their students. 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