Stage 1

TALKING and LISTENING OVERVIEW

Term 2 2013

Stage Statement

Outcome

Content

Students, through their familiarity with using spoken English for school purposes, mix with others in more complex ways. They are developing some awareness of how they and other people adjust their talking and listening to suit their purposes and audience. Students draw on what they are learning about language to experiment with their own talking and listening. They also adopt new ways to improve their communication with others. TS1.1 Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured classroom activities. Mid Stage 1 Later Stage 1
Students will: Use spoken language for a variety of purposes on an expanding range of topics eg listen and take turns in conversation with peers and teachers, sequence real or imagined events in time order Students will: Listen to a variety of speakers and respond with questions and comments that are relevant to the topic

Contribute extended stretches of talk to class activities eg longer spoken presentations Speak on an expanded range of topics to a wider range of audiences eg students from other classes, assembly presentations 7th Cluster :Plans and delivers oral presentations on familiar topics for audiences :Automatically adjusts speech to suit different audiences, purposes and situations. :Demonstrates attentive listening and viewing for extended periods of time. 8th Cluster :Communicates confidently with a range of audiences for a variety of purposes. 9th Cluster :Enhances presentations by using some basic oral presentation strategies :Listens attentively, makes appropriate responses to what others say and constructively builds on the ideas of others.

Engage in a range of interactions, eg ask and answer questions in small group discussions

Focus Text Types: Assessment Task:

5th Cluster :Recounts events and experiences in logical sequence. :Uses register and tone according to purpose and audience. :Listens and responds to instructions, information and peer opinions. 6th Cluster :Speaks clearly and confidently in a variety of formal and informal situations. :Plans and presents a brief oral presentation about a topic to a familiar audience. :Adjusts register, tone and volume appropriate to situation. :Demonstrates attentive listening across a range of school contexts.

Show & Tell - News Descriptions, recounts Students will bring a hidden object from home and a drawn picture of a mode of transport found at home. They need to describe the features of this object, eg size, shape, texture, etc. The other students have to guess what the object/mode of transport is. Students share personal experiences on familiar topics with peers. Gives a simple description of objects and shares a personal experience. Listens effectively to others and asks questions to seek clarification. Provides feedback to peers by commenting on their presentation skills. Develops greater self confidence to speak in front of an audience and begins to self reflect on their own presentation skills.

Assessment Criteria:

Dear Stage 1 teachers, - You may want to provide the students in your class with weekly explicit talking and listening activities, as part of homework. If you choose to do so you may want the students to present news in small groups or you may want to allocate specific days during the week for the students to present their news to the whole class. (See News/Show & Tell Plan outline below. You may want to give the students this at the beginning of this term or you may want to modify it in order to suit the needs in your class) - Otherwise, provide these talking and listening opportunities three times throughout this term as part of homework. I would suggest in week 3, 6 and 9. Add them as a home learning activity. It is important to provide many opportunities to our students to share their personal experiences and talk about familiar topics. By doing so, students develop greater self confidence in themselves and their abilities to have-a-go. Some students at this stage may need additional support and scaffolding when presenting in front of the class. Use the visuals that Bea, the speech pathologist, has given us. The students are familiar with these visuals. The topics for students to present an oral description are:

Select an object from your kitchen at home and bring it to school in a bag or wrapped up in a tea towel. DO NOT SHOW OR TELL ANYONE WHAT THIS OBJECT IS
(E.g. potato peeler, grater, dessert spoon, tongs, plastic bowl, spatula, salt/pepper shaker, garlic crush, colander, etc)

BRING AN OBJECT FROM YOUR KITCHEN

Describe this object (eg colour, texture, shape, smell) and tell the class how or why it is used. The class needs to guess your object.

Select an object from your bedroom at home and bring it to school in a bag.
(E.g. favourite toy, book, pillow, torch, photo, shoe, gift, piece of clothing, clock, etc)

BRING AN OBJECT FROM YOUR BEDROOM OR DESCRIBE A FAMILY MEMBER

Describe this object and tell the class how or why it is used. The class needs to guess your object. OR Students describe a person in their family by telling the class what they look like, what they do and what they like. They bring a photo of this person to share.

Draw a picture of a type of transport found at home.

(E.g. car, van, ute, boat, skateboard, bike, motorbike, etc)

A MODE OF TRANSPORT FOUND AT HOME

Describe this object and tell the class how or why it is used. The class needs to guess your object. Show the class your picture. I have included a student self-evaluation and teacher evaluation to help assess students when presenting.

Stage 1

NEWS/SHOW & TELL PLAN

Term 2 2013

Beginning in week 2, we ask that all students come prepared to participate in the following spoken language tasks. This is part of the talking and listening program for Literacy, this term. Your childs news day is _________________________.

Week: FREE CHOICE 2

Focus:

Students have free choice to share a personal experience.

(E.g. They may want to share something that they did during the school holidays.)

BRING AN OBJECT FROM YOUR KITCHEN

Select an object from your kitchen at home and bring it to school in a bag or wrapped up in a tea towel. DO NOT SHOW OR TELL ANYONE WHAT THIS OBJECT IS
(E.g. potato peeler, grater, dessert spoon, tongs, plastic bowl, spatula, salt/pepper shaker, garlic crush, colander, etc)

Describe this object (eg colour, size, texture, shape, etc) and tell the class how or why it is used. The class needs to guess your object.

PRESENT 3 QUESTIONS AND ANSWERS

Students need to present 3 questions and the answers about themselves.

(E.g. When is it my birthday? What colour eyes do I have? What is my favourite book/movie? What do I like to do after school? Where I would like to go if I had $1 000? How do I come to school? What is my favourite game/sport? Etc)

5 6

FREE CHOICE

Students may like to share or tell some exciting news.

BRING AN OBJECT FROM YOUR BEDROOM OR DESCRIBE A FAMILY MEMBER Select an object from your bedroom at home and bring it to school in a bag.
(E.g. favourite toy, book, pillow, torch, photo, shoe, gift, piece of clothing, clock, etc)

Describe this object and tell the class how or why it is used. The class needs to guess your object. OR Students describe a person in their family by telling the class what they look like, what they do and what they like. They bring a photo of this person to share.

PRESENT 3 QUESTIONS AND ANSWERS

Students need to present 3 questions and the answers about their family.
(E.g. Who lives with me? How old is my eldest brother/sister? Where does my family and I live? What is the name of my pet? What does my family and I like to do on the weekend? Etc)

8 9

FREE CHOICE

Students may like to share some exciting news or describe a family member. A MODE OF TRANSPORT FOUND AT HOME Draw a picture of a type of transport found at home.
(E.g. car, van, ute, boat, skateboard, bike, motorbike, etc)

Describe this object and tell the class how or why it is used. The class needs to guess your object. Show the class your picture.
This news plan is part of Stage 1s weekly homework. Your assistance in helping your child prepare for classroom participation is appreciated.

STUDENT SELF-EVALUATION Name: _________________________ Date: _______________ Topic: _________________________ I like to talk to the class about my personal experiences. I bought an object from home to describe to the class. I described the object effectively and the audience guessed accurately. I spoke clearly and loudly. I looked at the audience most of the time when presenting.

L L L L L

K J K J K J K J K J J
= I was very happy.

= I was not happy and could have tried harder.

= I was O.K

STUDENT SELF-EVALUATION Name: _________________________ Date: _______________ Topic: _________________________ I like to talk to the class about my personal experiences. I bought an object from home to describe to the class. I described the object effectively and the audience guessed accurately. I spoke clearly and loudly. I looked at the audience most of the time when presenting.

L L L L L

K J K J K J K J K J

= I was not happy and could have tried harder.

Teacher Evaluation of Student Presentation

= I was O.K

= I was very happy.

Student name: ____________________

Criteria

Date(s): ____________
Evaluation
(see key below)

Talks about a personal experience in sequence so others can understand him/her. Presents a description of an object as part of home learning. Uses adjectives and noun groups to effectively describe an object. Speaks clearly and loudly. Looks at the audience while speaking. Keeps still when presenting. Attempts to use prompt cards correctly.

= needs teacher assistance \ = developing/ working towards

= developed/ achieved

Teacher Evaluation of Student Presentation

Student name: ____________________

Criteria

Date(s): ____________
(see key below)

Evaluation

Talks about a personal experience in sequence so others can understand him/her. Presents a description of an object as part of home learning. Uses adjectives and noun groups to effectively describe an object. Speaks clearly and loudly. Looks at the audience while speaking. Keeps still when presenting. Attempts to use prompt cards correctly.

= needs teacher assistance \ = developing/ working towards

= developed/ achieved

PALM CARDS These can be used to help students plan their descriptions. Students NEED to be taught how to use palm cards correctly, ie use them as a reminder to relay information to an audience NOT to read information from them. Remember we are trying to develop confidence in our students by encouraging them to use and maintain eye contact with the audience. If a child is struggling with developing/maintaining eye contact DO NOT give them these palm cards.