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Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)
Elaborations
Links to EYLF
Resources
Assessment
Learning that different languages exist; discussing the various languages encountered in the community and at school; acknowledging the home languages of students who speak another language, and valuing the ability to speak more than one language
Outcome 2 Children listen to and interact with others and learn to respect their diversity
Each week look at saying good morning and afternoon in another language. Look up where that language is from on the smartboard. Discuss different languages and nationalities. Ask students if they speak any other language at home. Ask them to teach the class how to say hello or good morning. Pick students up on their inappropriate language at school, explaining to them when that language is appropriate and when it is not. Also thank students for correct language, such as use of manners. Model appropriate language in the classroom.
learning that language varies according to the relationships between people, for example between parent and child, teacher and student, siblings, friends, shopkeepers and customers learning that we use a different tone and style of language with different people learning to ask relevant questions and to express requests and opinions in ways that suit different contexts
Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)
Outcome 5 Language is modelled and children are encouraged to express themselves through appropriate language in a range of contexts.
Anecdotal Notes
Response to Literature
Share feelings and
recognising some of the ways we can use speech, gesture, writing and media to communicate feelings.
Reading Response: Every MONDAY read a story to the children and ask them to answer a question in response to the story.
Elaborations
using art forms and beginning forms of writing to express personal responses to literature and film experiences talking about people, events and ideas in texts, enabling students to connect them to their own experiences and to express their own opinions about what is depicted
Links to EYLF
non-verbally to what they have heard.
Learning Experiences
Resources
Assessment
learning that word order in sentences is important for meaning creating students' own written texts and reading aloud to the teacher and others identifying syllables in spoken words
Outcome 4 All children are encouraged to become involved in mat sessions and develop confidence in their learning.
Morning mat Day of the week/Weather: ask a student to write out the sentences and read to the class. Ask them what is needed at start of sentences, end of sentence etc. Ask class to check its there when complete.
Checklist
Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439) Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440)
identifying familiar and recurring letters and the use of upper and lower case in written texts in the classroom and community using familiar and common letters in handwritten communications
Outcome 4 Children explore and investigate their surroundings, persisting even when they find a task difficult.
Beginning and end sounds magnifying glasses: Students use play magnifying glasses to search of objects around the room with a set beginning sound and write them on a white board.