Band scaling
Listening Level Two
- Recognizes a few key familiar words supported by
context, gestures, real objects, visuals.
- Comprehends through non-verbal cues which match
own culture or are visually supported.
- Watches carefully what others are doing, often
following their actions, and interpreting what is
meant by gestures and intonation.
- Comprehends and responds to high frequency
greetings, courtesy phrases and simple directions.
- Depends on face-to-face contact with accompanying
body language.
- Responds physically to simple directions and
instructions with extra support (e.g. gestures,
repetition and rephrasing as needed) from the
speaker.
- Needs time to process what is heard.
- Does not perceive certain sounds in SAE or certain
combinations of sounds due to home language (HL)
consonant/vowel configurations (e.g. not hearing
consonants at the ends of words, not hearing middle
vowel sounds for rhyming words).
Teaching strategies
- Use familiar words and or make references to home
language.
- Provide authentic learning connection by making
realistic links to social, cultural, community and
personal experiences.
- Use a range of non-verbal cues such as objects,
pictures and hand gestures while teaching to support
behavior and learning.
- Explicit modelling and directions continually
throughout gradual release teaching.
- Follow up explanation and guiding of activity while
task is being completed.
- Check for understanding.
- Provide clear step by step explanation.
- Keep explications short and clear.
Area of development
- Practice and model greeting for students throughout
the day.
- Engage in small talk and conversation daily to engage
students for exposure to more phrases.
- Explicit directions and teaching of how to respond to
high frequencies phrases.
- Ensure students attention before giving instructions.
- Repeat instructions to clarify expectations and
ensure understanding.
- Use hand gestures to help explain and direct
students.
- Engage in hands on modelling with students assisting
in modelling task to keep engaged.
- Use visual symbols/pictures to outline steps of the
task and/ or learning experiences to assist students
understanding.
- Allow students time to process information for
knowledge and understanding.
- Keep this time frame short for prep age group –
rephrase information if required.
Require additional information
- Note: some students during reading activities
struggles with pronunciation of some words.
- Teach sounds phonetically.
- Breakdown and rebuild strategies for words and
sounds.
 Band scaling
- May appear to understand SAE, but may use non-
standard forms of taught formulaic SAE which
provide evidence of being an EAL/D learner (e.g. says
‘Goldilocks an da tree bear’).
- Comprehends with ease social SAE in familiar contexts
picks out some key words and phrases from teacher talk
on familiar topics and where contextual support
(pictures, gestures, etc.) is provided. Comprehends best
in face to face contact, and when repetition,
simplification and paraphrasing are provided by the
teacher.
- Comprehends and responds (e.g. yes/no) to routine
enquiries with little difficulty.
- Follows a short sequence of instructions related to
familiar classroom procedures, (e.g. teacher says ‘bring
your book to me and show me your story’).
- Continues to need time to process what is heard.
- Has limited comprehension of a range of grammatical
features such as prepositions, verb tenses, pronouns
and adverbs in addition to content words.
Speaking (Focus of Literacy continuum and expanding
students vocabulary – see planning sheet for developing
language and vocab)
Prep level two
- May use home language (HL) – spoken and ‘body
language’ – even with SAE speakers (particularly
creole speakers).
- Haman language teaching strategies expansion /
parallel speaking to further develop and engage
students in developing their SAE.
- Materials: plastic, wood. ECt
- Use a range of pictures, gestures and better
comprehends on one to one situations.
- Use more than one type of yes and no questions and
cloze activities as forms of formative assessment to
ensure learning and understanding.
- Expanding instructions slowing as learner develops
ability to remember different instructions.
- Add additional information slowing into the
instructions as a form of modelling and exposure to
SAE and expanding vocabulary see – literacy
continuum.
- Allow processing time for students,
- Repeat instructions throughout the teaching and
learning progress,
- Have examples modelled for students to look at /
examine as they begin to process new information
and instructions.
- Provide one to one instruction at a later time,
without additional distraction that occur on the
learning mat.
- Use explicit teaching through C2C units to model and
teach.
- Incorporate mini lesson throughout the learning
experiences to assist students develop knowledge.
- Make references to home language and standard
Australian English to provide context and
understanding for students as well as expose
students to new language.
 Band scaling

- Use a range of songs and games to teach new

vocabulary.

- Talk spontaneously in HL (e.g. during classroom
activities). Will speak to everyone in home language.
- May answer SAE questions in HL.
- Needs an attentive listener to predict meaning (e.g.
from gestures and context).
- May expect all listeners to understand HL (i.e. even
SAE speakers).
- Uses single SAE words occasionally (e.g. when naming -
or labelling some objects).
- Uses words that express immediate needs.
- Uses gestures to indicate meanings, needs, likes and
dislikes.
- May ‘echo’ SAE words and phrases.
- May talk spontaneously in HL (e.g. during classroom
activities).
- Uses some routine and rehearsed social SAE (e.g.
familiar courtesies such as ‘good morning Miss’).
- Encourage the use of Standard English.
- Incorporate refences to songs and games into
classroom activities.
- Continue to expand vocabulary through current
teaching strategies and
- Require more information to determine this
information.
- See additional strategies.
Will identify words such as toilet, water, pencil.
-
- Expand upon these words
- Explicit modeling and teaching of words to assist in
further developing words to express needs.
- Use gestures to assist in providing meaning for the
students.
- Teach context for SAE words echoed.
- Expand upon rehearsed social interactions with the
students.

- Is developing a larger set of single words. - Provide context outside the specific learning

- Uses rehearsed, memorized or formulaic taught
utterances (e.g. repeating memorized phrases/sentences
from a shared reading book; utilizing routine memorized
sentences from well-rehearsed classroom topic).
- Continue to build vocabulary and speaking ability
through the repetition of social interactions.
- Introduce new ways to socially interact using SAE,
Yarning circle – while engage in expanding
vocabulary.

Reading/viewing Teaching strategies

Pre-level one
- Makes meaning from visual cues in their environment - Code breaking activities.
(e.g. finding items in the local shop or supermarket,
McDonalds logo).

- may demonstrate well developed observational skills - Use visual supports and images to cue words.
(e.g. reading tracks in the environment).
 Band scaling
- Shows familiarity with multimedia (e.g. DVDs,
television programs).
- looks at pictures in books.
- Uses home language (HL) in any attempts to
communicate their ideas.
- Recognizes and names some letters and words within
visual context, which they encounter frequently and
for which meaning is given (e.g. signs and labels,
brand names, police, school).
- Recognizes their name, or part of it, in print.
- Exhibits reading-like behavior, (e.g. when choosing a
book, sitting and looking at a book, turning pages,
studying pictures).
- Begins to develop concepts of classroom literacy.
- Relies heavily on memory, teacher, visual and
contextual support to make meaning in shared texts.
Writing: level one
- Main focus is aimed at developing the oral language
for student at this stage.
- Uses home language (HL) when communicating
ideas.
- Makes approximations of letters and symbols (role-
play writing).
- Teach using multimedia resources including visual,
audio and hands on resources.
- Provide instructions with more than one media.
- Allow students to share their knowledge and/or
answer question or set task to demonstrate
knowledge and understanding through different
media.
- Model reading for students using the images to
develop inferencing skills.
- Explicit teaching of the high frequency sight words.
- See literacy continuum plan for teaching vocabulary,
through games, songs and specific teaching of
language and vocabulary.
- Quality differentiation of reading abilities to expand
students reading abilities and refine focus on
teaching (e.g reading groups, for pm readers 2-3,
continued phonetic instruction and sound knowledge
development, blending and segmenting activities)
- Students practice writing their name through a range
of methods, including using hands on resources as
well as printing.
- Identification of name games.
- Encourage and provide opportunities for students to
engage in reading activities, such after the
completion of task for the purpose of pleasure.
- Model reading practices through a range of different
subjects and all activities.
- Blending CVC words when they arrive in classroom
context. For example M-A-P in geography.
-
- Continue to incorporate and slowing introduce new
reading strategies for students to use as they
continue to develop reading.
- One to one correspondence.
- Sounding out CVC words / Practice of blending
SATPIN.
- Continue to teach sight words.
Strategies / Teaching
- Continue to develop verbal literacy as explored
above.
- Students in prep are still developing their ability to
write.
 Band scaling
- Begins to develop concepts of classroom literacy
- draws pictures as the context for their writing.
- Responds to prompts from teacher about their own
pictures for teacher to expand and scribe.
- Experiments with writing letters and words.
- Encouraging students to
- Monitor and track student’s ability and write and
develop knowledge and understanding.
-
- Continue to use explicit teaching to further develop
student’s literacy.
- Use student’s drawings to engage in conversation
and check for understanding.
- Use opportunities to expand vocabulary and explicitly
model and expand writing ability.
-
- Provide opportunities for students to practice and
develop their ability to write letters and high
frequency words (Golden words).
- Use a range of hands on resources, different
materials to make, draw and create sounds and some
sight words such as playdough.
- Use intentional teaching moments to explicitly make
links to teaching letter and sound knowledge.