Transcript chceds005
SUPPORT THE DEVELOPMENT OF LITERACY AND ORAL LANGUAGE SKILLS All forms of communication Used to impart and gather knowledge Classroom link Teacher speaks Write written report Discuss with others Students take notes Use reading to clarify By reading, children see the how words, sentences, & punctuation represent what is being said. (using texts as modelling for children’s own writing) Reading aloud or listening allows a children to develop a sense of rhythm Reading to gain knowledge Improve knowledge Writing to impart knowledge Begins very early Contact with many forms of communication Recognition of signs & logos Dependant on experiences Constant use of Reading, Writing & Oral Language Letter-like figures drawing scribble Invented spelling Random letter strings Conventional spelling Oral Language Pitch & Intonation ◦ Melody of speech ◦ Conveys intention & meaning ◦ Taught via modelling Pronunciation ◦ Movement of tongue, lips, nose & palate ◦ Allows language to be understood Tempo ◦ speed Reading ◦ Vital to the development of literacy skills ◦ All texts convey meaning Phonemic Awareness ◦ Recognise individual sounds in the spoken word ◦ Phonics – general relationship between phonemes & letters Vocabulary ◦ words must be understood Fluency Working Memory Visual Processing ◦ Remembering symbols in order Writing Skills ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ What to write Coherence and cohesion Formation of the letters Legibility of the letters Spelling (+ punctuation) Layout Tone and register Organisation Selection of appropriate content Audience Inform ◦ ◦ ◦ ◦ ◦ Right type of information Right amount of detail Clear and straightforward details Denotative language Who, what, when, where and why ◦ ◦ ◦ ◦ ◦ Emotive language Make the reader, listener emphasise with the text Induce a physical reaction Subjective language Persuade Express Direct Multiple ◦ Recipes ◦ Instruct ◦ Combination ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ inform Words (poetry) Different points of view Confirm understanding Instructions Enjoy Imagination Discussion points Social purposes Signs, invitations, advertisement Imaginative texts ◦ to entertain through their imaginative use of literary elements. ◦ form, style and artistic or aesthetic value. ◦ texts include novels, traditional tales, poetry, stories, plays, fiction for young adults and children including picture books and multimodal texts such as film. Informative texts ◦ To provide information. ◦ include texts which are culturally important in society and are valued for their informative content, ◦ texts include explanations and descriptions of natural phenomena, recounts of events, instructions and directions, rules and laws and news bulletins. Persuasive texts ◦ to put forward a point of view and persuade a reader, viewer or listener. ◦ Are significant part of modern communication in both print and digital environments. ◦ include advertising, debates, arguments, discussions, influential essays and articles 1. 2. 3. Stimuli Formulating Delivery Visualising Prior Knowledge Summarising Inferring Making Connections Questioning Synthesising Evaluation Graphophonic 1. ◦ ◦ sounds right visual Semantic 2. ◦ make sense ◦ meaning Syntactic 3. ◦ ◦ Structure of language Knowledge of language Planning Publishing Editing Drafting Revising •Language English •Literacy •literature •Number & Algebra Mathematics •Statistics & Probabilities •Measurement & Geometry •Science Understanding Science •Science Inquiry Skills •Science as a Human Endeavour •History Humanities •Geography •Civics & Citizenship •Economics •Dance The Arts •Drama •Media •Music •Visual Arts Heath and Physical Education •Personal, Social and Community Health •Movement and Physical Activity •Digital Technologies Technologies •Design Technologies •Communicating Languages •Understanding Learning Area: Grade: Topic: Time: Lesson Description: Learning Intention: Links to Australian Curriculum: Student Prior Knowledge: Preparation/Materials TIME Evaluation Procedure Fluency – reads in phrases Reads with expression Attends to Punctuation Pronunciation Sounds out unfamiliar words Uses Cues Keeps their place when material is being read Shows tension when reading Self corrects without being prompted Holds the book/ text at appropriated distance Engaging in conversation Observing students in conversation Appropriate tone and volume Take turns Stay on topic Pay attention when others are speaking Using appropriate vocabulary Correct preposition use – over, under, in, out Use connectors and, so, because Speaks in complete sentences Speaks with grammatical correctness Articulate speech sounds correctly Speaks clearly and fluently Information and notes can be used ◦ to modify learning activities to suit individuals ◦ to identify any problems ◦ to check understanding Collect writing samples to ◦ ◦ ◦ ◦ ◦ Evaluate children’s progress Plan individual writing program Assess student against standards Reporting to parents Feedback to students