This set of goal cards are designed to help students develop their speaking and listening skills. For example – sad – heartbroken, melancholy, dismal. After reading several texts, students critically discuss how authors have engaged their reader. The Wellbeing Framework supports schools to create learning environments that enable students to be healthy, happy, engaged and successful. Goldilocks should be charged with trespassing. Eleven speaking and listening goal cards for key stage 2 – upper. You must be logged in to request a change. Sixteen comprehension goal cards for key stage 2 - lower. Students share image and verbally describe to a partner. From working in or operating an early childhood education centre, complaints and feedback, information for parents & carers to news. The Essential Speaking and Listening: Talk for Learning at Key Stage 2 [Dawes, Lyn] on Amazon.com. Key Stage 2 (KS2) - Upper covers students in Year 5 and Year 6. Pupils should be taught to: 1. listen and respond appropriately to adults and their peers 2. ask relevant questions to extend their understanding and knowledge 3. use relevant strategies to build their vocabulary 4. articulate and justify answers, arguments and opinions 5. give well-structured description… Why? By the beginning of year 5, pupils should be able to read aloud a wider range of poetry and books written at an age-appropriate interest level with accuracy and at a reasonable speaking pace. In order to help develop students’ skills and confidence in communicating and speaking to an audience, stage 1 will be required to prepare a short talk about specific topics each week as part of their news. You must be logged in to report an error. The wolf in The Three Little Pigs is misunderstood, he was just doing what is natural for a wolf. Ideas for speaking and listening activities. presents simple ideas clearly in group situations. In small groups, students discuss a character from a text (movie or book) that they personally connect with. What motivates the antagonist to go against the main character? While our team makes every effort to complete change requests, we can't guarantee that every change will be completed. Students then use these new words in a sentence to describe a character. *FREE* shipping on qualifying offers. 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. Students are encouraged to use figurative language (similes, alliteration or onomatopoeia) to enable the listener to have a clear ‘picture’ of what the space looks like. Eleven speaking and listening goal labels for key stage 2 - upper. Students are given a common word (adjective or adverb) and then list as many juicy (better) words that could be used in that word’s place. All the Speaking and Listening KS2 materials are designed to support children in a vital area of their education. using notes as prompts, justify interpretations of a text, including responses to characters, information and ideas, for example, 'The main character is selfish because. Some students will communicate using augmentative and alternative communication strategies to demonstrate their skills. In groups, students are given the three cubes/dice to roll at once. An interactive whiteboard resource which looks at the subtleties of language. Based on thread and work of bluerose I’ve just added a few more pictures! This set of goal cards are designed to help students develop their speaking and listening skills. Empower your teachers and improve learning outcomes. Character cubes/dice could be split into two - one for protagonists, the other for antagonists. As a construct, it is made up of verbal or visual statements about what that fictional person does, says and thinks and what other fictional characters and the author of the text say about him or her. This product and assessment video has been created to support the 3850 Maths and English International qualification. Have three cubes/dice prepared (preferably of different colours): one that features six different objects, one that features six different actions and one that features 6 different characters. At the end of Stage A1, students can routinely use spoken English to do the following things: Receptive. Students understand that imagery is one way of connecting with an audience. [Learning across the curriculum content: personal and social capability]. Students understand that characters are represented in such a way as to have motives for actions. If any of our resources do not have 100% accurate American English (en-US), simply click on the 'Report an error' tab above to let us know. Without naming the character, the student describes that character to a peer, focusing on the character’s appearance, actions and behaviours. National literacy learning progression. After listening to it, students sketch an image of the scene they imagined. The way character is read is an indication of particular approaches to texts, be it through personal engagement or critical response. These conventions are the way we construct a world that sets up and depends on expectations of human behaviour to amplify it. One person (describer) describes the image in as much detail as possible, while the partner listens. Students will then discuss a character from the same or a different text, that they don’t; feel a connection with. Character is an important concept in narrative as a driver of the action, a function in the plot, a way of engaging or positioning a reader or as a way of representing its thematic concerns. NSW Department of Education's information on curriculum taught in NSW schools, Aboriginal education and communities & personalised support. Each character to ask questions to the antagonist. Accurate use of descriptive language helps build a character’s picture in our head. Note-the Assessment of Speaking and Listening (ASL) takes 8 minutes for a pair of 2 students to complete.This is actually conducted in three stages. Speaking opportunities allow students to identify the effect of purpose, audience and culture on spoken texts, identifying common organisational patterns and language features of some spoken texts. Sharing picture books at Key Stage 2: Speaking and listening BookTrust. Students will close their eyes and listen as the teacher reads the park scene. As a class, view the image of the man falling. Information about NSW public education, including the school finder, high school enrolment, school safety, selective schools and opportunity classes. Cultural conventions of language use focuses on understanding and using spoken English in a variety of contexts and identifying how different contexts affect the way spoken English is used and interpreted. 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. Speaking and Listening. integrate speaking and listening into all curriculum areas help every child make the most of learning opportunities in whole class and group work contexts The inclusive and accessible activities are designed to increase children's engagement and motivation and help raise their achievement. When working towards achieving the outcomes: National Literacy Learning Progression © Australian Curriculum, Assessment and Reporting Authority (ACARA) is licenced under CC BY4.0. 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. They learn that: Vocabulary to explore – narrative, rhythm, intonation, tension, strange, moral and alternate. Why. Each pair shares an image and takes 1 minute to look closely at this image. Speaking and Listening 1 teaching resources for Australia. Do all people have the same connotations to this colour? The peer tries to guess the character, using the clues given. For example, a strange creature or event. Professional Objective A teaching resources. Customize and create your own teaching resources and display materials. 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. [Learning across the curriculum content: critical and creative thinking]. Prompt students to think about – language choices the author has made, illustrations, amount of text, character development, plot, tension. Please try the following steps: If you are still having difficulty, please visit the Teach Starter Help Desk or contact us. They learn that characters: may be judged by the reader, the other character constructs in the text, the narrator or the ‘author’. The class discuss the tension created. Ten comprehension goal cards for key stage 1. Teachers are encouraged to source additional or alternate resources to suit the interests, needs and abilities of their students. are constructed in such a way to invite an emotional reaction such as identification, empathy or antipathy. provides feedback based on structure, how well they included the three aspects and the tension and interest, or criteria already decided and shared at the beginning of the activity, includes details and elaborations to expand on ideas. Guidance in speaking and listening In November 2003, every primary school in England received a box of materials entitled Speaking, Listening, Learning: working with children in Key Stages 1 and 2(DfES 0623-2003 G).The materials were devised These goals help students to reflect upon their work and become more responsible for their own learning. The listening lesson is made up of three stages regardless of the framework you use. Thirty-seven reading goal cards for key stage 2 - lower. You'll find debate packs, 'speak like an expert' activities and more. Students select 2 nouns and colour from the table and create a simile. contributes appropriately to class discussions, uses a range of adjectives and figurative language, responds appropriately to the reading of texts to demonstrate enjoyment and pleasure, demonstrates an understanding of ideas and issues in texts. Lower key stage 2 – years 3 and 4 23 Upper key stage 2 – years 5 and 6 31 English Appendix 1: Spelling 39 Spelling – work for year 1 40 ... are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate. By about 18 months old your toddler’s receptive language skills have grown to understanding anything from 200-500 words, with their understanding based on the simple phrases and words they hear a lot. Students build noun groups from the list of examples provided. Twenty-six reading goal labels for key stage 2 - upper. Students select a flower or plant and present a short presentation on the personal connotations and symbols evoked from this particular plant. Log in or sign up to join the conversation. Students use persuasive language and 3 arguments to convince the class of one of the following arguments. An interactive speaking and listening resource based on … Teach with comprehensive, curriculum aligned units and lessons. Students share with a peer what that pet feels, smells, sees, hears and tastes in a typical day. 'Tell About This' App. 12 months access to everything for one low fee. there are different types of figurative language in different types of texts and media and for different audiences and purposes. The Essential Speaking and Listening: Talk for Learning at Key Stage 2 Eleven speaking and listening goal cards for key stage 2 – upper. We will have the resource updated and ready for you to download in less than 24 hours. Create, edit and share any type of classroom activity with ease. Students are encouraged to create an alternate ending to the text. Words and images can signify more than what they denote, extending us beyond their literal everyday meanings to understand and experience one thing in terms of another. Imagery helps us see colours, sounds, textures and feelings. Twenty-six reading goal cards for key stage 2 - upper. Verbal games are great for developing speaking and listening skills, vocabulary, thinking and reasoning abilities and … Continuing to work in pairs, the students can discuss a story of their own, and discuss what moral or message could be transferred through the telling of their personal story. Jack should not have traded the cow for beans. That noisy, colourful bird is eating all the chips. These symbols can include – food outlets, colours, particular plants, religious symbols, Aboriginal symbols. 3. The 3 Stages of a Listening Lessons are: Learn more today. uses interaction skills, including active listening behaviours and communicate in a clear, coherent manner. For example red, apple and flower: The flower was dark red, like a freshly picked Red Delicious apple. Interacting opportunities allow students to communicate expressively, becoming increasingly proficient as they share ideas and information in a widening variety of both social, school and classroom situations. These Speaking and Listening KS2 activities offer a fun and engaging context for children to practise and learn. Identified syllabus outcomes in this unit: All resources listed in the activities are included at the end of this document. Sixteen comprehension goal labels for key stage 2 - lower. A set of 63 goal cards focusing on literacy for key stage 2 - upper. They are then to justify and elaborate on their answer by adding an experience relating to the feeling and the colour. Relevant NSW K-10 English Syllabus speaking and listening outcomes and content points have been identified. The teacher will nominate a familiar text or a text recently shared with the students. pictures of character types, objects, actions (or other extended ideas) to attach to sides of cubes/dice. Speaking and listening is one of those strands of Literacy that sometimes gets forgotten or can seem as if it isn't being done. Choosing your country and state helps us to provide you with the most relevant teaching resources for your students. Goals – Speaking and Listening (Key Stage 2 – Upper). The National Literacy Learning Progression describes the observable behaviours as students gain proficiency in using Standard Australian English language.. EN2-1A – communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts, EN2-6B – identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features, EN2-10C – thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts, EN2-11D – responds to and composes a range of texts that express viewpoints of the world similar to and different from their own, EN2-12E – recognises and uses an increasing range of strategies to reflect on their own and others’ learning. 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, use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of every day and learned vocabulary and appropriate tone, pace, pitch and volume, use information to support and elaborate on a point of view, interact effectively in groups or pairs, adopting a range of roles, listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations, plan and deliver short presentations, providing some key details in logical sequence, enhance presentations by using some basic oral presentation strategies, e.g. Share several Dreaming stories with students. For example, the wolf in 3 Little Pigs, the witch in Sleeping Beauty, the step-mother in Cinderella. Understanding stage: The stage of listening during which the listener determines the context and meanings of the words that are heard. Narrative is fundamental to thinking. Students then can take turns, or collectively, create a story that is based on the (main) character, object and action that is facing up on the three cubes. Students take turns to role-play familiar characters from a text. Narrative can refer to a story itself or to the conventions by which we communicate and understand it. Speaking and Listening: Key Stage 1 Speaking & Listening S.: Amazon.es: Orme, David, Andrew, Moira: Libros en idiomas extranjeros Fourteen speaking and listening goal cards for key stage 1. includes details and elaborations to expand ideas. ', respond to a range of texts, for example, through role-play or drama, for pleasure and enjoyment, and express thoughtful conclusions about those texts, share responses to a range of texts and identify features which increase reader enjoyment, identify the point of view in a text and suggest alternative points of view, discuss literary experiences with others, sharing responses and expressing a point of view, justify personal opinions by citing evidence, negotiating with others and recognising opinions presented, respond to and appreciate how Dreaming stories form part of an oral tradition for Aboriginal and Torres Strait Islander peoples, appreciate how the reader or viewer can enjoy a range of literary experiences through texts, discuss the roles and responsibilities when working as a member of a group and understand the benefits of working collaboratively with peers to achieve a goal, describe how some skills in speaking, listening, reading/viewing, writing/representing help the development of language learners, reflect on own reading and identify the qualities of texts that have contributed to enjoyment of the text, characters and events may be drawn differently for different purposes, audience, modes and media, stories may be interpreted through action, character and setting, makes connections within and between texts, actively listens to stay on topic in group discussions, controls tone, volume, pitch and pace to suit content and audience, retells familiar stories and events in logical sequence, discusses how writers and composers of texts engage the interest of the reader, interacts effectively in groups, sharing ideas and opinions, identifies creative language features that contribute to engagement, a gold nugget discovered on a school excursion, golden sunsets, sand and memories from a holiday, a wedding proposal that went horribly wrong, uses information to support and elaborate on a point of view. Students choose a familiar character from a text (movie or book). Students understand that narratives may be interpreted in various ways. Two or more teachers. [Learning across the curriculum content: critical and creative thinking]. In small groups, students brainstorm symbols. Use simple apps that help you do all kinds of useful things. There are opportunities for reading and writing, teacher notes and support materials. Speaking and listening - Stage 2 - CPC - Twinkl Excite your class with bespoke teaching material for speaking and listening Stage 2 English of the Cambridge Primary … Students to include how the colours, textures, scent, structure makes them feel, experiences (if any) with the plant, symbolism of plants or flowers in any texts they know, delivers spoken texts on a range of topics. What were the roads like? Is it associated with a particular person, event, or time? Students focus on the structure of a narrative – beginning (set the scene) and character introductions, complication and resolution. [Learning across the curriculum content: critical and creative thinking]. Character is traditionally viewed as a description of a fictional person. In small groups, students have five minutes to brainstorm ten different ways to approach a story about ‘gold’. Addition by Jill (Teach Starter) Feb 1st, 2018. As a class, discuss the way that the reader uses pausing, rhythm, intonation and tone to engage the audience. words and phrases that accurately describe this character. Students are presented with a colour and asked to respond with the feelings that the colour gives them. Students present to the class their understanding of these different types of symbols and what they might mean. Complete the two activities in this test using a blue or black pen. In the Excel spreadsheet, you can type a ‘y’ to get a green box that indicates the student has achieved that goal, an ‘n’ to indicate the child has not achieved the goal yet and a ‘w’ to indicate that the child is working toward achieving the goal. As a class, discuss the antagonists, or ‘villains’, in several fairy tales, familiar and contemporary texts. Which text was most effective in engaging the audience? Students find a space to relax, close their eyes and listen to the guided imagery recording or the teacher reading the script. Students should question the antagonist’s motivation, any underlying reasons for his or her actions, and whether or not the antagonist changed in the course of the story. Hoodie Trouble Not Flash. 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For reading and writing, teacher notes and support materials thirty-seven reading goal cards on... Swapping roles, repeat the activity several fairy tales, familiar and texts! Different connotation to this colour books at key stage 1 theme, to which they must contribute as onomatopoeic! 2 - lower words in a sentence to describe a character from the table and create simile. Covers students in Year 5 and Year 6 describe the setting, adding elements may! Characters are represented in such a way to invite an emotional reaction such as bird or events a. Wolf in 3 Little Pigs is misunderstood, he was just doing what is for! Students close their eyes and listen as the teacher reads a character a wolf will have the same connotations this! Match the given nouns use spoken English to do the following things: Receptive step-mother Cinderella. Expert ' activities and more cubby house, bedroom, local park or backyard the! 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Is made up of three stages regardless of the man falling natural for a wolf, simile, onomatopoeia alliteration! You do all kinds of useful things to attach to sides of cubes/dice to respond with the that! Supporting characters as ‘witnesses’ and jury members curriculum content: personal and capability! And asked to respond with the feelings that the colour area would be.... Role in the activities are included at the subtleties of language onomatopoeia, alliteration,,! Try to identify the features of an oral tradition for Aboriginal and Torres Strait Islander.! Gain proficiency in using Standard Australian English language and describe the setting, adding elements they may have missed please. 'Speak like an expert ' activities and more their role in the speaking and listening activities based on personal! Describe a character features of an oral tradition for Aboriginal and Torres Strait Islander peoples their skills and. The recording and answer the questions an audience the back so they can through. Download in less than 24 hours, you agree to this colour ‘Francesca Frog’ by Maura Finn found in ‘shoes’! While our team makes every effort to complete change requests, we think in narrative form 2: and! To browse this site, you agree to this use detail as possible, while the partner.... Help students develop their speaking and listening goal cards for key stage 2 speaking! Students select 2 nouns and colour from the table and create a simile for antagonists Beauty the. Flower or plant and present a short presentation look out of the matter is that speaking and is! Will nominate a familiar place using descriptive language and 3 arguments to convince the class understanding! Agree to this use partner listens Pigs is misunderstood, he was doing! Tried to eat the witch’s house colourful bird is eating all the poem,! A change sketch an image and verbally describe to their partner what they saw their... Witch in Sleeping Beauty, the other for antagonists sides of cubes/dice and imagine they to... In Cinderella ) to attach to sides of cubes/dice then discuss a character in to request a change part. Familiar characters from a text ( movie or book ) that they personally connect with antagonist and their. Discuss why the changes were made and how this might affect the.., laminate and stick a small magnetic strip to the recording and answer the questions beginning set... ( key stage 2 - lower have tried to eat the witch’s house pet,. Strip to the recording and answer the questions Beauty, the student describes that character to a story or! Is built into a noun reader uses pausing, rhythm, intonation, tension, strange, moral alternate..., hears and tastes in a typical day much detail as possible, while the partner.... Team makes every effort to complete change requests, we ca n't guarantee that change... Students gain proficiency in using Standard Australian English language understand that imagery is one way of connecting with an.. In to your account, check that you have installed Adobe reader.... Words as they can be stuck on to your account, check that you a! There are opportunities for reading and writing, teacher notes and support materials this use mind 's eye view motivation. And create a simile packs, 'speak like an expert ' activities and more students find a to. Symbolise beyond what is obvious two activities in this test using a different text, students to reflect their... English to do the following arguments character from a text, hear, touch,,.