EDUC4671 English 4

Assignment 2 Oral Language Profile

Patrick Hampton
32000773
Hannah Wall
PART ONE & TWO
Annotated Transcript

PP Speaking and Listening Excellent Transcript

Student 21

Sit on a seat and hold onto them string.

And then I wanna fly all around the world.

And gonna have a race, too and I’m gonna … and I … and it’s gonna be fire. And it’s gonna go

faster than lightning.

And it’s gonna, it … and it’s wings are gonna fly like this. So fast, faster than lightning, too.

And the fire, it can make trees on fire, and … but it won’t burn the animals.

It will land onto islands and burn all the bad dragons, and stuff.

And … and dragon’s gonna have a name. It called … Benjamin. (laughs)

Key:
Areas of Oral Language
SCSA indicators
First Steps Speaking and Listening indicators
Personal annotations
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PART THREE
Evaluation

Student 21’s presentation shows a variety of speaking skills. According to the SCSA Judging
Standards this student is achieving at an Excellent level. The student uses gestures to
demonstrate sitting on a seat and flaps his arms to show ‘fly around the world’ indicating
the use of appropriate body language (ACELY1784).

Due to several indicators this student is in the Exploratory Phase of The First Steps, Speaking
and Learning Map of Development (Department of Education, 2013). Although The student
does have some in the early phase, most fall within the Exploratory Phase. The indicators
that show this include the range of tone and volume he uses to enhance certain words in his
oral text such as “and gonna have a RACE!” The student also uses the device of a simile
when saying the dragon is ‘faster than lightening” and provides additional information for
the audience “but it won’t burn the animals… burn all the bag dragons”. This student
however, struggled with maintaining eye contact.

Student 21 shows expressive language processing. This student is using his imagination to
express ideas about riding on a dragon showing the ability to express his own ideas and
thoughts.

Student 21’s presentation highlights areas of oral language and how they have been used.
The student shows a good understanding of semantics and uses words in their correct
context; for example “lightening” to describe the dragon flying quickly. However the student
struggles with pragmatics as he uses informal shortened language such as “gonna” and
“wanna” in his oral presentation and struggles with syntax beginning most of his sentences
with “and”.

Student 21 shows many strengths in his work sample. Therefore the main teaching focus is
to extend his use of descriptive language and focus on minor tweaks he could make to
pragmatics and syntax to improve his fluency in speaking.
First Step Speaking and Listening Map of Development
PART FOUR Lesson Activities
Pre-Primary
Oral Language Activity 1
FS S&L Phase of Development: Exploratory
WA Curriculum: English: ACELY1784 & ACELY1647
Source or Reference
Aim: Be able to talk about a character or setting using descriptive language

Teaching focus:
- Using the strategy of, Five senses glove, build vocabulary for descriptive language
- Build on using appropriate body language – maintaining eye contact

Description of Activity:
In partners, children will be given a stimulus to talk about. This could be a place, an animal or a
character from the current book they are reading. One children will put on the 5 senses glove which
has a picture of the 5 senses on each finger. These pictures are prompts for the children:
1. What does it look like?
2. What does it smell like?
3. What does it feel like?
4. What does it sound like?
5. What could it taste like?

Remind the children of appropriate body language such as:

- Eye contact
- Facing the person

The child must use these prompts to describe the given stimulus, as it will encourage using additional
information and using more descriptive language.

After both partners have spoken they will use colour pencils and a piece of paper to draw what they
have spoken about and again use the glove to help label (or orally tell a teacher or EA) the picture
using the descriptive language they have just used.

Specific link to the student 21 evidence and assessment:

- Struggles to maintain eye contact
- Extending the students ability to use some descriptive language such as “faster than
lightening” and “bad dragon”

Assessment:
- While listening and observing group work use a checklist to tick when hearing children using
different senses to help add detail to their speaking (ACELY1647)
- Remind students when walking around to look at each other in the eye. Note down children
who struggle with this on same as the previous checklist ( ACELY1784)

Oral Language Activity 2

FS S&L Phase of Development: Exploratory
WA Curriculum: English ACELY1646 & ACELY1784
Source or Reference: First Steps S&L Resource book p141
Aim: Learn different context can change the way you speak to different people

Teaching focus:
- Pragmatics and appropriate language in different contexts

Description of Activity:
Role play and drama ( FS S&L Resource Book p141)
Have different social situations and circumstances written on cards as charades. Group children into
small groups of 4-6. The teacher will read the card to the group and ask them to create a role play of
this. The group has 10 minutes to rehearse the short play and perform it back to the class

The context and relationships in each card will be very different to work on children developing
language appropriate speech. For example:
- You are having a picnic with your friend on the beach and a seagull poos on your head. How
do you react?
- You are at school in the class room doing a guided reading session with your teacher
- You are visiting your Grandma and helping her make a cup of tea and biscuits for you to share

After each performance use key questions to discuss the language used:
- What kind of voice did they use?
- What words could you use to describe the kind of talking that happened?
- Did anyone yell, or cry or sound excited? What emotions do you think they were feeling?
- Is this how you would talk to your mum or friend?

Specific link to the student 21 evidence and assessment:

- Use slang “wanna” and “gonna” as if he were speaking in an informal setting

Assessment:
- Provide verbal feedback to the group after they finish their performance, including use of
language
- Students answering key questions will also give peer feedback

Oral Language Activity 3

FS S&L Phase of Development: Exploratory
WA Curriculum: English
Source or Reference: PEEL workbook p46
Aim: using conjunctions to create complex sentences

Teaching focus:
- Correct use of conjunctions in a sentence
- Improve syntax of oral sentences

Description of Activity:
Joining sentences
- Give children two simple sentences written on paper
- Students must stick these two sentences on a larger piece of paper and write the conjunction
‘AND’ in between the simple sentences to make a complex sentence
- The teacher will then read the sentence and student must repeat after them
Specific link to the student 21 evidence and assessment:
- Using ‘and’ at the start of a sentence
- Lots of simple sentences and lack of conjunctions to combine two sentences to form a
complex sentence

Assessment:
- Tick on a checklist:
- Can a child successfully place ‘and’ in between the two sentences
- Repeat the complex sentence verbally after the teacher models it
References

Brace, J., Brockhoff, V., Sparkes, N., Tuckey, J. (2006). Speaking and listening map of
development. Melbourne, VIC: Rigby Harcourt Education.
det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/

School Curriculum and Standards Authority (2014) Western Australian curriculum: English
Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/english-v8

Peel Language Development School. (2021). Introduction to language. Peel Language

development school Speech and Language Service. (publishers)