Speak Out April 2020 DIGITAL VERSION. pdf
Year 1 & 2
Connecting Oral Language with Written Genres Term 1 Term 2 Object Description (or ‘Show and Tell’) Event-Based News/Recounts
Term 3
Term 4
Activity Retells/Recounts
Narrative Rewrites and Generation
Mn68 A3 Poster.pdf 1 31/10/2018 2:51 PM
Story Narratives
Oral Language Explicit Instruction Schedule short daily (i.e. 5-10 minute) sessions to instruct ‘show and tell’ or object descriptions. Rather than students bringing
Oral Language Explicit Instruction Schedule short daily (5 minute) sessions which instruct the explanation of an event. It is recommended that the event
Oral Language Explicit Instruction Over the length of the term, aim to focus on an activity retell each week or fortnight. In order to be time efficient,
Oral Language Explicit Instruction Select a picture book with the summary of narrative structure from within the program ‘Connecting
EventBased News
S h o r News O b j e c t D e s c r i p t i o n o w a n d T e l l
ThreeStep Activity Retells
Junior Primary
Junior Primary
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in something from home, the descriptions are recommended to be based upon semantic categories. For example: reptiles (in weeks 1 and 2), occupations (in weeks 3 and 4), transport (in weeks 5 and 6), insects in week 7 and 8). After teaching, age appropriate description items can be brought in from home in weeks 9 and 10 for students to self generate their own descriptions. Templates to support oral language transitioning into written language. At the end of each fortnight a written description should be scheduled. This will challenge students to transfer into writing the strong oral sentence structure their have been rehearsing throughout the fortnight. Undoubtedly there will be a range in writing ability within the class. Different templates can be applied to the various ability groups.
Oral Language with Written Language’. The picture book overview suggest the level of oral language the teacher will model and also aim to elicit from the students. To commence the weekly or fortnightly cycle, the focus picture book will need to be read multiple times. Once the students are familiar with the picture book, they are ready to engage in oral narrative retells. Initially they will engage in partial retells (i.e. the beginning, problem and characters thoughts and feelings only). Over the weeks, as narrative skills develop increase the elements retold. Templates to support oral language transitioning into written language. Conclude each weekly or fortnightly cycle with rewrite or innovation of the picture book that has been rehearsed. The templates cater for the range in ability. It will be appropriate for some students to complete a partial rewrite and others a full narrative.
relates to an event that occurred within the school day or which summarises the curriculum learning that has occurred within a lesson. When? Who? When? Who?
rather than designing an activity to support the process, utilise an activity within another subject. Opportunities for cross-curriculum links readily exist (e.g. designing rockets in T&E or in Art when studying an artist and applying the style to a piece of art). Using the cards and/or poster engage in oral rehearsal prior to the written task. Templates to support oral language transitioning into written language. At the end of each fortnight a written task should be scheduled. This will challenge students to transfer into writing the strong oral sentence structure they have been rehearsing. Templates are still useful for students at this age. Some students require simplistic templates and others a more detailed and elaborate template. A range of templates are provided within 'Connecting Oral & Written Language.'
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This afternoon the class plotted the capital cities around Australia because we are working on our mapping skills. Templates to support oral language transitioning into written language. At the conclusion of each fortnight (in which event-based news has been explicitly taught and modelled) students are provided with their own opportunity to generate their event- based news in written form, using the appropriate template. After that Next Second ConnectingOral&Written Language Step 1 PLDOrganisationPty. Ltd. 11 ConnectingOral&Written Language Step 1 PLDOrganisationPty. Ltd. ConnectingOral&Written Language Step 1 PLDOrganisationPty. Ltd. ConectingOral&Written LanguageStep 1 PLDOrgaisationPty. Ltd. 11 ConnectingOral&Written LanguageStep 1 PLDOrganisationPty. Ltd. ConnectingOral&Written LanguageStep 1 PLDOrganisationPty. Ltd.
At theend Last Finally Toconclude
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WrittenObjectDescriptionNews (withmodified content)
Written Event BasedNews (withmodified content)
Written ActivityRetells (withmodified content)
Rewriting the beginning and problem from a familiar picture book.
Name:___________________________________________________________________________________
PictureBook Title ______________________________________________________________________
Beginning Illustrate the
Problem Illustrate the
When?
What?Did? Made?
What?
Type?
Who?
Used
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When?
What?
Important parts?
2
Who?
What?
Beginning
3
Where?
Where?
First
Typically found?
Why?
Because? So?
Problem
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Program: Mn68
Program: Mn68
Program: Mn68
Program: Mn68
Boost Reading Comprehension (through the facilitation of a home program) Scripted Picture Book Comprehension Questions (to supplement reading books.) Instructions Provide a book with its corresponding scripted question card each week. Students can likely read the picture books but it is still appropriate for adults to read and ask the questions. Program: Mc6 Parent training video located at: https://pld-literacy.org/product/comprehension-questions-for-6-and-7-year-olds/. Progress Check (optional) The comprehension questions program includes a targeted progress check. It can be presented mid year and/or at the end of the year. The information will provide evidence of progress and/or can be used to accompany a referral to a speech pathologist.
CLASSROOM POSTER
PARENT EDUCATIONAL MILESTONES
TERM 4
STUDENTS WITH SPEECH ERRORS
HOME PROGRAMS
STUDENTS WITH LANGUAGE DELAYS
TERM 1, 2, 3 & 4
Template tosize
KeyArea:OralLanguage Now that Iam7yearsold... Ishouldbeable to; SpeechandLanguageDevelopmentalMilestones
OralLanguage
OralLanguage
OralLanguage
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OralLanguage
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Connecting Oral&Written Language Step1
Speech Development Screen
Listen
10 Minute Language Games
Semantic Scenesand Questioning Set2
Comprehension Questions for 6&7YearOlds RevisedEdition
Generating Narratives Set1
Generating Narratives Set2
Understanding/Listening • Sitand listen toachapterofastory bookwhichhasno illustrations • Show interestandbeengaged for a longclass-basedmatsession
Literacy
withyoure rs
Set2
Movement &Motor
Oral Language
• Followaseriesofcomplex instructions independently overaperiodof time
Tips forHome • Encourageyourchild to ring
• Show interestand focuswhenan adultexplaining rulesor information toagroupofpeople
grandparentsorgood friendsand tell themaboutevents thathaveoccurred. • Encourageyourchild to retellyou their school readerwithout reading thewords, but rememberingwhathappened. • Askyourchild to tellyouwhat they didatschool. • Encourageyourchild toaskyou when theydon’tknow themeaning ofaword. • Talka lotaboutevents thathave happened,givingdetailandemphasise thesequenceofevents. Causes forConcern • Yourchildusesveryshortsentences. • Yourchildmakes regulargrammatical errorssuchaswhen talkingabouthe/ she, things thathavealreadyhappened eg. I runned… •Difficultyexpressingthemselvesto thatothersunderstand theirstory. • Child’sspeechcontainsarticulation errors. • Doesnotsitandhappily listen toastory. • Has trouble following instructionsand regularly forgettingwhat theywere asked todo. •Findsitverydifficulttohavea conversationwithanadultandneeds constantprompting.
by lookin tthe personspe kin
Speaking • Speakwithnoarticulationorspeechsounderrors • Use languagewhichcontains fewornogrammaticalerrors • Provideverydetailedanswers toquestionsabout things Ihavedone • Easilyexplain reasons for thingshappening • Retellastorywithout theneed forsomeone topromptme along theway • Generate ideasandsentenceswhichcanbe translated intowritten taskswithoutprompting • Telleventbasednewswhich isclearanddetailedwithout anyprompting PlayandSocialSkills • Makeupcomplexgamesandcommunicatewithpeers toplay thegame • Enjoyconversationwithadultsandchildrenandbeable tomaintainaconversationwithsomeoneabouta topic that isnotchosenbyme • Usewords toexplainemotionssuchasanger,sadness, worry rather thanphysicalactions
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Shouldyouhaveanyconcerns aboutyourchild’sdevelopment, consultaSpeechPathologist.
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PLD’sprograms thatdevelop theaboveskillscanbeviewedbysearching thecodes:Mc6,Mn68,CCn68,CCgn1,CCgn2on www.pld-literacy.org mail@pld-literacy.org Phone:+61 (08)92270846 This informationsheetcanbedownloadedanddistributedprovidingPLD’s logoandcontactdetailsarenot removed. PLDOrganisationPty.Ltd.
Developingvocabularyand theability tospeak insentences
Asimplearticulationscreen for teachersandparents
On thebasisofmultiplepictureprompts
Aschool-basedorhome-basedprogram.
Ahomeorschoolpicturebookprogram
On thebasisof uliplepictureprompts
A juniorprimarynarrativeandnews retelling, rewritingandgenerationprogram
www.pld-literacy.org ISBN 978-1-921560-40-8 ©PLDOrganisationPty. Ltd.
Available for download at: https://pld-literacy.org/downloadable-literacy-resources/
Speech Development Screen Ssd
Generating Narratives Set 1 & 2 CCgn1 & CCgn2
10 Minute Language Games: Set 2 10m5
Semantic Scenes & Questioning: Set 2 Sem5
Connecting Oral & Written Language: Step 1 Mn68
Comprehension Questions for 6 & 7 Year Olds Mc6
20 PLD's Whole School Literacy Strategy
www.pld-literacy.org
PLD Organisation Pty. Ltd
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