Module 4.2 Teaching strategies: the Early Years

Module 4.2 allows you to build on the knowledge and skills you acquired in Module 4.1 about the relevance of principles of teaching and learning to the learning environment, and how teaching strategies for students, including those with language difficulties, can be linked to the curriculum. Module 4.2 describes specific teaching strategies and activities for the Early Years.

• Resources
• Glossary
• Timing
• About this module
  
  
  
• Teaching approaches for ICPAL–Ideas
• Teaching approaches for ICPAL–Conventions
• Teaching approaches for ICPAL–Purposes
• Teaching approaches for ICPAL–Ability to Learn

 

Resources

• Resource 4.2 Standards, indicators of progress and teaching strategies (PDF - 108Kb)
• Resource 4.3 Examples of teaching procedures: ICPAL–Ideas (PDF - 46Kb)
• Resource 4.4 Examples of teaching procedures: ICPAL–Conventions (PDF - 40Kb)
• Resource 4.5 Examples of teaching procedures: ICPAL–Purposes (PDF - 39Kb)
• Resource 4.6 Examples of teaching procedures: ICPAL–Ability to Learn (PDF - 34Kb)
• Appendix 3 The ICPAL language framework (PDF - 23Kb)

 

Glossary

Ability to Learn – The AL in the ICPAL language framework: necessary skills and their prerequisites for the acquisition of oral language

Conventions – The C in the ICPAL language framework: rules governing the sounds, words, sentences and genres of language

English Developmental Continuum P–10 – Evidence based indicators of progress, linked to powerful teaching strategies and aligned to the progression points and the standards for the English Domain of the Victorian Essential Learning Standards

expressive language – The production of a message through speaking and/or gestures or writing. Also known as expression, or language production

ICPAL language framework – Ideas, Conventions, Purposes and Ability to Learn in both the expressive and receptive areas of (oral) language

Ideas – The I in the ICPAL language framework: meanings of words, sentences, discourse and topics of language

Indicators of Progress – Points on the learning continuum that highlight critical understandings required by students in order to progress through curriculum standards

language difficulties – Difficulties in acquiring or using language. May be expressive or receptive. These difficulties may involve one, some or all of the phonologic, morphologic, semantic, syntactic or pragmatic components of the linguistic system

Purposes – The P in the ICPAL language framework: use of oral language within social interaction; pragmatics

Receptive language – Ability to understand a message conveyed by another person via expressive language. Also known as language comprehension

Timing

90 minutes

 

About this module

Module 4.2 contains four specially developed sets of Indicators of Progress for the Speaking & Listening dimension of the English Domain (i.e. Resources 4.3 to 4.6). These were developed for use in teaching students with language difficulties in the Early Years of schooling. Following most of these Indicators of Progress are recommended ‘Teaching activities’ for the parts of the ICPAL language framework that the Indicators describe.

If you compare Resources 4.3 to 4.6 to Resource 4.2 in Module 4.1, you will recognise the difference between the two sets of Indicators of Progress. This is because Resources 4.3 to 4.6 are not aligned to a specific curriculum level. Students with language difficulties may in some circumstances be operating at a level or levels below the state norm as described in the Standards within the formal curriculum.

Links to these resources are provided in Resources above.