Ideas Communicated: Scaffolding Learning From 1.75
Indicators of Progress
- Students recount a serialised story about either real or imaginary events and with little visual information.
- Students recount, retell or describe earlier familiar experiences and events, feelings and beliefs.
- Students explain a reasonably familiar phenomenon.
- Students instruct or state a sequence of actions.
- Students say effectively the main and subordinate ideas, and sequence the ideas appropriately.
- Students vary what they say in line with their intended purposes, for example, they can describe, retell or explain appropriately.
- Students use appropriate language styles for opening and closing their oral presentations.
- Students combine language and actions to communicate less familiar ideas such as explanations more clearly.
- Students tell a story that they have heard from the perspectives of other characters.
- Students recall the main and subordinate ideas, one or two main ideas from what they heard, and say the ideas in sequence.
- Students answer questions about details and predict what might happen.
- Students identify how a speaker stressed the main points in a story by repeating particular phrases.
Teaching Strategies
During speaking and listening: Tuning in to ideas
The learning and teaching approach for speaking and listening is illustrated for students responding to the serial story Little Obie and the Flood written by Martin Waddell and published by Walker Books Ltd, London in 1991.
Discuss emotional response to texts
Students discuss how enjoyable/interesting the story is so far, what made it interesting and how it could be made more enjoyable/interesting by the speaker adjusting tone, volume and pace and varying intonation for effect.
After speaking and listening: Consolidate and review
The learning and teaching approach for speaking and listening is illustrated for students responding to the serial story Little Obie and the Flood written by Martin Waddell and published by Walker Books Ltd, London in 1991.
Retell through drama
Students plan and perform a role play showing how the feelings of the main characters changed during the story. They rehearse their roles and are guided to adopt their character and show in their voices how the character felt at the time and how their feelings changed.
Discuss new ideas
Students talk about the new ideas they have learnt from the story:
- travelling by horse and wagon rather than by car
- not having made roads
- not having doctors and hospitals nearby.