English Developmental Continuum P–10 – Speaking & Listening
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Ideas communicated: scaffolding learning from 2.0
Indicators of Progress
- Students produce spoken texts that deal with familiar ideas and information.
- Students give simple directions and explanations.
- Students gather information by asking a sequence of questions.
- Students respond to questions asked with appropriate information or give opinions.
- Students listen to spoken texts that deal with familiar ideas and information and recall some of the main ideas and information presented, predict what will happen next, and relate it to similar experiences they have had.
- Students ask relevant questions to assist in clarifying and understanding what has been said.
- Students suggest the questions the text answered and what they think the speaker wanted to tell.
- Students suggest how the text might have been said differently by others.
- Students understand the beginning and ending ideas of a spoken message.
- Students suggest how the text might have been said differently if it had been written in other contexts familiar to them.
- Students distinguish fact from opinion in a spoken presentation.
Teaching Strategies
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.
Continue story line beyond the text provided
Students think ahead to a few weeks after the story finished. They infer what might have happened next in the story. They prepare a talk describing ‘a month later’. Answers address the following questions:
- Who is taking care of Marty now?
- What cleaning up did they need to do after the flood?
- How was the bridge repaired?
- How did they feel when they saw rain clouds?