support the development of literacy and oral language skills
TRANSCRIPT
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CHCEDS005SUPPORT THE DEVELOPMENT OF LITERACY
AND ORAL LANGUAGE SKILLS
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All forms of communication Used to impart and gather knowledge Classroom link
Link between Oral Language, Reading and Writing
Teacher speaks
Students take notes
Use reading
to clarify
Discuss with
others
Write written report
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By reading, children see the how words, sentences, & punctuation represent what is being said. (using texts as modelling for children’s own writing)
Reading aloud or listening allows a children to develop a sense of rhythm
Link between Oral Language, Reading and Writing
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Reading to gain knowledge
Writing to impart
knowledge
Improve knowledge
Purpose of Reading
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Begins very early Contact with many forms of communication Recognition of signs & logos Dependant on experiences Constant use of Reading, Writing & Oral
Language
Literacy Development
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Writing Development
drawing
scribble
Letter-like figures
Random letter strings
Invented spelling
Conventional spelling
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Oral Language Pitch & Intonation
◦ Melody of speech◦ Conveys intention & meaning◦ Taught via modelling
Pronunciation◦ Movement of tongue, lips, nose & palate◦ Allows language to be understood
Tempo◦ speed
Identify Skills
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Reading◦ Vital to the development of literacy skills◦ All texts convey meaning
Phonemic Awareness◦ Recognise individual sounds in the spoken word◦ Phonics – general relationship between phonemes
& letters Vocabulary
◦ words must be understood Fluency Working Memory
Identify Skills
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Visual Processing◦ Remembering symbols in order
Identify Skills
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Writing Skills◦ What to write◦ Coherence and cohesion◦ Formation of the letters◦ Legibility of the letters◦ Spelling (+ punctuation)◦ Layout◦ Tone and register◦ Organisation◦ Selection of appropriate content◦ Audience
Identify Skills
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6 Traits of Writing
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Inform◦ Right type of information◦ Right amount of detail◦ Clear and straightforward details◦ Denotative language◦ Who, what, when, where and why
Express◦ Emotive language◦ Make the reader, listener emphasise with the text◦ Induce a physical reaction◦ Subjective language◦ Persuade
Direct◦ Recipes◦ Instruct
Multiple◦ Combination
Using Literacy for Different Purposes
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◦ inform◦ Words (poetry)◦ Different points of view◦ Confirm understanding◦ Instructions◦ Enjoy◦ Imagination◦ Discussion points◦ Social purposes
Signs, invitations, advertisement
Reading for Different Purposes
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Writing for Different Purposes
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Imaginative texts◦ to entertain through their imaginative use of
literary elements. ◦ form, style and artistic or aesthetic value. ◦ texts include novels, traditional tales, poetry,
stories, plays, fiction for young adults and children including picture books and multimodal texts such as film.
Text Types
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Informative texts ◦ To provide information. ◦ include texts which are culturally important in
society and are valued for their informative content,
◦ texts include explanations and descriptions of natural phenomena, recounts of events, instructions and directions, rules and laws and news bulletins.
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Persuasive texts ◦ to put forward a point of view and persuade a
reader, viewer or listener. ◦ Are significant part of modern communication in
both print and digital environments. ◦ include advertising, debates, arguments,
discussions, influential essays and articles
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1. Stimuli2. Formulating3. Delivery
Speaking
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Visualising Prior Knowledge Summarising Inferring Making Connections Questioning Synthesising Evaluation
Reading
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1. Graphophonic ◦ sounds right◦ visual
2. Semantic ◦ make sense◦ meaning
3. Syntactic ◦ Structure of language◦ Knowledge of language
Reading Cues
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Planning
Drafting
RevisingEditing
Publishing
Writing Process
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•Language•Literacy•literatureEnglish
•Number & Algebra•Statistics & Probabilities•Measurement & GeometryMathematics
•Science Understanding•Science Inquiry Skills•Science as a Human EndeavourScience
•History•Geography•Civics & Citizenship•EconomicsHumanities
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•Dance•Drama•Media•Music•Visual Arts
The Arts
•Personal, Social and Community Health•Movement and Physical ActivityHeath and
Physical Education
•Digital Technologies•Design Technologies
Technologies
•Communicating•Understanding
Languages
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Learning Area: Grade:
Topic: Time:
Lesson Description:
Learning Intention:
Links to Australian Curriculum:
Student Prior Knowledge:
Preparation/Materials
TIME Procedure
Evaluation
Identify Current Literacy Programs
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Recording Systems for Abilities
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Understanding Percentages
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Analysing Reading Behaviours
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Fluency – reads in phrases Reads with expression Attends to Punctuation Pronunciation Sounds out unfamiliar words Uses Cues Keeps their place when material is being read Shows tension when reading Self corrects without being prompted Holds the book/ text at appropriated distance
Other Notes on Reading Behaviour
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Engaging in conversation
Observing students in conversation
Monitoring Oral Language
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Appropriate tone and volume Take turns Stay on topic Pay attention when others are speaking Using appropriate vocabulary Correct preposition use – over, under, in, out Use connectors and, so, because Speaks in complete sentences Speaks with grammatical correctness Articulate speech sounds correctly Speaks clearly and fluently
Notes on Oral Language Behaviour
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Information and notes can be used◦ to modify learning activities to suit individuals◦ to identify any problems◦ to check understanding
Why is it important to Monitor Oral Language
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Collect writing samples to◦ Evaluate children’s progress◦ Plan individual writing program◦ Assess student against standards◦ Reporting to parents◦ Feedback to students
Monitoring Writing Development