1. Programming and planning using the SACSA Companion Documents Use your mouse, or the Enter or arrow keys, to move to the next slide.

2. This program is planned for Early Years Standard 1 English Texts and contexts Language Strategies Planning can be done using the Key Ideas, Outcomes and descriptors in the Companion Documents. This program on morning talks is based around the speaking and listening mode and also addresses the Essential Learning, Communication. There are many ways to plan programs—this is one example. Begin by finding the Key Ideas, Outcomes and descriptors relevant to your task. Use all three strands when planning Speaking and listening Use your mouse, or the Enter or arrow keys, to move to the next slide.

3. Uses a variety of greeting s Texts and contexts Thoughts: What does this mean for us? Do we need to reassess morning talks? Is 'Good morning, boys and girls' still appropriate? Action: Discussion and brainstorming with kids around greetings. This teacher is planning a program for morning talks. She has begun by looking at a descriptor from texts and contexts to see what implications it might have for her programming. Uses a variety of greetings Use your mouse, or the Enter or arrow keys, to move to the next slide.

4. Still looking at texts and contexts, she looks back at the Key Idea. Texts and contexts …communicate their ideas and feelings to a familiar audience. Key Idea: With an awareness of purpose, they produce a range of spoken texts in order to communicate their ideas and feelings to a familiar audience. ID T C KC2 Thoughts: Ideas and feelings— must therefore be about things that kids can understand Familiar audience— that’s OK… that’s our class Use your mouse, or the Enter or arrow keys, to move to the next slide.

5. She now looks at the language strand. Here she is looking first at the Key Idea. … to communicate with a range of audiences in the home, school and community. Key Idea: Children listen to and interact with familiar audiences for different contexts, and learn about some aspects of spoken language. They produce spoken texts, experimenting with language to communicate with a range of audiences in the home, school and community. T C KC2 Thoughts: Every now and then we need to have someone else listening Action: Get parents, principal, student teacher to come and watch. Also use a video camera. Language Use your mouse, or the Enter or arrow keys, to move to the next slide.

6. She looks at the Key Idea again. Key Idea: Children listen to and interact with familiar audiences for different contexts, and learn about some aspects of spoken language. They produce spoken texts, experimenting with language to communicate with a range of audiences in the home, school and community. T C KC2 Language They produce spoken texts, experimenting with language to communicate… Thoughts: We need a range of topics…and it can’t just be what they did at the weekend because they won’t experiment with language—it will just be the same thing. Action: Brainstorm a list of things with which children are familiar…allow them some choice, eg my favourite toy. Get them to think of other things they wouldn’t usually have spoken about at morning talks. Use your mouse, or the Enter or arrow keys, to move to the next slide.

7. She now starts to formulate a plan. Emerging plan: Work with children on morning talks, leading to a performance in week 10, which is videoed and to which parents are invited to come and watch. Preparation: Prepare children to give a performance in front of a video with parents invited to watch. Talk about what makes a good speaker Timetabling—start working towards week 10 and discuss time management Use your mouse, or the Enter or arrow keys, to move to the next slide.

8. She returns to the language strand, this time looking more closely at descriptors. Language Thoughts: With assistance— so there definitely needs to be some help from me here. Plans and delivers, with assistance, oral presentations to a small range of audiences. Use your mouse, or the Enter or arrow keys, to move to the next slide.

9. She looks at a further descriptor in the language strand. Language Thoughts: The children are going to need to learn this skill. Maintains a topic while elaborating a central idea Action: Explicit teaching of concept webs and tying this into different areas. NB The class later utilised this skill further in writing. Use your mouse, or the Enter or arrow keys, to move to the next slide.

10. She finds another descriptor in the language strand relevant to morning talks. Language Thoughts: The children are going to need to learn this skill. Includes when, who, where and what in oral recounts Action: Explicit teaching of concepts of when, who, where and what. Use your mouse, or the Enter or arrow keys, to move to the next slide.

11. She pauses to reflect on this exercise of program planning. Thoughts It occurred to me that I had never really planned oral language before! You tend to think ‘Oh, we do lots of talking! We do lots of this sort of stuff!’ This exercise caused me to be very self-reflective. I wondered whether at the end of the year it was still only my good speakers who remained good speakers. Generally that is the case—the good speakers get better, and those who don’t want to speak stay about the same. I also recognised that, in the past, I had always made morning talks an option— this time it was non-negotiable. But I provided lots of scaffolding for the reluctant speakers and sat out front with them when it was their turn. Use your mouse, or the Enter or arrow keys, to move to the next slide.

12. Having now gained an idea of the type of ‘texts’ children should be constructing and the type of language they should be using, it was time to look at strategies. Plans spoken presentations (eg describing who, what, where, when, why, how, feelings). Thoughts: If kids need to learn how to plan, they need time to do that planning. Action: Explicit teaching on developing a plan Timetable every Monday to be a planning day when I model. For example, for a talk on ‘my family’, I will model a talk on my own family and demonstrate strategies, like bringing in photos. I will model structures and write headings on the board. Strategies Use your mouse, or the Enter or arrow keys, to move to the next slide.

13. She consulted another relevant descriptor in the strategies strand. Uses conventions for speaking and listening. Thoughts: This will need explicit teaching and will require some time. Action: I will explicitly teach and we will discuss: Good audiences look like… Good speakers look like… (eg, eye contact, speaking up, cues, practising, how to show something) Strategies Use your mouse, or the Enter or arrow keys, to move to the next slide.

14. The strategies strand contained more descriptors relevant to morning talks. Thoughts: This was so different! I hadn’t in the past considered rehearsal time and had only ever said ‘Who wants to talk this morning?’ Action: Kids will make plans and take them home on Monday nights to practise. If there is any spare time on Mondays after they have completed their plan, they can rehearse with a partner Strategies Rehearses spoken presentations which include the appropriate use of a prop. Use your mouse, or the Enter or arrow keys, to move to the next slide.

15. There was one more descriptor within the strategies strand relevant to morning talks. Thoughts: How will the kids understand this? This needs modelling. Action: I will do lots of modelling by speaking in funny voices! Strategies Adjusts speaking to match different situations and audiences (eg adjusting volume, expression, intonation, pace.) Use your mouse, or the Enter or arrow keys, to move to the next slide.

16. Presentation day On the day in week 10, the kids gave a variety of presentations including: demonstrations of science experiments joke telling, with audience participation magic tricks, where they called for volunteers from the audience music and dance performances. All presentations had to include an oral component, including a greeting, an explanation of what they were presenting and a concluding statement. For students who had been stuck for an idea for a presentation, we had found resources in the library on topics they were interested in, such as science experiments and magic tricks. We had scorers in the audience, although we didn’t do anything with the scores, but it simulated a purpose. We looked at the things that were important, which we had talked about during the last few weeks: Were they confident? Did they speak clearly? Did they need to look at their words? Programming is really quite easy if you look for the key words and tease them out. Although I spend a long time planning, I don’t always write a programming rubric as formally as the one for this learning activity. Use your mouse, or the Enter or arrow keys, to move to the next slide.

17. Programming rubric J Baillie – Paringa Park PS, 2003 Based on SACSA Teacher Resources Draft Document, English, Early Years TOPIC: Oral Language- Morning News Key IdeaIntentionLearning ActivitiesICTOutcome Texts & Contexts With an awareness of purpose, they produce a range of spoken texts in order to communicate their ideas and feelings to a familiar audience  Planned morning talks  4 days/week  7 children per morning presenting on a range of agreed topics  Topics change each week  Talks to last 2-3 minutes  Able to respond to at least 2 comments or questions from audience  Able to signal beginning and end of talk  Encourage use of props  Video and peer assessment of performance week TOPICS Week 3 – About Me 4 – My Family 5 – My Pet 6 - Sports 7 – Environmental Talks 8 - Toys 9 – A Holiday 10 - Favourite book 11 – Performance (magic trick, jokes, plays, songs etc)  model order by having a daily talk  introduce who, what, where, when cards to different students in sharing circle for them to monitor and check  in class meetings formalise a greeting that will signal the beginning of a prepared talk and an ending to signal time for questions and comments. (helps prepare the audience) How do we know the News is beginning or our favourite TV programme?  discuss off-limit topics and language in class meetings  all agree to participate. All agree to have-a-go and offer support to reluctant speakers. Use buddies 1.2 Language They produce spoken texts, experimenting with language to communicate with a range of audiences in the home, school and community.  develop a usable easy plan – have headings and room for pictures and/or text to help cue speakers. Model its use in guided writing time  model staying on a topic/not staying on a topic. What doesn’t go?  Brainstorm list for set topics so preparation time is accounted for. Use the who, what, where when cards after some practices to check that they have been included in the oral recount  peer evaluation -record rehearsal on tape to allow students to evaluate own talk 1.6 Strategies They communicate personal ideas and opinions by experimenting with strategies for planning, composing and presenting spoken texts in familiar community situations.  time given for planning every Monday. Roster of days for students sent home in diaries. Planning sheets also used in writing to allow for increased familiarity  use Y, T chart to brainstorm what listeners look like  allow for question or comment time-no more than 2 per speaker and model questions or comments that add information not rehash already given  programme for rehearsal time. Rehearse with a friend, with table group and with Yr 5 buddy. Teacher conference for 1 day group per week.  model each topic using props eg videos, photos, headings and setting up displays  inform parents/caregivers -WordArt for headings to accompany displays -operate VCR -intro- duction to PowerPoint -using photos (digital and film) for props 1.10 Use your mouse, or the Enter or arrow keys, to end this presentation.