SUPPORT THE DEVELOPMENT OF LITERACY AND ORAL LANGUAGE SKILLS

 All forms of communication  Used to impart and gather knowledge  Classroom link Teacher speaks Students take notes Use reading to clarify Discuss with others Write written report

 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

Reading to gain knowledge Writing to impart knowledge Improve knowledge

 Begins very early  Contact with many forms of communication  Recognition of signs & logos  Dependant on experiences  Constant use of Reading, Writing & Oral Language

drawing scribble Letter-like figures Random letter strings Invented spelling Conventional spelling

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

 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

 Visual Processing ◦ Remembering symbols in order

 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

 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

◦ inform ◦ Words (poetry) ◦ Different points of view ◦ Confirm understanding ◦ Instructions ◦ Enjoy ◦ Imagination ◦ Discussion points ◦ Social purposes  Signs, invitations, advertisement

 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.

 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.

 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

1. Stimuli 2. Formulating 3. Delivery

 Visualising  Prior Knowledge  Summarising  Inferring  Making Connections  Questioning  Synthesising  Evaluation

1. Graphophonic ◦ sounds right ◦ visual 2. Semantic ◦ make sense ◦ meaning 3. Syntactic ◦ Structure of language ◦ Knowledge of language

PlanningDraftingRevisingEditingPublishing

Language Literacy literature English Number & Algebra Statistics & Probabilities Measurement & Geometry Mathematics Science Understanding Science Inquiry Skills Science as a Human Endeavour Science History Geography Civics & Citizenship Economics Humanities

Dance Drama Media Music Visual Arts The Arts Personal, Social and Community Health Movement and Physical Activity Heath and Physical Education Digital Technologies Design Technologies Technologies Communicating Understanding Languages

Learning Area:Grade: Topic:Time: Lesson Description: Learning Intention: Links to Australian Curriculum: Student Prior Knowledge: Preparation/Materials TIMEProcedure Evaluation

 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

 Engaging in conversation  Observing students in conversation

 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

 Information and notes can be used ◦ to modify learning activities to suit individuals ◦ to identify any problems ◦ to check understanding

 Collect writing samples to ◦ Evaluate children’s progress ◦ Plan individual writing program ◦ Assess student against standards ◦ Reporting to parents ◦ Feedback to students