MINISTRY OF EDUCATION

LISTENING AND SPEAKING

A Resource About Children and Young People
with Moderate Communication Needs
TABLE OF CONTENTS
INTRODUCTION ..........................................................................................................1
ABOUT SPEECH..........................................................................................................2
WHEN SOUNDS DEVELOP.........................................................................................2
When are Speech Sounds Learned.....................................................................................2
ABOUT LANGUAGE....................................................................................................3
SETTING UP FOR SUCCESS......................................................................................4
Creating a Climate of Confidence........................................................................................5
LISTENING...................................................................................................................6
Hearing................................................................................................................................ 6
Attending to Verbal Messages and n!ironmental Sounds................................................."
#ollo$ing and %nterpretation ............................................................................................... "
&ecall.................................................................................................................................. '
#ollo$ing %nstructions.......................................................................................................... (
Listening and %nteraction to Clarif) *nderstanding ...........................................................+,
-e!eloping Sound A$areness. Lin/s $ith Literac) 01honological A$areness2................+,
SPEAKING..................................................................................................................11
*sing Vocabular) to %dentif) and -escribe........................................................................++
3pressing %deas and #eelings......................................................................................... +2
1articipation in the Classroom .......................................................................................... +4
Sharing and 5a/ing 1art in Con!ersations .......................................................................+6
&etelling 1ast !ents........................................................................................................ +6
1resenting......................................................................................................................... +6
RESOURCES..............................................................................................................17
7eneral Language............................................................................................................. +"
Social %nteraction S/ills...................................................................................................... +'
8ral Language Acti!ities.................................................................................................... +(
1honological A$areness................................................................................................... +(
&ecall and &etelling 5e3t................................................................................................... +(
Listening and 1rocessing.................................................................................................. +(
Support 1ersonnel............................................................................................................. 2,
Websites........................................................................................................................... 2,
ISBN: 0!""0!"##
$Ministr% o& 'ducation (anuar% #00#
All Rights Reser)ed

*his publication has been produced +ointl% b% the Ministr% o& 'ducation and Specialist
'ducation Ser)ices in consultation with representati)es o& the Speech ,anguage Re&erence
-roup.
INTRODUCTION
Children ha)e a natural abilit% to de)elop language and e&&ecti)e communication s/ills 0
particularl% when supported b% a languagerich en)ironment in the home1 earl% childhood
setting and classroom. 2owe)er1 &or a number o& reasons1 some children ha)e mild to
moderate speech language di&&iculties1 which ma% not be apparent until the% start school.
Man% o& these di&&iculties can be o)ercome b% ma/ing use o& the stimulating acti)ities and
en)ironments surrounding the child. B% sharing in&ormation1 planning and wor/ing together1
&amilies1 wh3nau and teachers can &ind solutions which in turn help the student gain s/ills and
con&idence. *his close partnership and process also supports students1 &amilies and wh3nau &or
whom 'nglish ma% be a second language.
A good listening en)ironment is crucial to success&ul classroom learning. Some open plan
spaces and large classrooms pro)ide acoustic challenges &or the student with speech and
language di&&iculties. *here are practical strategies in this boo/let on how to meet these
challenges.
*his resource is &or classroom teachers with students who ha)e mild to moderate speech and
language di&&iculties. It &ocuses on students in Years 4 to 51 but man% o& the strategies included
would also be appropriate &or senior students.
Parents will &ind this resource pro)ides practical strategies that can also be used at home and a
use&ul insight into how teachers support children with language di&&iculties.
Students with se)ere speech and language di&&iculties will need the specialised inter)ention o&
a speechlanguage therapist. *hese are students &or e6ample who stutter1 or who ha)e se)ere
problems with a hus/% or nasal )oice1 speech that is )er% di&&icult to understand or a diagnosed
language disorder.
A student ma% ha)e mild to moderate language di&&iculties when the% &ind it hard to:
7nderstand and interpret )erbal instructions
Contribute )erball% to small group or whole class discussions
Retell a simple stor%
8istinguish )erb tenses1 pronouns and plurals
Complete a rh%ming pattern.
4
*eachers pro)ide a language en)ironment crucial to learning. *he% use language to build
appropriate learning conte6ts1 and the curriculum to enhance and de)elop students9
communication s/ills. 7sing some &ocused strategies in these areas will help students resol)e
mild to moderate language di&&iculties.


ABOUT SPEECH
Speech is the spo/en &orm o& language. It is the ph%sical or motor act o& placing the
articulators :tongue1 teeth1 lips and palate; in )arious positions to produce sound. *he process
o& speech de)elopment begins with the coos1 cries and suc/ing o& the newborn child. It then
steadil% progresses through the %ears o& earl% childhood1 so that b% the time the student enters
school he or she can ma/e hundreds o& sound combinations to e6press words. Speech
de)elopment is normall% completed b% the end o& Year 5 :age " or <;.
*he ph%sical act o& spea/ing is /nown as articulation. Speech is a comple61 =whole bod%>
process with man% ph%sical &actors pla%ing a role. *hese include respiration and breath
support1 bod% positioning1 muscle tone1 +aw strength1 palate positioning1 control and
mo)ement1 tongue and lip positioning1 and )ocal &old &unctioning :Strode and Chamberlain
4??";.
Success&ul speech de)elopment is a combination o& these ph%sical &actors and their inter
relationship with language de)elopment. Students need to ha)e words and ideas to articulate.
*he% also need to ha)e the opportunities to practise their tal/ing with their &amilies1 peers and
others to de)elop and re&ine their articulation.
@ith these &actors in place1 mild to moderate di&&iculties with speech will resol)e o)er time.


WHEN SOUNDS DEVELOP

When !e S"ee#h S$%n&' Le!ne&
*he chart below shows the age b% which most students ha)e mastered particular consonant
sounds.
#


ABOUT LANGUAGE
,anguage is a code that students learn to communicate ideas and e6press wants and needs.
Reading1 writing1 spea/ing and gesture are all &orms o& language.
,anguage is the basis &or all human communication and is &undamental to thin/ing and learning. In
the classroom1 students use language to present ideas and communicate through the understanding
and use o& )ocabular%1 concepts and grammatical &orms that =&it> speci&ic acti)ities.
,anguage enables students to:
Participate in class discussions and build relationships
Re&lect and thin/
'6press &eelings and ideas
Plan1 control and guide their actions
Problem sol)e1 de)elop logical relationships and ma/e e6planations
Create and recreate
5
Remember and recall
As/ Auestions
8e)elop reading1 writing and spelling.
B% the time the% arri)e at school most children are able to understand and e6press a )ariet% o&
meanings and intentions. *he% can initiate and ta/e part in con)ersations with teachers and
peers. *he% can present and respond to ideas. *he% now ha)e the building bloc/s &or academic
learning in place and are read% to interact with a curriculum that reAuires them to listen1 spea/1
write and read.
*he New Bealand 'nglish Curriculum states that:

Students should be able to:
engage with and en+o% language in all its )arietiesC and
understand1 respond to and use oral1 written1 and )isual language e&&ecti)el% in a range o&
conte6ts.

Dn page #"1 the New Bealand 'nglish Curriculum states:
Listening and speaking are essential for language development, for learning, for relating
to others, and for living successfully in society. Students should learn to express their own
ideas, feelings and thoughts clearly, and to respond to others appropriately, in a range of
formal and informal situations.
They should understand the processes by which they acquire these skills, think critically
about what they hear, and use oral language to gather, process and present information.


SETTING UP FOR SUCCESS
@ithin a t%pical classroom there will be students who are at di&&erent stages in their learning
and who possess di)erse learning st%les. A range o& strategies :)isual1 auditor% and
/inaesthetic; is there&ore pro)ided to help address the indi)idual language learning needs o&
students. *his resource:
4 8escribes strategies &or pro)iding a supporti)e learning en)ironment
# 2ighlights the curriculum area related to a particular language s/ill
!
5 States the s/ills a student reAuires to achie)e in this particular curriculum area
! -i)es an e6ample o& a student who is ha)ing di&&icult% in this area
E ,ists strategies the teacher can use to build these s/ills in their classroom.
Man% o& these strategies were pro)ided b% teachers and are commonl% used in classrooms.


C!e()n* C+),(e $- C$n-)&en#e
*he &ollowing strategies will create a climate o& acceptance that will &oster students9
con&idence in listening:
Place those who ha)e di&&icult% listening or hearing close to the &ront
'nsure there is good light on %our &ace and that all students can see %ou clearl%
Feep instructions short and simple
7se a signal the class understands when the% are to stop what the% are doing and listen
Allow su&&icient time &or a student to process in&ormation and &ormulate a response
'ncourage students to listen to stories1 songs1 chants and poems
*ell stories without a boo/ and encourage students to +oin in repetiti)e phrases
Pro)ide opportunities &or hearing and retelling &amiliar stories
Introduce a )ariet% o& musicrelated acti)ities
Pro)ide a cassette recorder or listening post with a selection o& stories1 songs or rh%mes
,in/ to acti)ities used at home1 such as sound lotto1 rh%me and rh%thm games.
*he &ollowing strategies will create a climate o& acceptance that will &oster students9
con&idence in speaking:
8e)elop and maintain routines 0 the% pro)ide a sa&e learning en)ironment
Pro)ide regular and )aried opportunities &or students to spea/ and ensure all students ha)e
a turn
E
Allow su&&icient time &or less con&ident students to ma/e contributions
Structure opportunities &or students eg1 pro)ide a sentence &ramewor/ into which the% put
the missing word
'ncourage the use o& word games at home
Include repetition 0 this allows students to de)elop prediction s/ills and builds con&idence
in ma/ing contributions
Prepare students 0 the% are more li/el% to contribute when the% /now what is coming1 and
where other students are pro)iding models
Arrange &or peer tutoring using a budd% who is strong in language.


LISTENING

He!)n*
A prereAuisite o& good listening is consistentl% good hearing. Speech and language can onl%
de)elop through being able to hear speech and language. Students with mild to moderate
hearing di&&iculties ma% sa% sounds such as s1 sh, ch and f incorrectl% or miss out end sounds
altogether.
@atch &or middle ear problems :including glue ear;. *he% are not alwa%s accompanied b% ear
in&ections and pain and can go unnoticed1 e)en b% the student. *hese problems can also be
intermittent1 &or e6ample1 a hearing test ma% be clear one da% but b% the &ollowing month the
ears can be su&&icientl% bloc/ed to cause a hearing di&&icult%.
Student Example
Sam is pla%ing on the mat with his bac/ to the classroom. *id% up time is called but Sam
/eeps on pla%ing. *he teacher notices and calls his name but Sam continues pla%ing. *he
teacher wal/s o)er to him and calls his name again. Sam loo/s up surprised.
Strategies
Re&er students to a hearing and )ision tester or public health nurse
I& necessar%1 support the &amil% to ensure &ollow up happens with the -P or appropriate
agenc%
-i)e e)er% student the best opportunit% to hear in&ormation in the classroom
G
Stand where students can see and hear %ou clearl%
Feep bac/ground noise to a minimum
I& %ou suspect a student has hearing di&&iculties1 place them close to whoe)er is spea/ing.


A((en&)n* ($ Ve!.+ /e''*e' n& En0)!$n,en(+ S$%n&'
Students must be able to identi&% the important &eatures o& a message o&ten against the
bac/ground o& a nois% and distracting en)ironment. *he% must also be able to maintain their
attention until the% ha)e recei)ed the whole message or the acti)it% is complete. A good
listening en)ironment is crucial to success&ul classroom learning.
Student Example
*he teacher gi)es an instruction to the class 0 get your story writing books out of your desk,
and a pencil and bring them over to the mat. Susan starts o&& listening well1 but when some
students cross the pla%ground outside the window1 she watches them. B% the time she loo/s
bac/ at the teacher1 the instruction is complete. Susan gets her maths boo/ out o& her des/ and
+oins the other students on the mat.
Strategies
Create an en)ironment where students /now the% are e6pected to listen and attend. 7se a
prompt when listening is e6pected eg1 put on your listening ears or clap to a pattern.
Feep the noise le)el at a minimum when students need to listen and gi)e a )isual s%mbol
to listen eg1 hand to ear
7se listening games such as Simon Sa%s1 2ide and See/1 Sca)enger 2unt
7se barrier games ie1 &ollowing instructions &rom the other side o& a barrier without the
ad)antage o& a )isual cue
Concentrate on acti)ities that are &un and simple to create &or indi)iduals and groups.


F$++$1)n* n& In(e!"!e(()$n
Students need to be able to listen to stories1 in&ormation1 and discussions1 recognising concepts
&rom their prior /nowledge. *he% then need to integrate this new in&ormation into what the%
"
alread% /now. *his /nowledge will build their s/ills &or prediction and guessing. Students
who are able to predict &ind it easier to listen attenti)el%.
Student Example
Firi sits in the middle o& a group o& students during science. *he teacher is tal/ing about the
li&e c%cle o& a monarch butter&l%. Firi lac/s the )ocabular% and prior e6periences necessar% to
process the new in&ormation she is recei)ing. @hile she is Auiet and not disrupti)e1 she is
switched o&& and not absorbing the in&ormation. She is unable to respond to the Auestions.
Strategies
Sit students ha)ing di&&icult% close to %ou
7se &amiliar stories and repeat them o&ten
7se )isual prompts to carr% meaning eg1 pictures1 s%mbols
Allow time &or the student to respond
Rephrase Auestions or comments lin/ing them to a /nown aspect &or that particular
student eg1 remember the caterpillar you found that day, iri!
8uring a group discussion1 rephrase or summarise what the pre)ious student has said
2elp the student &ind the main idea
Become &amiliar with the stor% be&ore reading it to the class so that %ou can signpost it as
%ou go.


Re#++
Students must be able to retain what is said to them1 and be able to retrie)e this in&ormation
when reAuired. *his enables them to build concepts and de)elop an understanding o& the world
around them.
Student Example
(oanna &ollows what is going on during the topic time1 and she is able to correctl% answer
Auestions about that topic. 2owe)er she can no longer do this a&ter a brea/.
<
Strategies
A set o& pictures can act as a reminder. *hese might be photocopied out o& the boo/ %ou
are wor/ing on1 or the student might draw them1 to /eep the ideas &resh
'ncourage students to bring photographs o& &amiliar people1 places1 pets or ob+ects &rom
home
Pro)ide man% opportunities &or students to retell &amiliar stories and rh%mes with )isual
aids
Present the same concepts in a )ariet% o& di&&erent wa%s on successi)e da%s
7se prompts to re&ocus the students on the topic b% reminding them o& the pre)ious wor/
Pro)ide a &un acti)it% to ta/e home that will carr% o)er the concept co)ered that da%.


F$++$1)n* In'(!%#()$n'
Students must be able to process what is reAuired o& them and respond in a timel% wa%.
8i&&icult% in &ollowing instructions ma% be a problem o& attention1 memor%1 an inabilit% to
understand1 lac/ o& )ocabular%1 or all in combination.
Student Example
(essica is chatt% and doesn9t listen. 2er hearing is reported to be good. She needs se)eral
prompts to get started on a new tas/ and lea)es out part o& what was as/ed o& her. She
&reAuentl% gets her cue &or what to do b% obser)ing her classmates.
Strategies
'nsure %ou ha)e the studentHs &ull attention be&ore beginning 0 this might be done b%
sa%ing their name
Feep instructions short and simple and where possible brea/ the instruction down into
composite parts and gi)e onl% one or two parts at a time
Arrange &or students1 in pairs1 to pla% barrier games together. Dne student gi)es the
instruction1 the other carries out the tas/
Pro)ide regular1 repetiti)e routines. *hese reAuire &ar less processing and are there&ore
more li/el% to be &ollowed
?
7se )isual prompts where)er possible 0 a gesture1 picture1 or s%mbol
Pair the student with another student who will be a good model andIor prompt.
L)'(en)n* n& In(e!#()$n ($ C+!)-2 Un&e!'(n&)n*
Students need to be acti)e listeners. Students must be able to listen to their teacher and peers.
*he% need to use )erbal and non)erbal means to encourage the spea/er to clari&% when the%
do not understand. *his ma% include e%e contact1 &acing the spea/er1 a&&irmers li/e uhuh, did
you! and clari&iers: "hat do you mean! "hat did you say! Students also need to be able to
repl% to direct Auestions.
Student Example
,eilani is standing in a group o& students listening to Rangi describe a game the% are now
going to pla%. ,eilani has ne)er heard o& this game be&ore. Rangi e6plains care&ull% and when
he has &inished1 he goes to ta/e up the position to start the game. ,eilani doesn9t /now what to
do 0 she has not understood what Rangi has said and has &ailed to let him /now this. ,eilani
shrugs her shoulders and wal/s awa% &rom the game without as/ing what she should do.
Strategies
7se role modelling
8iscuss the partnership o& communication 0 that it is a twowa% process in)ol)ing a
spea/er and listener
Rolepla% social situations such as in the class1 in the pla%ground
-i)e the student a chance to rehearse as/ing Auestions where the% do not understand.


De0e+$")n* S$%n& A1!ene''3 L)n4' 1)(h L)(e!#2 5Ph$n$+$*)#+ A1!ene''6
*he student needs to be able to identi&% and name the di&&erent sounds1 segment and blend
them1 create rh%ming patterns and clap rh%thms. Students who ha)e di&&icult% in this area will
also e6perience di&&iculties with literac%. *here is a hierarch% o& learning &or the de)elopment
o& phonological awareness: rh%ming1 alliteration1 lettersound lin/1 segmenting1 anal%sis1
blending and manipulation.
40
Student Example
(ames and Ste)en are twin brothers in a Year 5 class. Neither can write a sentence and the%
can onl% read /nown te6t at emergent le)el. @hen as/ed to write a three letter word the% can
get the initial and &inal consonants correct but the )owel in the middle is usuall% wrong. *he%
could gi)e rh%me e6amples &or three letter words but could not clap out two s%llable words
without practice.
Strategies
As/ the speechlanguage therapist1 Resource *eacher: ,earning and Beha)iour :R*,B;
and the Resource *eacher: ,iterac% :R*,it; in %our area to support %ou with training and
resources
Become &amiliar with at least the most &reAuentl% used te6ts and programmes in this area1
&or e6ample: # Sound "ay$ %ommunicate to &articipate$ Tata
Pro)ide opportunities to build s/ills with &un listening games1 action games and matching
acti)ities
7se acti)ities to build s/ills in recognising rh%me and generating new rh%mes
Read stories which include plent% o& repetition and alliteration
'ncourage students to de)elop their own raps
Include bod% mo)ement &or ma6imum learning opportunit% eg1 stamping out s%llables1
hopping on word parts1 mo)ing people about to create new words.


SPEAKING
U')n* V$#.%+!2 ($ I&en()-2 n& De'#!).e
Students need to ha)e de)eloped a )ariet% o& topicrelated labels1 names and describing words
through a range o& e6periences1 to ha)e stored these in their memor% ban/ and be able to
Auic/l% retrie)e them as reAuired.
44
Student Example
'lla has di&&icult% &inding the right word to use. She uses the wrong words or words li/e them1
that1 there to name or describe items. She tries hard to use words &rom her e6perience.
'lla: That 'an egg beater( please.
*eacher: "hat do you want!
'lla: That ) there.
*eacher: "hat is it!
'lla: *o thing with it ) that 'pointing(
*eacher: +t,s a beater
'lla: -eater.
*eacher: .h, you want to beat the eggs.
8uring a unit on recipes1 the teacher named the ingredients1 measurements1 tools1 and loo/ed
&or opportunities to use the new terms man% times o)er in a meaning&ul situation1 to lin/ them
into 'lla9s current /nowledge.
Strategies
Incorporate )ocabular% learning into all classroom acti)ities
*each new )ocabular%
Re)isit the new words at inter)als through the da% and ensure students ta/e them home to
share and generalise
Base naming acti)ities on a current theme or topic and get the class to brainstorm as man%
related words as possible
7se memor% or *went% Juestions t%pe games1 rh%mes and stories
Pro)ide opportunities &or each student to use the new )ocabular%1 using small groups i&
possible.
E7"!e'')n* I&e' n& Fee+)n*'
*his acti)it% reAuires students to ha)e an understanding o& themsel)es1 the concept o&
emotions1 the con&idence to e6press these1 and the )ocabular% with which to do so. Students
reAuire regular and &reAuent opportunities to tal/ about personal e6periences.
4#
Student Example
Mio/o doesn9t contribute much in class and reAuires prompting to participate1 e)en in small
groups. She writes and tal/s about the same topic during stor% writing or sharing time.
Mio/o tal/s about going to the beach.
Mio/o: /ood morning girls and boys. + went to the
beach0
*eacher: + like the beach. Tell us about it.
Mio/o: + went to the beach0 and, um, 0 the water.
*eacher: *id you swim in the water, or play in the sand!
Mio/o: +n the water.
*eacher: .h, you swam in the water. "as the water cold or
warm!
Mio/o: %old.
Strategies
Structure sharing times so all students ha)e a turn
Pro)ide language models to help students to build their stories. *id you swim in the
water! .h, you swam in the water
7se K&orced alternati)es9 such as: "as the water cold or warm!
7se small groups to encourage role pla%
Set up an oral language group using a resource such as Talk to Learn or 1auraki 2arly
Language &rogramme '12L&(
Pro)ide a bas/et o& topics &or students to select &rom eg1 items1 pictures or titles
2elp students e6press ideas more &ull% using prompting and cueing
Include a topic on emotions within %our programme.


P!()#)"()$n )n (he C+''!$$,
Students need to understand the importance o& Auestions1 and the rules that underpin starting a
new topic and ta/ing turns within the classroom. *he% need to /now how to ma/e a
contribution1 when it is appropriate to interrupt and how to do so.
45
Student Example
Fate does not listen to what other students sa%. She struggles to sta% on the topic and
interrupts others. Class discussion &ollowing AnLac da%:
Mera: + saw a film about soldiers arriving at /allipoli
and how0
Fate: "ho were they!
Mera: + don,t know ) it was a film0 #nyhow, after they
got out of the boats they0
Fate: 3y dad,s got a boat
Mera: Shut up1 Fate.
Strategies
'ncourage students to ta/e turns in groups
7se Auestion games such as *went% Juestions1 @hat9s M% Name and riddles
Mocus on con)ersation s/ills and what is reAuired1 using a resource such as 4esource
#ctivities for &eer &ragmatics '4#&&( and Socially Speaking
7se rolepla% con)ersations and interruptions
7se cooperati)e learning strategies eg1 members o& the group ta/ing roles such as
spea/er1 listener1 note ta/er
7se peer mentoring programmes.


Sh!)n* n& T4)n* P!( )n C$n0e!'()$n'
*he student needs to recognise and interpret non)erbal language and the particular social
rules o& that setting :&or e6ample on the &ootball &ield1 in the classroom;. Students need to
/now how to sta% on a topic1 when it is appropriate to mo)e o&& a topic and how to /eep a
con)ersation going. *he% need to understand the subtleties o& bod% language and nonliteral
language. *he abilit% to ma/e &riends relies on these s/ills.
4!
Student Example
2emi sometimes has di&&icult% sta%ing on a topic he has not introduced. In the pla%ground1
(ohn is telling 2emi about his Robocar but doesn9t get past the &irst sentence because 2emi
/eeps interrupting with his own thoughts.
(ohn: 1emi, you wanna see my 4obocar. 3um said +
could bring it to school today.
2emi: /uess what5 "e,re going to 3c*onald,s tonight
cos it,s my 6ncle 3ick,s birthday.
(ohn: #re you! 3y 4obocar is really cool because it
has turbo 7ets and you can turn it into a robot.
Let,s go and get it out of my bag. "anna come!
2emi: 3y 6ncle 3ick got a new car last year and it,s a
&a7ero ) cool, eh.
(ohn: +,m gonna get my 4obocar ) wanna come, &eter!
'8ohn and &eter go to play with the 4obocar(.
Strategies
8iscuss the partnership o& communication eg1 spea/er and listener
Rolepla% social situations eg1 in the class1 in the pla%ground1 on the &ootball &ield
8iscuss &eelings1 &acial e6pressions and )oice di&&erences that gi)e clues to the
communication partner
Rehearse using &illers 'mmm and uhuh( that show interest and /eep con)ersation &lowing
Practise tal/ing on a topic
7se prompts such as when things happened1 where it happened1 who was in)ol)ed1 and
the basics o& stor% telling eg1 the beginning1 middle and end
-i)e students a chance to rehearse as/ing Auestions about the topic. Put a chart up on the
wall with the e6amples
7se pictures to rein&orce )erbal ideas eg1 a pictorial seAuence o& e6pected e)ents to
accompan% the )erbal e6planation
7se resources such as Socially Speaking and 9irst Steps.


4E
Re(e++)n* P'( E0en('
Students need to be able to retell e)ents in which the% ha)e been in)ol)ed and te6ts to which
the% ha)e listened. *o do this e&&ecti)el%1 the% must ha)e recall o& the e)ent or stor%1 use &ull
sentences that use the correct tense and put the elements in chronological order.
Student Example
Sam o&ten wants to contribute at news sharing times but the in&ormation he pro)ides is
di&&icult to &ollow.
Sam: 3e go0..camp and walking long way0fence,
cows and horses. %ow chase, me running.
4unned0..
*eacher: :ou ran back.
Sam: Long walk drived back.
*eacher: .h, you drove back.
Sam: 3um new car now0
*eacher: That,s exciting, your mum has a new car.
You ma% also notice Auiet students who are reluctant to participate and di&&icult to prompt.
Strategies
*each seAuencing s/ills to aid retelling o& stories eg1 mindmapping1 a series o& pictures
drawn b% the student to capture /e% points
2elp students &ocus on a &ew /e% ideas
Praise attempts and remodel to pro)ide clarit% &or others eg1 your mum has a new car
'ncourage use o& )isual prompts such as an item &rom home1 photo or newspaper clipping
Implement a homeIschool diar% to assist with clari&ication get parents to note something
students could be encouraged to share
Model use o& correct tense and use o& complete sentences eg1 you drove back.


P!e'en()n*
A student needs to be able to use the appropriate language con)ention &or the e)ent or setting.
Mor e6ample gi)ing a mihi1 reciting a rh%me1 presenting at assembl% or in a speech
competition1 sharing news1 gi)ing a than/ %ou speech or ma/ing introductions.
4G
Student Example
@iremu chats &reel% with his classmates. 2owe)er1 @iremu is unable to gi)e a mihi without
considerable support and input &rom his teacher and the rest o& the class. 2e struggles to sa%
more than one word at a time and onl% sa%s that a&ter a long pause.
@iremu:
Class: ia ora0
@iremu: ia ora koutou katoa0. 0.
*eacher: o0
@iremu: o0 "iremu 0
*eacher: #u
@iremu: #u. 0
*eacher: ;o 0
@iremu: ;o 0Tamaki0 3akaurau 0au.
Strategies
7se teacher modelling and peer modelling eg1 tua/anaIteina
Practise opportunities at other times
Practise the con)entions &or each o& the &ormal spea/ing occasions.


RESOURCES
Gene!+ Ln*%*e
#t the %utting 2dge < 4ecent 4esearch on Learning to 4ead and Spell, Nicholson1 *.1 New
Bealand Council &or 'ducational Research :4??!;
%ommunicate to &articipate 0 A training pac/age &or classroom teachers including
in&ormation about speech and language de)elopment1 screening tools and chec/lists1 Specialist
'ducation Ser)ices :4??<;
2xploring Language ) # 1andbook for Teachers, Ministr% o& 'ducation1 ,earning Media
:4??G;
9irst Steps .ral Language 4esource -ook, 'ducation 8epartment o& @estern Australia1
2einemann R. :4??";
4"
9irst Steps *evelopmental %ontinuum, 'ducation 8epartment o& @estern Australia1
2einemann R. :4??";
awea te 4ongo 0 A training pac/age &or /ura /aupapa including in&ormation about speech
and language de)elopment1 screening tools and chec/lists &or students in M3ori medium
education1 Specialist 'ducation Ser)ices :4???;
Linking the Language Strands ) the 3anagement of a -alanced Language &rogramme &art =
and >, 'ggleton1 (.1 and @indsor (.1 @ings Publications :4??E;
&lanning and #ssessment in 2nglish, Ministr% o& 'ducation1 ,earning Media :4??";
Talk to Learn 0 A resource pac/age &or setting up oral language groups1 Specialist 'ducation
Ser)ices :#000;
Talking to Learn 0 A )ideo highlighting how to run an oral language group with speci&ic
language &acilitating strategies1 Specialist 'ducation Ser)ices1 Canterbur% :#000;
Tata, Berr%man and Rau1 Poutama Pounamu :4??<;


S$#)+ In(e!#()$n S4)++'
# Source -ook of &ragmatic #ctivities, (ohnston et al1 Communication S/ill Builders :4?<!;
%ommunication Lab ) # %lassroom %ommunication &rogramme, 8odge1 Singular Publishing
-roup
%ooperative Learning ) #nd 1ow to 3ake it 1appen in :our %lassroom, Nan der Fle%1
,inwood -uidance 7nit :4??4;
%ooperative Learning in ;ew ?ealand %lassrooms, Brown1 8. O *homson1 C. :#000;
# &art to &lay: Tips, Techniques and Tools for Learning %ooperatively, -ra)es1 N. and
-ra)es1 *.1 ,atitude Publications1 Melbourne :4??0;
*irty Tricks, Mc-rath1 2.1 ,ongman1 S%dne% :4??";
9riendly ids, 9riendly %lassrooms, Mc-rath1 2. and Mrance%1 S.1 ,ongman1 S%dne% :4??4;
4esource of #ctivities for &eer &ragmatics '4#&&(, McConnell and Blagden1 ,ingui S%stems
:4?<G;
4<
Socially Speaking, Schroeder1 A.1 ,8A :4??";
The %ollaborative %lassroom, 2ill1 S. and 2ill1 *.1 'leanor Curain Publishing1 South Yarra1
Australia :4??0;


O!+ Ln*%*e A#()0)()e'
9ill<ins, Specialist 'ducation Ser)ices1 Ba% o& Plent% 'ast :re)ised and edited 4???;
9ive 3inute Stories, 'ccleshare1 (.1 Scholastic ,td :4??E;
1auraki 2arly Language &rogramme, and 12L& +ntermediate, Specialist 'ducation Ser)ices
*hames :4??!;
.ral Language 4esource -ook and .ral Language %ontinuum ) 9irst Steps, ')ans1 (.1
2einemann :4??<;
Time for Talking, ,o)e1 '.1 and Reill%1 S.1 ,ongman :4??";


Ph$n$+$*)#+ A1!ene''
# Sound "ay, ,o)e1 '.1 and Reill%1 S.1 ,ongman :4??E;
Sound -eginnings 0 *he ,8A Phonological Awareness *raining Pac/1 -ross1 (.1 -arnett1 (.1
,8A :4??E;
Sounds Abound 0 ,istening1 Rh%ming1 and Reading1 Catts1 2. and Nartiainen1 *.1 ,ingui
S%stems :4??5;


Re#++ n& Re(e++)n* Te7(
9old a -ook ) +ndividual Storybooks for Language *evelopment, -usta&son1 M.1
Communication S/ill Builders :4??4;


L)'(en)n* n& P!$#e'')n*
9ollow 3e ) Listen and *o #ctivities, 9rank, -.@.1 ,ingui S%stems :4?<<;
Listening and 4emembering Specific *etails, -illiam 8egaetano1 (.1 Super 8uper Publications
:4???;
4?
+t,s Time to Listen, McAleer 2amaguchi1 P.1 2arcourt Brace :4??E;
Listening with ids, Serwa%1 ,.1 Communication S/ill Builders :4??E;


S%""$!( Pe!'$nne+
Resource *eachers: ,earning and Beha)iour
Resource *eachers: ,earning and Beha)iour :M3ori;
Resource *eachers: ,iterac%
Resource *eachers o& M3ori
Special Needs Coordinators in schools
Ministr% o& 'ducation specialists 0 Communication team members including speech
language therapists.


We.')(e'
Catalogue o& 8isabilit% In&ormation and Resources www.ma/ao.org
I2C www.ihc.org.nL
Ministr% o& 'ducation
:go to the Special 'ducation lin/;
www.minedu.go)t.nL
New Bealand CCS www.ccs.org.nL
New Bealand 8isabilities Resource Centre www.enable.co.nL
ParenttoParent www.parent#parent.org.nL
*e Fete Ipurangi 0 *he Dnline ,earning Centre www.t/i.org.nL
#0