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Contents page:

Annotated Transcript …………………………………………………………………………………… Page 3 - 4

Oral language evaluation ……………………………………………………………………………… Page 5

First Steps Speaking and Listening Map of Development ……………………………… Page 6-7

Teaching activities ……………………………………………………………………………………….. Page 8-9

References …………………………………………………………………………………………………… Page 10

Marking rubric ………………………………………………………………………………………………. Page 11-12

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Y01 Speaking and Listening Excellent Transcript

Student 2

There’s gonna, my story is gonna be about a dragon flying.

Um, there was a dragon flying one day and then I came to

the dragon on a cloud and that dragon got his wing down and

then, and then I jumped up and caught his wing to get him

and then, um, he and then he flied me and, um, and I and

then I met his baby dragon and his baby dragon was just

popping out of the egg and the egg shells all fell off the cloud

and, um, the dragon took me to Disneyland and then we

were friends. And, and we skipped and we went on a merry-

go-round together because we were friends.

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The end.

Uses appropriate tone, pace and volume to maintain engagement with the audience.

Comprehension - Was able to follow instructions on the assessment required.

Comprehension. - Answered the question given by the teacher to discuss

Pragmatics - Demonstrates structure in speaking (Introduction, middle and ending).

Green = Peel language development

Red = SCSA annotations

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300-word reflection

Student two has shown an excellent understanding of the topic that has been taught and has been
able to adequately demonstrate this. This has allowed the teacher to give her a mark of excellent.
Based on student two’s presentation this student is sitting within the consolidating and conventional
phase and is in the first steps of the speaking and listening map of development (Brace, Brockhoff,
Sparkes & Tuckey, 2006). Therefore, I will be placing this student in the conventional phase (Brace,
Brockhoff, Sparkes & Tuckey, 2006).

Student two displays many strengths within her speaking and listening presentation, her ability to
use oral text that connects witting, speech and images is excellent (School Curriculum and Standards
Authority (SCSA), 2014). She also displays her ability use proper text structure within her
presentation that was detailed and descriptive about the given topic. Student two shows the skill to
be able to speak clearly while altering her tone of voice as well as using body language, gestures and
eye contact to engage her listeners (SCSA, 2014). Her oral skills are excellent.

Student two has room to develop skills within semantics by improving in her ability to express
herself (Peel Language Development School, 2021). An example of this is where she uses many fillers
such as ‘and, um, and I’ in one sentence. Student two also has room to develop further
comprehension skills, this will allow her to deepen her presentation by explaining ideas in more
depth. Creating lessons on specific concepts will deepen her knowledge. This will enable her talk
more about the topic, as she will have deeper knowledge that she can draw upon (Peel Language
Development School, 2021).

To further support student two I will create lessons based around developing her grammar and
comprehension skills. As much as she is a very strong year 1 student, I feel as though she has the
ability to further develop her skills to solidify herself in the consolidating phase (Brace, Brockhoff,
Sparkes & Tuckey, 2006).

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Oral Language Activity 1
FS S&L Phase of Development
Conventional
WA Curriculum: English
Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being
described?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451)
Source or Reference:
Peel language development
Provide a brief description of the S&L activity selected

Comprehension:
The development of comprehension will be further developed and supported through the activity
book sharing. This targets the student’s ability to answer questions and to also think further into their
concept and word knowledge.
Within this activity the educator will:
1. Read a book with the children and while reading the book the educator will ask the students
questions.
2. Questions can be asked on each page that involve who, what, where, when, why and how
questions.
Assessment:
o As the educator I will form anecdotal notes to record both the progress as well as any red
flags that were shown in order to help build on her oral language. These notes will be placed
into students English record book.
This will also develop student’s ability to answer questions and to also when speaking in a
presentation draw upon the who, what, where, when, why and how. This will enable students to
explain their knowledge about the topic in greater depth.

Oral Language Activity 2

FS S&L Phase of Development
Conventional
WA Curriculum: English
Understand the use of vocabulary in everyday contexts as well as a growing number of school
contexts, including appropriate use of formal and informal terms of address in different
contexts (ACELA1454)
Source or Reference
Peel language development
Provide a brief description of the S&L activity selected

Semantics/vocab

The activity junk mail/catalogues will improve students ability to express themselves. This activity
targets labelling, functions, attribute and associations.
Within this activity the educator will:
1. Provide students with junk mail, catalogues or books within the classroom
2. Children will then label the items on the page (what they are used for, where you see them)
3. This will then lead into discussing the functions of these objects the students have labelled.
4. Then discuss and ask the students how two objects on the page are different or similar.
Assessment:
o This will be assessed through a checklist from the students workpiece. Also note taking will
occur when the student discusses their work, these notes will be placed in the comment

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 section of the checklist.
Through this activity, students will further their vocabulary knowledge, therefore they will be able to
draw upon this when expressing something.

Oral Language Activity 3

FS S&L Phase of Development
Conventional
WA Curriculum: English
Explore differences in words that represent people, places and things (nouns, including pronouns),
happenings and states (verbs), qualities (adjectives) and details such as when, where and how
(adverbs) (ACELA1452)
Source or Reference
Peel language development
Provide a brief description of the S&L activity selected

Semantics/vocab

To further support activity two, I will provide this student with the activity called feely bag, this
activity targets description and attributes. This will develop student’s ability to express themselves by
learning how to describe different attributes and use further description in their language.
Within the activity the educator will:
1. Provide the class with a bag that is not see-through with a variety of objects.
2. Students will then take turns to feel an object out of the bag (they can look at it without the
other students seeing if required.
3. The student is then to describe the object and it’s attributes to class (it feels slimy, it has a
long body)
4. Once they have explained all the features, they can the students then have to try and guess
what has been described.
5. If the students guess incorrectly the student can then show the class and label it to further
explain what it is.
Assessment:
o Here anecdotal notes will be formed as each student has a turn. This involves how the child
went, did they struggle with anything and/or were they confident and clear when describing
the object?
This activity will also further develop student’s semantics skills as they are dependent upon
experience that may be either intrinsic or extrinsic.

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References

Brace, J., Brockhoff, V., Sparkes, N., Tuckey, J. (2006). Speaking and listening resource book. -
_____Melbourne, VIC: Rigby Harcourt Education.
_____det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/

Peel Language Development School. (2021). 2021 Introduction to language. Peel Language
_____Development School Speech and Language Service.

School Curriculum and Standards Authority. (2014). Western Australian curriculum: English.
_____Retrieved from
_____https://k10outline.scsa.wa.edu.au/home/assessment/judgingstandards/judging-standards-
_____choose-a-year/year-1/english

School Curriculum and Standards Authority. (2014). Western Australian curriculum: English.
_____Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
_____browser/english-v8

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