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Contents Page

Oral language assessment - transcription of oral language sample, with annotated

assessment notes ………………………………………………………………… 3

Oral language evaluation – written summary ………………………………….. 4-5

First Steps Speaking and Listening Map of Development (Individual profile sheet- all

indicators, annotated and highlighted) …………………………………………. 6-7

Teaching activities (three brief descriptions) …………………………………... 8-9

Reference page …………………………………………………………………… 10

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

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 L1: Oral Text: Imaginative form of oral text is
produced by the student in this sentence.

L1: Syntax: Uses the word “them” incorrectly in the

sentence (grammatical error); should be the word
“the”. Apart from this word error, the sentence is a
complete sentence as it has noun and verb phrases.

L1: Pragmatics: Clenches his hands to demonstrate

how tight he will hold onto the string.
Pre-Primary Speaking and Listening Excellent Transcript
L1 & L2-A1: Demonstrates how to hold the string
and uses his arms to show himself flying around the
world.
Student 21
L2: Pragmatics: Uses hand gestures to suggest that
the world is massive.
Line
Number:
L2: Syntax: Informal contraction “wanna” should not
be used in formal speech, instead the words “want
L1
Sit on a seat and hold onto them string. to” should be used.

L2, L3, L4, L5, L6 & L9: Syntax: Uses the

coordinating conjunction “And” numerous times to
begin sentences; demonstrates that he is thinking.

L2
And then I wanna fly all around the world. L3-A2: Projects his voice to emphasise importance
when stating the words “race” and “fire”.

L3, L4, L5 & L9: Syntax: The consistent use of the

word “gonna” instead of “going to” is an informal
contraction and may be a part of his everyday
L3
And gonna have a race, too and I’m gonna … and I … and it’s gonna language. It should not be used in a formal speech.

L4-A3: Uses descriptive language to emphasise

L4
be fire. And it’s gonna go faster than lightning. how fast the dragon will go.

L4: Pragmatics: The student waves his hands near

his mouth to suggest the fire will come from the
dragon’s mouth. He also used a simile to add depth
and emphasise that the dragon will go “faster than
L5 lightning”.
And it’s gonna, it … and it’s wings are gonna fly like this. So fast,
L4 & L6: Comprehension: Reiterates how fast the
L6
faster than lightning, too. And the fire, it can make trees on fire, and …dragon is twice within the oral performance to
emphasise his understanding of a dragon’s speed
using a simile.
L7
but it won’t burn the animals. L5-A1: Exhibits how fast the dragon’s wings will flap.

L5: Syntax: The student self corrects himself to

clarify what aspect of the dragon he is talking about
“And it’s gonna, it…it’s wings are gonna”.
L8
It will land onto islands and burn all the bad dragons, and stuff. L5 & L6: Pragmatics: Maintains strong eye contact
with the audience when describing the speed of the
L9 dragon’s wings.
And … and dragon’s gonna have a name. It called … Benjamin.
L6: Semantics: Demonstrates an understanding and
L10 makes a link between the speed of the dragon and
(laughs) the speed of lightning.

L6 & L7: Oral Text: Elaborates on his idea of the

dragon breathing fire and what may or may not be
affected by the fire. Imaginative form of oral text.
Annotations Key:
SCSA Assessment Pointers:
L6 & L7: Syntax: Poor sentence structure as the
A1: Uses some appropriate body language, gestures and eye contact. student should have addressed who will make the
A2: Speaks clearly and audibly, with some varying of volume and/or tone and pace, to trees on fire, instead using the word “it” (the dragon:
noun). The student has not specified that they are
familiar and unfamiliar audiences. talking about a dragon until line 9.
A3: Creates oral texts, with some detail, using extended vocabulary and content-specific
words, to communicate ideas and reflect their experiences. L6 & L7: Comprehension: Demonstrates
understanding that fire burns things and specifies
what he thinks the dragon will not burn.
PEEL Areas of Oral Language:
 Pragmatics L6, L7 & L8-A3: Provides audience with specific
 Syntax details of the event.
 Comprehension
 Semantics L7: Phonological Awareness: The student has
demonstrated unclear speech production and
 Phonological Awareness difficulty pronouncing the word animals instead
stating “amals” missing the second syllable “ni”.
 Oral Text
L9-A2: Tone of the student’s voice is altered when
stating the dragon’s name.
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L9: Syntax: “It called” is also a grammatical error.

L9 & L10: Pragmatics: The student alters his facial

expression to being happy as he giggles when
3 stating the dragons name.
 Oral Language Evaluation:

Throughout the transcript, it is evident that Student 21 has numerous strengths and

weaknesses in his oral language development but overall, performs at an excellent

achievement level according to the School Curriculum and Standards Authority

Judging Standards (2014). Student 21 maintains eye contact with the audience,

includes a variety of gestures paired with his descriptive language such as clenching

his hands to demonstrate holding on tightly to the rope and flapping his arms

vigorously to support his simile used when describing the speed of the dragon’s

wings. Student 21 uses facial expressions and alters the tone of his voice when

emphasising important parts throughout his performance such as the dragon’s name

and the fact that the dragon can breathe fire.

Some weaknesses demonstrated by Student 21 appear within the syntax and

phonological awareness areas of oral language. The frequent use of the words

“and”; a coordinating conjunction to begin sentences and “gonna”; an informal

contraction is evident as the student gathers his thoughts. These are forms of

everyday language and demonstrates that the student is having difficulty

constructing complete sentences and using conjunctions correctly. Student 21 also

demonstrated unclear speech production when stating the word “animals”, missing

the middle sound “ni” and instead pronouncing the word “amals”.

From the annotations outlined within the transcript it is evident that Student 21 is

performing between the Early and Exploratory phase in the First Steps Speaking and

Listening Map of Development (2013). To support Student 21 in their oral language

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development, teaching intervention will be focused on the student’s syntax and

phonological awareness areas of oral language. Identifying the components of a

complete sentence, exploring conjunctions and the appropriate formal language

used in speech are areas of improvement for the student. Developing the student’s

phonemic and syllable awareness of words is also an area of improvement, therefore

follow up activities will be structured to develop these oral language skills.

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Student 21 is performing between the Early and Exploratory phase in the First Steps Speaking and Listening Map of Development (2013).

Student 21 Pre-Primary

Student has knowledge on how fast

lightening is therefore he uses it to compare
the speed of the dragon’s wings.

The speed of the dragon’s wings and the fact that it

breathes fire seems personally significant to the student
therefore he reiterates it throughout the speech.

Understands that fire burns things but specifies that

the fire will only burn bad things and not the animals.

Demonstrates his understanding

of what “faster than lightening”
Does not inform the listener that he is talking about a dragon until the end of his speech. means and looks like by flapping
his arms vigorously.
Uses gestures for holding the string, size of the world and
speed of the dragon’s wings. Repeats that the dragon is
“faster than lightening”.

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 Student 21 is performing between the Early and Exploratory phase in the First Steps Speaking and Listening Map of Development (2013).

Student 21 Pre-Primary

Tells the audience how fast dragons can fly and how they can also breathe fire and what the fire can burn.

Successfully identifies that dragons can fly and breathe fire.

Maintains strong eye contact with the audience throughout the speech and alters volume.

Alters tone of voice for words within the speech to

highlight their importance, for example “fire” in line 6.

Uses a simile to effectively describe the speed of the dragon when it is flying and when it breathes out fire; “faster than lightening”.

Alters tone when emphasising topics in the

speech. Stretches out the word “world” to
emphasise how big it is.

Uses the simile “faster than lightening” to enhance listeners understanding of the dragon’s speed. Heightens volume when stating the words “race”, “flap like this” and “Benjamin”.

Requires development on this to recognise the difference

between language used on an everyday basis and language
used in formal speeches.

Self-correcting takes place when the student clarifies what part of the dragon they are discussing in the speech “And it’s
gonna, it…it’s wings are gonna”.

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 Teaching Activities: Pre-Primary

Oral Language Activity 1

FS S&L Phase of Development: Early and Exploratory
WA Curriculum: English
Source or Reference: Peel Language Development Book p. 30

Box Drop:

Teaching Focus:
-Targets the phoneme level of speaking.
-Develops Student 21’s awareness of each sound within different words.

Description of Activity:
Begin the activity with a set of boxes lined up in front of the student and counters or small
stones that the student can use. The teacher can choose words relevant to the topic at hand
(words from Student 21’s speech about dragons) or words that they have noticed the student
having trouble pronouncing. Starting off with a word containing three or four sounds, the
student is asked to sound out the word and for each sound they identify in the word, they
must drop one counter into a box. If the student seems to be having trouble understanding
the activity, the teacher can model the activity to the student and ask the student how many
sounds they hear.

Assessment: (ACELA1438), (ACELA1439)

The teacher will record her observations of the student sounding out each of her selected
words and use a checklist to record which words the student sounded out successfully and
which words were unsuccessful. The teacher can also provide the student three opportunities
to sound out the word if they feel this is required.

Oral Language Activity 2

FS S&L Phase of Development: Early and Exploratory
WA Curriculum: English
Source or Reference: Peel Language Development Book p. 46

Joining Sentences:

Teaching Focus:
-Targets the use of conjunctions in sentences.
-Develops Student 21’s application of conjunctions in sentences and how to construct
complete sentences using conjunctions.

Description of Activity:
To begin the activity the teacher will provide the student with two simple sentences on paper
strips (these can be extracted from the student’s speech or based around the topic). The aim
of this activity is for the student to join the two simple sentences together using a conjunction
to construct one new sentence. In the case of Student 21, the conjunction “and” was
overused and was utilised to begin his sentences. The teacher can therefore get Student 21
to focus on using the conjunction “and” correctly in multiple sentences and once this is
achieved, the student can be introduced to other conjunctions such as “then” and “because”.

Assessment: (ACELA1434), (ACELA1435)

The teacher will record anecdotal notes when observing this activity being undertaken by
Student 21. During this activity the student will be gluing the sentences together using a
conjunction and attaching these new sentences onto a large paper. Therefore, this work

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 Teaching Activities: Pre-Primary

sample will be used as a form of assessment for the teacher to make judgements off and see
whether or not the student is meeting the task expectations.

Oral Language Activity 3

FS S&L Phase of Development: Early and Exploratory
WA Curriculum: English
Source or Reference: Peel Language Development Book p. 30

Word Clapping and Drumbeats:

Teaching Focus:
-Targets the syllable level of speaking.
-Developing Student 21’s awareness of each syllable within words.

Description of Activity:
The teacher must begin the activity with a list of words containing two to five syllables and
these words can be based on the topic at hand (words from Student 21’s speech about
dragons) or words that the student is having difficulty with. Starting off with a word that
contains two syllables, the teacher will say the word out loud, and the student must clap or
use a musical instrument to indicate the correct number of syllables the word has. The
student can then say the word out loud by themself and clap or use an instrument to identify
how many syllables the word contains for a second time. Once the student correctly indicates
how many syllables a word has, the teacher can move onto the next word containing more
syllables within it. A variation of this activity is that the teacher states the word in syllable form
(eg. An/i/mal) and then the student must guess what word the teacher has stated and how
many syllables it has.

Assessment: (ACELA1439), (ACELA1819)

The teacher can film the student whilst completing this activity as evidence and make
observation notes on which words the student could identify the syllables within and which
words the student endured difficulties with. This information will be recorded onto a checklist
and if further action is required, the teacher can arrange additional learning experiences.

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References:

Brace, J., Brockhoff, V., Sparkes, N., & Tuckey, J. (2013). Speaking and listening

map of development (3rd ed.). Rigby Harcourt Education.

http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/

Department of Education. (2013) First Steps Literacy Resources. (3rd ed.).

http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/

Peel Language Development School Speech and Language Service. (2021).

Introduction to language. https://learnit.nd.edu.au/bbcswebdav/pid-831531-dt-

content-rid-7170943_1/xid-7170943_1

School Curriculum and Standards Authority (2014). Judging standards.

https://k10outline.scsa.wa.edu.au/home/assessment/judgingstandards/judging-

standards-choose-a-year/pre-primary/english

School Curriculum and Standards Authority (2014). Western Australian curriculum:

English. https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-

browser/english-v8

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