CHCEDS005SUPPORT THE DEVELOPMENT OF LITERACY

AND ORAL LANGUAGE SKILLS

All forms of communication Used to impart and gather knowledge Classroom link

Link between Oral Language, Reading and Writing

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

Link between Oral Language, Reading and Writing

Reading to gain knowledge

Writing to impart

knowledge

Improve knowledge

Purpose of Reading

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

Language

Literacy Development

Writing Development

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

Identify Skills

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

Identify Skills

Visual Processing◦ Remembering symbols in order

Identify Skills

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

Identify Skills

6 Traits of Writing

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

Using Literacy for Different Purposes

◦ inform◦ Words (poetry)◦ Different points of view◦ Confirm understanding◦ Instructions◦ Enjoy◦ Imagination◦ Discussion points◦ Social purposes

Signs, invitations, advertisement

Reading for Different Purposes

Writing for Different Purposes

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.

Text Types

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. Stimuli2. Formulating3. Delivery

Speaking

Visualising Prior Knowledge Summarising Inferring Making Connections Questioning Synthesising Evaluation

Reading

1. Graphophonic ◦ sounds right◦ visual

2. Semantic ◦ make sense◦ meaning

3. Syntactic ◦ Structure of language◦ Knowledge of language

Reading Cues

Planning

Drafting

RevisingEditing

Publishing

Writing Process

•Language•Literacy•literatureEnglish

•Number & Algebra•Statistics & Probabilities•Measurement & GeometryMathematics

•Science Understanding•Science Inquiry Skills•Science as a Human EndeavourScience

•History•Geography•Civics & Citizenship•EconomicsHumanities

•Dance•Drama•Media•Music•Visual Arts

The Arts

•Personal, Social and Community Health•Movement and Physical ActivityHeath 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

TIME Procedure

Evaluation

Identify Current Literacy Programs

Recording Systems for Abilities

Understanding Percentages

Analysing Reading Behaviours

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

Other Notes on Reading Behaviour

Engaging in conversation

Observing students in conversation

Monitoring Oral Language

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

Notes on Oral Language Behaviour

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

Why is it important to Monitor Oral Language

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

Monitoring Writing Development