Early Stage 1 Speaking and listening
Outcomes
We have identified relevant NSW K-10 English syllabus speaking and listening outcomes and content points. Not all outcomes and content points are listed here as students work towards achieving the outcomes over a year:
- Listening opportunities allow students to demonstrate developing active listening skills as they respond to a widening variety of texts and instructions.
- Speaking opportunities allow students to ask relevant questions, speaking clearly and purposefully with small groups, a partner and class.
- Interacting opportunities allow students to communicate effectively, using familiar and learned vocabulary. Students interact appropriately, learning to adjust tenor for the audience.
ENe-1A – communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction
- replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures
- use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact
- communicate with peers and familiar adults about personal experience
- describe an object of interest to the class
- recite short, simple poems
ENe-6B – recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language
- begin to identify some language features of familiar spoken texts
- understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school
ENe-10C – thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts
- retell familiar literary texts through performance, use of illustrations and images
- share feelings and thoughts about the events and characters in texts
- respond to texts, identifying favourite stories, authors and illustrators
- share picture books and digital stories for enjoyment and pleasure
ENe-11D – responds to and composes simple texts about familiar aspects of the world and their own experiences
- share responses to aspects of a text that relate to their own life
- understand that different languages and dialects may be spoken by family, classmates and community
- understand that language can be used to describe likes and dislikes
- respond to Dreaming stories, eg stories from local Aboriginal and Torres Strait Islander communities
- begin to recognise points of view in text
ENe-12E – demonstrates awareness of how to reflect on aspects of their own and others’ learning
- develop an appreciation for books, poetry and song and the importance of narrative
- discuss what it means to be an active listener
- discuss what it means to be a cooperative group member
- discuss likes and dislikes after reading texts
Some students will communicate using augmentative and alternative communication strategies to demonstrate their skills. This may include digital technologies, sign language, braille, real objects, photographs and pictographs. It is important to take account of the individual communication strategies used by these students within the context of the English K–10 Syllabus and the learning opportunities below.
English K-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2012.
National literacy learning progression
The National Literacy Learning Progression describes observable behaviours as students gain proficiency in using Standard Australian English language.
When working towards achieving the outcomes:
- ENe-1A the sub-elements (and levels) of Listening (LiS2–LiS4), Interacting (InT1–InT3), Speaking (SpK2–SpK3), Phonological awareness (PhA1), Understanding texts (UnT2–UnT4) and Creating texts (CrT1–CrT3), describe observable behaviours that can assist teachers in making evidence-based decisions about student development and future learning.
- ENe-6B the sub-elements (and levels) of Listening (LiS2–LiS3), Interacting (InT2), Speaking (SpK2–SpK4) and Understanding texts (UnT3), describe observable behaviours that can assist teachers in making evidence-based decisions about student development and future learning.
- ENe-10C the sub-elements (and levels) of Listening (LiS4), Speaking (SpK2–SpK3), Understanding texts (UnT3–UnT5) and Creating texts (CrT3–CrT4), describe observable behaviours that can assist teachers in making evidence-based decisions about student development and future learning.
- ENe-11D the sub-elements (and levels) of Listening (LiS4), Interacting (InT4), Speaking (SpK2–SpK3), Understanding texts (UnT4) and Creating texts (CrT3–CrT5), describe observable behaviours that can assist teachers in making evidence-based decisions about student development and future learning.
- ENe-12E the sub-elements (and levels) of Listening (LiS3–LiS4), Interacting (InT2–InT4), Speaking (SpK2–SpK3) and Understanding texts (UnT3–UnT4), describe observable behaviours that can assist teachers in making evidence-based decisions about student development and future learning.
National Literacy Learning Progression © Australian Curriculum, Assessment and Reporting Authority (ACARA)
ESL scales
English as a second language scales – links to the English syllabus.
Identified syllabus outcomes in this unit:
ENe-1A The level on the ESL scales needed to achieve this English syllabus outcome is Oral Interaction level 4. The teaching focus and pathway of learning will be mainly within the Communication ESL scales strand organiser. See ESL scales outcomes 1.1, 2.1, 3.1, 4.1.
ENe-6B The level on the ESL scales needed to achieve this English syllabus outcome is Oral Interaction level 4. The teaching focus and pathway of learning will be mainly within the Communication and Language and cultural understanding ESL scales strand organisers. See ESL scales outcomes 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2.
ENe-10C The levels on the ESL scales needed to achieve this English syllabus outcome are Writing level 1, Reading and Responding level 1 and Oral Interaction level 4. The teaching focus and pathway of learning will be within the Communication ESL scales strand organiser. See ESL scales outcomes for Oral Interaction: 1.1, 2.1, 3.1, 4.1; Reading and Responding: B1.1, B2.1, 1.5; Writing: B1.5, B2.5, 1.9.
ENe-11D The levels on the ESL scales needed to achieve this English syllabus outcome are Writing level 1, Reading and Responding level 1 and Oral Interaction level 4. The teaching focus and pathway of learning will be within the Language structures and features ESL scales strand organiser. See ESL scales outcomes for Oral Interaction: 1.3, 2.3, 3.3, 4.3; Reading and Responding: B1.3, B2.3, 1.7; Writing: B1.7, B2.7, 1.11.
ENe-12E The levels on the ESL scales needed to achieve this English syllabus outcome are Writing level 1, Reading and Responding level 1 and Oral Interaction level 4. The teaching focus and pathway of learning will be within the Strategies ESL scales strand organiser. See ESL scales outcomes for Oral Interaction: 1.4, 2.4, 3.4, 4.4; Reading and Responding: B1.4, B2.4, 1.8; Writing: B1.8, B2.8, 1.12.
All resources listed in the activities are included at the end of this page. Teachers are encouraged to source additional or alternate resources to suit the interests, needs and abilities of their students.
Narrative
Narrative is fundamental to thinking. When we think, we think in narrative form. Narrative can refer to a story itself or to the conventions by which we communicate and understand it. These conventions are the way we construct a world that sets up and depends on expectations of human behaviour to amplify it.
Early Stage 1 English concept statement – Students understand that narrative is a way of sharing and learning about life experiences. They learn that:
- stories can be real or imagined
- can be told through different modes and media
- have a beginning, a middle and an end.
Vocabulary to explore – setting, characters, events, strange, emotions, retell, and recommendation
1. Guess my object
- One student chooses an object from their immediate environment and without gesturing or hand signals, describes that object (common noun) in detail without naming the object.
- Other students take turns guessing what the object is.
- Students are encouraged to use adjectives (descriptive words).
Opportunities for assessment
- speaks audibly and clearly to a familiar audience
- articulates clearly with appropriate volume.
2. Through the window
- Students are to imagine they are looking out the window and they see something very strange. This may be an animal, person or event.
- Students describe to their partner what they are seeing.
- Students are encouraged to use descriptive language, include characters and setting.
[Learning across the curriculum content: critical and creative thinking]
Opportunities for assessment
- describes objects
- uses a range of adjectives.
3. The telling of a story
- If appropriate, students could bring to school a family photo. Alternatively, a ‘family type’ image sourced elsewhere would be appropriate.
- In small groups or pairs, students practise storytelling using their photograph.
- Students discuss who is in the photo, where they are and what they are doing.
- Students may also discuss a sequence of events that may have taken place.
[Learning across the curriculum content: Aboriginal and Torres Strait Islander histories and cultures, personal and social capability]
Opportunities for assessment
- retells personal events and experiences
- shares feelings and thoughts
- uses some extended sentences.
Resources
- Family photograph (students to bring in)
4. One word story
One Word Story can be used as a whole class or in small groups. Before the game begins, explain the rules of the game. Arrange the students into a seated or standing circle. Establish who will begin the story and which direction the story will travel.
- The first student begins by saying a single word. For example, ‘there’.
- The next student says another single word that makes sense following the previous word. For example: ‘was’.
- Continue around the circle with each person saying a single word with the collective aim of telling a coherent story including characters, settings and events.
Opportunities for assessment
- uses appropriate or mainly appropriate word order
- organises key ideas in logical sequence
- shows signs of active listening.
5. Storytelling box
A surprise box to generate stories.
- Fill a box or bag with objects to spark students’ imagination, and assist students establish a setting, character/s and perhaps a complication for their story. For example, an aged pirate map, a broken pair of prescription glasses, and a life-ring or sunscreen, dog’s collar, a bone and flower.
- Storytelling boxes work for whole class circle time or for a small group activity.
- You may also ask students to collect interesting objects and to create their own story box to share with classmates.
[Learning across the curriculum content: critical and creative thinking]
Opportunities for assessment
- uses simple connectives to join ideas (and then)
- uses simple adjectives to describe
- uses common time and causal connectives to relate ideas (then, because).
Resources
- Story box objects
6. Expressive language
- Focusing on expression, students say ‘How are you today?’ as a different person, for example the Queen, a school principal, their best friend, a very old person, a toddler, the Prime Minister.
- Encourage students to think about their facial expression, tone and body language.
Opportunities for assessment
- adjusts pace, volume, pitch and pronunciation to enhance meaning and expression
- uses body language and facial expressions to suit the character
7. Retell the story
- Students listen to a narrative shared by the teacher.
- In pairs, students retell one event from the text, including important points and as much detail as possible.
Opportunities for assessment
- shares feelings and thoughts about the characters and events in texts
Resources
- narrative (teacher selected)
8. My favourite place
- Students describe in detail a familiar place using descriptive language. This place could include a holiday destination, a shop, cubby house, bedroom, local park or backyard. Students make connections to places in familiar texts that are similar or dissimilar to the place they describe.
- Teachers to make links to the connection to Country and the importance of the land to Aboriginal people. Teachers may like to include a picture of their local area as a resource.
[Learning across the curriculum content: Aboriginal and Torres Strait Islander histories and cultures]
Opportunities for assessment
- communicates with peers about personal experience
Resources
- Everyday signs and symbols (teacher identified)
9. Puppet retelling
- After reading a familiar text with students, in small groups, students will use puppets to retell the story.
- Encourage students to retell the sequence of events, use expression and communicate clearly.
Opportunities for assessment
- retells key details or points from a text
- uses appropriate volume for small audiences
- speaks audibly and clearly to a familiar audience
- uses some varying intonation or volume for emphasis
Resources
- Teacher sourced puppets
10. Book recommendation
- Students to express a point of view and opinion about a recently read text.
- Students work with a partner to deliver a short presentation to recommend or not recommend the text, giving at least two reasons to support their opinion.
Opportunities for assessment
- uses appropriate volume
- uses a range of opinion adjectives
- makes short presentations on familiar topics.
Character
Character is an important concept in narrative as a driver of the action, a function in the plot, a way of engaging or positioning a reader or as a way of representing its thematic concerns. The way character is read is an indication of particular approaches to texts, be it through personal engagement or critical response. Character is traditionally viewed as a description of a fictional person. As a construct, it is made up of verbal or visual statements about what that fictional person does, says and thinks and what other fictional characters and the author of the text say about him or her.
Early Stage 1 English concept statement – Students understand that characters in imaginative texts are visual, verbal and aural representations of people who participate in the narrative.
Vocabulary to explore – character, personality, appearance
1. Character detective
- Student chooses a character from a list that the teacher provides (characters from texts which have been recently read by the class and all students are familiar with).
- Student describes the physical features, one feature at a time.
- The rest of the class try to guess the character using only the clues. For example: My character has long hair. My character’s smile is huge. They have big teeth.
Opportunities for assessment
- Interacts using appropriate language in pairs or a small group to complete a task.
Resource
- Character list or illustrations of familiar characters. (teacher identified)
2. Description bounce
Using a familiar character from a text, students play ‘Bounce’ with a peer.
- Taking turns, the players use a word or short phrase to describe the character, including physical appearance and personality traits such as, bossy, tall, pointy ears, messy, sad or lonely, until all options have been exhausted.
- Then another familiar character can be chosen, and the Bounce game resumes.
Opportunities for assessment
- uses simple adjectives to describe (big red)
- uses simple language to compare and contrast (smaller more).
3. It’s about emotions
Teacher reveals an emotion from the list, for example, surprised, angry, happy, excited, disappointed, sad expressions. Students demonstrate and discuss:
- What could your face look like if you were feeling this emotion?
- What could your body feel like?
- What is something you might say when you are feeling this emotion?
- When have you felt that emotion?
Students then repeat this activity with a partner.
Opportunities for assessment
- actively listens to stay on topic in a small group discussion
- contributes simple ideas and shares personal experiences to participate in informal group discussions.
Resources
- List of emotions
4. New character
- Students create a new character and think up everything about him or her, including their name, age, nationality, family, hobbies and interests, personality and more.
- You may need to supply images to inspire students, or students could draw their new character.
- Once students have created their new character, they are going to take on this role.
- Tell students that they are going to a party and they are going to meet lots of interesting people.
- Students will walk around the classroom introducing themselves to other characters. They can ask each other questions, make small talk, and try to find out as much as they can about each other.
[Learning across the curriculum content: critical and creative thinking]
Opportunities for assessment
- asks relevant questions for clarification or to find out others’ ideas
- takes turns as speaker and listener
- uses some varying intonation or volume for emphasis.
Resources
- Teacher sourced images
5. Feelings about characters
After reading a narrative, in pairs, students have a conversation about their opinion of a character/s.
Pose questions such as:
- Who was your favourite character and why?
- Which character did you least like and why?
- Did this character change as the story progressed?
Opportunities for assessment
- shares feelings and thoughts about the events and characters in texts.
6. Class discussion – Are characters human?
- As a class, discuss if all characters are human.
- Brainstorm familiar texts where the characters are human.
- Brainstorm familiar texts where the characters are non-human (For example The Lion King, Pig the Pug).
- Discuss – how can we relate to a non-human character?
Opportunities for assessment
- actively listens to stay on topic in a small group discussion
- joins in small group and whole-class discussion
- shows signs of active listening, looks at the speaker
7. Interview a character
- After reading a narrative to the class, brainstorm the characters in the text.
- In pairs, one student will be the character and the other will be the interviewer.
- The interviewer will ask the character any questions that they would like to know.
- It may be questions around what took place before the story started and what happened after the story finished.
- Students can swap roles.
Opportunities for assessment
- shows beginning awareness of discussion conventions
- takes turns as speaker and listener.
8. Ten questions
- With teacher assistance, one student chooses a character from a shared and familiar text and does not share the name of the character with the class.
- Class takes turns asking questions about the character, to which the student can only answer ‘yes’ or ‘no’.
- The class tries to guess the name of the chosen character before their ten questions are exhausted.
Opportunities for assessment
- takes turns as a speaker and a listener
- asks relevant questions for clarification
9. Movie characters
- Students view a G rated movie poster to make inferences about character actions and motivations (teacher selection).
- Examples of G rated movie posters to view could include: Meet the Robinsons, The Little Mermaid, Finding Nemo. Try and select a movie poster that the students may not have seen before.
- Students view the characters in the poster and will make inferences about the characters and their actions and motivations, based on the visual information in the poster.
- As students may be unfamiliar with the characters, it will be based on how the characters look, what they wear, how they stand and their facial expressions.
Opportunities for assessment
- joins in small and whole-class discussion
- takes turns as a speaker and a listener
- shares feelings and thoughts (about the events and characters in text).
Resource
- teacher sourced movie posters.
10. Barrier game
- In pairs, students sit back to back. One student holds an image of an interesting looking person. The students will describe the person to the peer, including imagined personality traits.
- My character has…
- My character is wearing…
- My character likes to…
- My character doesn’t like to…
- The peer will then retell the description of the character, based on the information provided by the peer.
- The roles will then swap with another character image to describe.
[Learning across the curriculum content: critical and creative thinking]
Opportunities for assessment
- uses simple adjectives to describe
- speaks audibly and clearly.
Resource
- images of characters (teacher identified)
Connotation, imagery and symbol
Words and images can signify more than what they denote, extending us beyond their literal everyday meanings to understand and experience one thing in terms of another. This extension of meaning may, through connotation, evoke associated feelings or, through imagery and symbol, lay down new traces of images, sounds, senses and ideas.
Students understand that imagery is one way of connecting with an audience. They learn that figurative language has an effect on meaning, imagery may be expressed through comparisons and there are different types of figurative language in different types of texts and media and for different audiences and purposes.
Early Stage 1 English concept statement – Students understand that language can represent more than the literal. They learn that:
- words, signs and symbols can represent or suggest things
- when used imaginatively can be enjoyable.
Vocabulary to explore – connotation, imagery, symbol, senses, alliteration, rhyme
1. Connotation
- Ask students to indicate, with a ‘thumbs up’ for a positive response, and a ‘thumbs down’ for a negative response to the words below.
- Explain that ‘words’ have connotations that may differ between individuals.
Example:
Teacher – What do you feel when I say the word ‘rain’?
Student – I feel happy.
Teacher – Why?
Student – Because when it is raining, I know the plants and animals will get water.
- Words to explore include winter, beach, party, forest, birthday, park, home and ice-cream.
Opportunities for assessment
- uses vocabulary to express cause and effect
- retells personal events and experiences to peers and known adults.
2. Describe the artwork
- Divide the class into 2 groups, one group facing a piece of artwork, the other group looking away.
- Share a painting with students. Teachers may wish to source a local painting from an Aboriginal artist.
- The students will examine the artwork and will then describe the piece to a student who has not seen the artwork.
- Once the students have described the artwork, the teacher can display the work and students discuss whether the descriptions gave them an accurate picture in their mind.
[Learning across the curriculum content: Aboriginal and Torres Strait Islander histories and cultures]
Opportunities for assessment
- demonstrates clear communication skills through eye contact, articulation, adequate volume and some natural gesturing
- uses nouns and some simple adjectives to describe appropriately
3. 5 senses
Using their 5 senses and imagination, students are to describe, as best they can, familiar places and things. For example:
- their local park or playground
- the outback
- a horse
- a roller-coaster
- the circus or a carnival
- a desert
- the main street of a town.
Opportunities for assessment
- uses appropriate volume
- uses a range of opinion adjectives
- makes short presentations on familiar topics.
Resources
- 5 senses images
4. Describing a face
- Students view the selected images.
- Students describe in detail the image of one of the faces to a peer.
- The peer draws the face based on the description provided.
- Students compare the image drawn to the ‘original’ image.
- Students swap roles so that the describer is now the listener and a different image is chosen.
Students are encouraged to use descriptive language when describing their image, including, but not limited to size, colour and shape.
[Learning across the curriculum content: critical and creative thinking]
Opportunities for assessment
- uses simple adjectives to describe
- experiments with a small range of listening strategies
- uses a small range of opinion adjectives
- uses simple language to compare and contrast.
Resources
- Face images
5. Name game
- Students play ‘Name game’ with peers.
- Using adjectives and alliteration, students verbally name the peers in their group or family members.
- Examples could include, Magnificent Mel, Healthy Heather, Neat Natasha.
Opportunities for assessment
- uses simple adjectives to describe
- interacts using appropriate language
6. Describe toy
- Students share with the class a loved toy.
- Students describe how the toy makes them feel. (connotation)
- What does the toy represent to them? (symbol)
Opportunities for assessment
- describe an object of interest to the class
- uses adjectives
- speaks audibly and clearly to a familiar audience
- makes short presentations using a few connected sentences.
7. Tongue twisters
- Read some tongue twisters (alliteration) as a class.
- Identify the defining features of a tongue twister.
- Challenge students to produce their own examples such as
- Tommy turtle took a tumble turning towards the trees.
- She sells seashells by the seashore.
Opportunities for assessment
- joins in small group and whole-class discussion
- engages with and responds to a range of oral and aural texts for enjoyment and pleasure
Resources
- tongue twister (teacher identified)
8. Signs and symbols
In small groups, students view everyday street signs and common logos.
Teacher to lead a discussion using the questions:
- Why are particular colours and size used?
- Where and when are you likely to see these symbols?
- Do all symbols have to be understood by everyone?
- What is the purpose of these symbols?
Opportunities for assessment
- provides some supporting details
- contributes simple ideas and shares personal experiences to participate in informal group discussions
Resources
- Everyday signs and symbols (teacher identified)
9. Describe room
- Students describe a favourite room in their house.
- Students use their 5 senses (where appropriate) to describe the room.
- Encourage students to share what the room looks like, smells like, feels like and sounds like.
Opportunities for assessment
- organises key ideas in a logical sequence
- uses simple adjectives to describe
- speaks audibly and clearly.
10. 5 sense object pass
- As a class, an object will be passed around the circle.
- In a full sentence, students comment on how this object feels, sounds, tastes, smells, looks and makes them feel.
For example:
- The pinecone feels rough on the edges.
- The pinecone smells fresh like it has been in a forest.
- The pinecone is light brown with lots of semi-circle shapes. It is about the size of a mango.
- The pinecone reminds me of Christmas and that makes me feel happy.
Opportunities for assessment
- uses simple adjectives to describe
- speaks audibly and clearly to a familiar audience
Resources
- variety of objects (teacher sourced)
Resources
old lady
old man