Learning Area & Descriptors English Language Variation and Change

Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)

Elaborations

Links to EYLF

Learning Experiences General Learning Experiences

Resources

Assessment

Learning that different languages exist; discussing the various languages encountered in the community and at school; acknowledging the home languages of students who speak another language, and valuing the ability to speak more than one language

Outcome 2 Children listen to and interact with others and learn to respect their diversity

Language for interaction

Explore how language is used differently at home and school depending on the relationships between people (ACELA1428)

Each week look at saying good morning and afternoon in another language. Look up where that language is from on the smartboard. Discuss different languages and nationalities. Ask students if they speak any other language at home. Ask them to teach the class how to say hello or good morning. Pick students up on their inappropriate language at school, explaining to them when that language is appropriate and when it is not. Also thank students for correct language, such as use of manners. Model appropriate language in the classroom.

Laminated greetings in different languages

learning that language varies according to the relationships between people, for example between parent and child, teacher and student, siblings, friends, shopkeepers and customers learning that we use a different tone and style of language with different people learning to ask relevant questions and to express requests and opinions in ways that suit different contexts

Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)

Outcome 5 Language is modelled and children are encouraged to express themselves through appropriate language in a range of contexts.

Anecdotal Notes

Response to Literature
Share feelings and

recognising some of the ways we can use speech, gesture, writing and media to communicate feelings.

Outcome 5 Children are given the opportunity to respond verbally and

Reading Response: Every MONDAY read a story to the children and ask them to answer a question in response to the story.

Range of texts. Reading Response Books.

Checklist. Read each response. Assess against checklist

Learning Area & Descriptors

thoughts about the events and characters in texts (ACELT1783)

Elaborations

using art forms and beginning forms of writing to express personal responses to literature and film experiences talking about people, events and ideas in texts, enabling students to connect them to their own experiences and to express their own opinions about what is depicted

Links to EYLF
non-verbally to what they have heard.

Learning Experiences

Resources

Assessment

Expressing and Developing Ideas

Recognise that sentences are key units for expressing ideas(ACELA1435)

Sounds and Letter Knowledge

Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439) Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440)

learning that word order in sentences is important for meaning creating students' own written texts and reading aloud to the teacher and others identifying syllables in spoken words

Outcome 4 All children are encouraged to become involved in mat sessions and develop confidence in their learning.

Morning mat Day of the week/Weather: ask a student to write out the sentences and read to the class. Ask them what is needed at start of sentences, end of sentence etc. Ask class to check its there when complete.

Smartboard Morning Mat.

Checklist

Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439) Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440)

identifying familiar and recurring letters and the use of upper and lower case in written texts in the classroom and community using familiar and common letters in handwritten communications

Outcome 4 Children explore and investigate their surroundings, persisting even when they find a task difficult.

Beginning and end sounds magnifying glasses: Students use play magnifying glasses to search of objects around the room with a set beginning sound and write them on a white board.

Magnifying Anecdotal Glasses. Notes Whiteboards and markers