Speaking Rubrics. Talking enables children to clarify their ideas, explore issues, solve problems and to develop understandings in all Key Learning Areas. See ESL scales outcomes 1.2, 1.4, 2.2, 2.4, 3.2, 3.4, 4.2, 4.4, 5.2, 5.4, 6.2, 6.4, 7.2, 7.4. Narrative can refer to a story itself or to the conventions by which we communicate and understand it. The National Literacy Learning Progression describes the observable behaviours as students gain proficiency in using Standard Australian English language. Students use all the senses to describe the bedroom to a peer using as much description as possible, without showing their drawn picture. Why do authors use them? These Common Core aligned rubric can be used to provide students feedback on their speaking and listening, and writing skills, as well as to help build persistence. Partner gives “two stars and a wish” to the speaker. ... More Resources like Speaking and listening and writing rubrics. A student makes a decision when it reaches as to how they will contribute, for example, they may choose to add detail about the setting, character or created event. EnglishGCSEcouk AQA English Language Paper 2 KS3 English: Student friendly level descriptors, AQA A Level English Lit Scars Upon my Heart full SOW, Macbeth Key Quotes and Moments -- Stretch and Challenge. The game continues until players cannot think of any more words. They learn that characters may: Vocabulary to explore: character, perspective, outrageous, personification, condemn, stereotypical, villain, anti-hero, exaggerate. Persuasive Writing Marking Rubrics Stage 3 [PDF] [EPUB] Persuasive Writing Marking Rubrics Stage 3 [PDF] [EPUB] Persuasive Writing Rubric on Butterfly Wings English. Share several Dreaming stories with students. I have developed a stage 2 rubric based on the new English curriculum to assess the composition of oral texts using the app, incorporating not only speaking and listening, but also the 3 new outcomes of thinking imaginatively, expressing themselves and reflecting on learning. identifies and summarises key ideas and information. Listening activities encourage students to demonstrate active listening skills so that they may gather specific information and ideas. imagery prompts evocative comparisons which may add new meanings to a text. Oral Presentation Rubric Year Two. Pupils should be taught to: 1. listen and respond appropriately to adults and their peers 2. ask relevant questions to extend their understanding and knowledge 3. use relevant strategies to build their vocabulary 4. articulate and justify answers, arguments and opinions 5. give well-structured description… The wind hissed and roared like a dragon. We acknowledge the homelands of all Aboriginal people and pay our respect to Country. Students listen to the audio version of the poem ‘The Sea’ from The School Magazine, or another poem selected by the teacher. In small groups, students have five minutes to brainstorm ten different ways to approach a story about ‘gold’. iRubric L95572: Students will LISTEN to a series of spoken directions and/or information in order to complete a chart, diagram, picture or sentences. explores how the reader’s feelings towards characters may change. The wind made the doors rattle like snare drums. Created: Aug 26, 2008| Updated: Feb 22, 2018. Without naming the character, the student describes that character to a peer, focusing on the character’s actions and behaviours, not appearance. Examples include trolls, fairy tale stepmothers and fairy godmothers. To begin this activity, have the students come up with a single ‘What If’ question which they can then write down on a piece of paper. Rubric questions for the Speaking and Listening standards. If necessary, use the following prompts to assist groups: After groups have discussed ten approaches, the group must decide on one approach and share with the class why they selected this one. For example – The wind was whipping wildly at the windmill. [Learning across the curriculum content: creative and critical thinking, personal and social capability, information and communication technology capability]. Students describe various weather conditions using alliteration with a partner. [Learning across the curriculum content: critical and creative thinking]. An inanimate object is chosen (such as a pen, hat or bag). Stage 3 Speaking and listening. Get the latest COVID-19 advice. narrative voice and voices of characters. Students may select to discuss several texts that contain a similar theme and message. Operating an early childhood education service, What's happening in the early childhood education sector, Selective high schools and opportunity classes, Attendance matters – resources for schools. What did the characters do? The teaching focus and pathway of learning will be mainly within the Language and cultural understanding and Strategies ESL scales strand organisers. Not all outcomes and content points are listed here as students work towards achieving the outcomes over a two year period. Avoid singing or reciting poems as you will have changed your Public Speaking into a different type of performance – 1 or 2 very short quotes are OK. Be informative – in an interesting way and stay on the topic. EN3-1A – communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features, EN3-5B – discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts, EN3-7C – thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts, EN3-8D – identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts, EN3-9E – recognises, reflects on and assesses their strengths as a learner. Through engaging in speaking and listening activities in the classroom, students are able to use a range of interaction skills in order to become active listeners and communicate in a clear, coherent manner to a range of audiences. Discuss how characters often exhibit exaggerations of personality. 1-2. iRubric: 3rd Grade - SL.3(3-1) Speaking and Listening rubric find rubric: edit print share Copy to my rubrics Bookmark test run apply to ... delete Do more... 3rd Grade - SL.3(3-1) Speaking and Listening 3rd Grade - L.3.1 Created by Third Grade Team at Smalley Elementary, Clark County School District. Similar work can be quickly done for other grade levels. Students make connections to places in familiar texts that are similar or dissimilar to the place they describe. This may be a strange animal, phenomena or event. EN3-8D the sub-elements (and levels) of Listening (LiS7–LiS8), Interacting (InT7), Speaking (SpK7–SpK8) and Understanding texts (UnT8–UnT10), describe observable behaviours that can assist teachers in making evidence-based decisions about student development and future learning. Where does the story go? Students find a space to relax, close their eyes and listen to the guided imagery recording. Useful for self- and peer- assessment. The Test Administrator will read the directions and test items aloud to students whenever a verbal delivery is necessary. EN3-7C the sub-elements (and levels) of Listening (LiS7), Understanding texts (UnT9–UnT10) and Creating texts (CrT9–CrT10), describe observable behaviours that can assist teachers in making evidence-based decisions about student development and future learning. Marking Rubrics Stage 3 – Speaking and Listening Rubric Topic A pep talk to students Name Vocabulary to explore – narrative, Aboriginal, inanimate, tension, strange, moral and alternate. Discuss with students that the first ideas are usually the ‘ordinary’ ideas because those are the ones everyone else thinks of too, so come up with ten ideas to find just one great idea. They learn that: Vocabulary to explore: connotation, imagery, symbol, simile, metaphor, alliteration. EN3-9E the sub-elements (and levels) of Listening (LiS8) and Interacting (InT5–InT6), describe observable behaviours that can assist teachers in making evidence-based decisions about student development and future learning. See ESL scales outcomes for Oral Interaction: 1.4, 2.4, 3.4, 4.4, 5.4, 6.4, 7.4; Reading and Responding: B1.4, B2.4, B3.4, 1.8, 2.8, 3.8, 4.8, 5.8, 6.8; Writing: B1.8, B2.8, B3.8, 1.12, 2.12, 3.12, 4.12, 5.12, 6.12. A villainous character from a familiar text is on trial for their actions. For example a pool, court, park or a house. Ask students to describe the character in detail a partner and the partner is to draw a picture based on the description. Information about NSW public education, including the school finder, high school enrolment, school safety, selective schools and opportunity classes. Describe the character to the class or to a small group. The peer tries to guess the character, using the clues given. Interacting opportunities allow students to collaborate with others, to share and evaluate ideas and opinions and to develop and appreciate different points of view. figurative language can persuade, inform and engage audiences emotionally in different modes and media. Students share their understanding of stereotypical characters. makes connections within and between texts, actively listens to stay on topic in discussions, organises more complex ideas or concepts logically, selecting details to accentuate key points, speaks on a range of real or imagined topics that include ideas or concepts from learning areas, identifies and paraphrases key points of a speaker’s arguments, interprets events, situations and characters in texts, thinks imaginatively when engaging with texts, participates in and contributes to discussions, thinks imaginatively when engaging with texts and objects. See ESL scales outcomes for Oral Interaction: 1.1, 2.1, 3.1, 4.1, 5.1, 6.1, 7.1; Reading and Responding: B1.1, B2.1, B3.1, 1.5, 2.5, 3.5, 4.5, 5.5, 6.5; Writing: B1.5, B2.5, B3.5, 1.9, 2.9, 3.9, 4.9, 5.9, 6.9. Discuss oral storytelling of the Aboriginal cultures and the importance of elders in storytelling. Students decide whether they will defend or condemn the character’s actions, behaviours and motives and then present their arguments to the class or a small group in the form of a court case, with defence and prosecution sides. Students speak with a partner to describe a location in their local area. London WC1R 4HQ. A table with levels 2-8 from the new National Curriculum for English in student-friendly language. Students are to imagine they are looking out the window and they see something very strange. responds to moderately complex and sophisticated texts. Children develop confidence using spoken language as they learn to talk and listen for different purposes. Discuss how anti-heroes are complex characters and that their redeemable attributes, past trials, or good intentions are usually not discovered until later in the story or at the end. Note: Teachers to make links to the connection to Country and the importance of the land to Aboriginal people. Supporting your child in learning to talk. FREE (1) Popular paid resources. Students are encouraged to use all senses when thinking of words to describe their place. 136_PS_02_00.htm go through the 3 M’s of public speaking. NSW Department of Education's information on curriculum taught in NSW schools, Aboriginal education and communities & personalised support. Students consider language choices to entertain, inform and persuade audiences for a range of purposes. Bundle. These conventions are the way we construct a world that sets up and depends on expectations of human behaviour to amplify it. figurative language extends the meanings of words, figurative language compresses ideas through the connections it makes. Students choose a familiar character from a text. Did any particular sounds connote particular feelings? registered in England (Company No 02017289) with its registered office at 26 Red Lion ASSESSMENT CONTEXT Speaking & Listening Student Sample: Stage S2 Standard Video 2 Student information: The student is almost fifteen years old and has been in Australia for four years. Students describe in detail a familiar place using descriptive language. During and after listening to the guided imagery, students sketch an image of the scene they imagined. Conditions. Following the government's decision not to proceed with the revisions to level descriptions consulted on in 2009, schools should use the level descriptions contained in the secondary curriculum handbook for end of key stage 3 statutory assessment at the end of Year 9 from 2011 until further notice (from 2010 for schools which have a compressed, two-year key stage 3). Verbal games are great for developing speaking and listening skills, vocabulary, thinking and reasoning abilities … When working towards achieving the outcomes: EN3-1A the sub-elements (and levels) of Listening (LiS7–LiS8), Interacting (InT5–InT6), Speaking (SpK6–SpK7) and Understanding texts (UnT7–UnT9), describe observable behaviours that can assist teachers in making evidence-based decisions about student development and future learning. Students describe the weather using similes. When we think, we think in narrative form. Teachers are encouraged to source additional or alternate resources to suit the interests, needs and abilities of their students. What effect did it have on the audience? 12 Verbal Literacy Games for Speaking, Listening & Thinking I play a lot of verbal games with my girls, especially when we are travelling or waiting at appointments. uses rich, evocative, descriptive language. Narrative is fundamental to thinking. By the end of Stage 3 students communicate effectively, using considered language to entertain, inform and persuade audiences for an increasing range of purposes. Speaking and listening. For example: car driving past- the motor had a low rumbling sound. identifies how vocabulary is used to impact on the target audience, identifies how spoken language is used for different effects, selects appropriate listening strategies for planned and unplanned situations, evaluates strategies used by the speaker to elicit emotional responses, identifies how speakers’ language can be inclusive or alienating. Students to identify a familiar text. thinks imaginatively when engaging with texts. National Literacy Learning Progression ©Australian Curriculum, Assessment and Reporting Authority (ACARA) is licenced under CC BY4.0. Stage 3 English concept statement: Students understand that characters trigger an imaginative response through identification. The partner is to use the clues to identify the location. Explore particular characters and their importance to the stories of which they play a role. In pairs, students think of a place they both know. The material will be taken from topics already studied and practiced in class.. Free rubric builder and assessment tools. STAGE 3. Relevant NSW K-10 English syllabus speaking and listening outcomes and content points have been identified. Tes Global Ltd is Stage One teachers use the following marking guide to … plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis, use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience, participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions, identify and use a variety of strategies to present information and opinions across a range of texts, explain own preferences for a particular interpretation of a text, referring to text details and own knowledge and experience, think critically about aspects of texts such as ideas and events, think imaginatively when engaging with texts, using prediction, for example, to imagine what happens to characters after the text, experiment with others' imaginative texts by changing aspects such as place, characters, rhythm, mood, sound effects and dialogue, consider how texts about local events and issues in the media are presented to engage the reader or viewer, make connections between students' own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts, explore, discuss and appreciate connections between Dreaming stories and contemporary Aboriginal and Torres Strait Islander life, recognise that there is a language for discussing learning experiences, discuss how the reader or viewer can enjoy and discover a wide range of literary experiences through texts, discuss and reflect on the roles and responsibilities when working as a member of a group and evaluate the benefits of working collaboratively with peers to achieve a goal, describe how skills in speaking, listening, reading/viewing and writing/representing contribute to language development, recognisable characters, events and places, evocative images and imagery that complement the story. 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