ORAL LANGUAGE TE POUAHI SYNDICATE LONG TERM PLAN 2009

Term 1 Term 2 Term 3 Term 4

Daily and weekly:

INTERPERSONAL SPEAKING
Class discussions, class presentations, speeches, votes of thanks, debates, drama/plays, interviews, book reviews, informal situations such as buzz groups,
small group discussions, show and tell, one-to-one conversations with teacher, impromptu speaking, oral language groups
Assessment focus: term two and four
Daily and weekly:
SPEAKING USING TEXT:
Talking about books in close reading situations, talking to current events, speeches, votes of thanks, debates, drama/plays, role plays, shared reading, reciting
aloud, choral speaking, interviews, book/film reviews, class presentations, using audio visual equipment
Assessment focus: term two and four
Daily and weekly:
INTERPERSONAL LISTENING:
Class and group discussions, morning talks, news, current events, talks and speeches by visitors, interviews, prepared speeches, oral book/film/television
reviews, structured learning situations and games to promote good listening, formal oral language deliveries
Assessment focus: term two and four
Daily and weekly:
LISTENING TO TEXT:
Reading aloud of stories, on-fiction and poems, plays and performances by students/outside groups, listening to tape recordings, viewing
films/television/videos, structured learning situations and games to promote good listening, formal oral language deliveries
Assessment focus: term two and four

NOTES:
‘Assessment focus’ indicates when teachers are required to make/record a summative assessment judgement to that particular achievement objective,
either
through an identified assessment task, or through ongoing formative assessment processes such as
• Anecdotal observations
• Skills check lists
• Standardising testing as appropriate, eg: PAT, SEA, NEMP, ARBs,
Observation Survey, Record of Oral Language, video/tape recording
• Student self/peer evaluation