ASSIGNMENT COVER SHEET

Student Number 32002028

Student Name Indiana Leaversuch

Unit Code EDUC4671

Unit Title English 4: Oral Language, Speaking and Listening

Assignment
Oral Language Profile
Topic/Title

Unit Lecturer Patrick Hampton Date Received

Unit Tutor Patrick Hampton

Due Date 09/04/2021

Word Count n/a

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ASSIGNMENT RECEIPT

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University Cover Sheet, v.3.0, as of Summer Term 2016

1. CONTENTS PAGE
1. Oral Language Assessment

2. Oral Language Evaluation

3. First Steps Speaking and Listening Map of Development - Exploratory Phase Indicators

4. Teaching Activities

5. Reference List
2. ORAL LANGUAGE ASSESSMENT
3. ORAL LANGUAGE EVALUATION
According to criteria for speaking and listening in the WA Curriculum: English, Student 17 meets

a Satisfactory standard of achievement. I believe that this student’s placement in this standard is

justified because while he retells the events of the fairy tale in order and has a sound

understanding of the language structure and conventions of the chosen text type (in this case, a

narrative), he often is inconsistent with his grammar and his presentation skills are an area of

improvement. This student meets the Exploratory phase of the First Steps Speaking and

Listening Map of Development because he meets several of the indicators, such as presenting

simple spoken texts in logical sequence and experimenting with a small range of devices to

enhance meaning of texts (Brace et al., 2006, p. vi).

Student 17 has demonstrated some good presentation skills , however these are not displayed

consistently throughout the retelling of the fairy tale. The student demonstrates such skills as

eye contact with the listener, using their body to enhance their storytelling and altering their

voice to add emphasis and to indicate that another character is speaking. However, the student

does not display these skills consistently throughout the presentation, and is a marked point of

difference between this student’s work samples and the work samples of students performing at

a High and an Excellent achievement standard. To assist him in using these skills consistently

during presenting, the teacher could implement visual cues to help him during oral

presentations.

This student shows grammar inconsistencies and semantic difficulties throughout their

presentation (Peel Language Development School, 2021). For example, he uses inconsistent

tense (he starts with present tense when stating that “the first one making his front'' then

switches to past tense for the subsequent sentences) and incorrectly uses plural, as well as

semantic difficulties like repeating phrases and making word substitutions (e.g. “hot” of water
instead of “pot” of water). The errors may be unintentional and possibly due to anxiety towards

oral presentations, so the teacher could scaffold and model speaking for different purposes to

improve his skills and increase his confidence.

4. FIRST STEPS SPEAKING AND LISTENING MAP OF DEVELOPMENT - EXPLORATORY

PHASE INDICATORS
 Year 2 Student 17 - Satisfactory Achievement Standard

✔ - provides minimal supporting detail

✔ - presents a familiar fairy tale to the class ✔ makes some eye contact with the listener but this area could be
improved upon

✔ - demonstrates variation in voice to

show different characters speaking

✔ - alters tone when telling a story

✔
- provides minimal additional detail ✔

✔ alters voice to add emphasis to the story

✔ - shares the main points of the story

✔
5. TEACHING ACTIVITIES (3)

Teaching Activity 1 - Reader’s Theatre

Source: Brace, J., Brockhoff, V., Sparkes, N., Tuckey, J. (2006). Speaking and listening
resource book. Melbourne, VIC: Rigby Harcourt Education.
det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/, p.98

Description
- Reader’s Theatre involves students reading aloud to an audience. The aim is to make
the book “come alive” as students experiment with the use of voice and combination of
voice
- Hill says that students “engage with the text as they make decisions about what stress
or emphasis a particular word should have when it is read aloud
- Reader’s Theatre involves these simple steps:
- Choose a suitable text
- Decide who will become the characters and who will become the narrator -
give this student the opportunity to be both a narrator and characters so they
can demonstrate their ability to alter their voice for these different roles
- Decide which sections could be read as a group
- Decide where sound effects could be used
- Rehearse several times
- Present the text to another group or the whole class

Reflection
- It is useful to record Reader’s Theatre performances so that students can review their
performance for qualities such as:
- Appropriate volume
- Use of pacing
- Use of pausing
- Use of tone
- Use of gesture, facial expression and posture

- The teacher could use fairy tales as the text for Reader’s Theatre as to extend on the
retelling task

Note: I chose this activity because it is a fun way for the student to work on their presentation
skills in a similar context to the fairytale retelling. They can practice skills such as changing their
voice to portray different characters, and using body language to enhance their story telling (e.g.
adding actions).
Teaching Activity 2 - Story Making using Puppets

Source: Cameron, S., & Dempsey, L. (2016).The Oral Language Book: Embedding talk
across the curriculum. Auckland, NZ: S&L Publishing. p. 94

Purpose
- To work collaboratively to create a narrative

Types of speaking: Exploratory, conversational and presentational

Types of listening: Responsive and appreciative

- Creating stories is an imaginative and collaborative activity. Students engage in

exploratory and conversational talk as they discuss and develop a plot and then
practise talking in sentences and linking ideas while performing the story

Materials
- A selection of puppets
- Story Making Frame*

Procedure
- Students use the Story-Making frame to create stories using puppets

Variations
- Record the stories
- Prepare the story in a digital format
- Prepare a storyboard to tell the story
- Teacher as director - students as actors
*see template below
Examples of Puppets
Source: https://creativeplaypuppets.com.au/product-category/fantasy-fairytale-puppets/fairytale-puppets/page/2/
Note: I chose this activity because it is a fun way to engage in storytelling, and provides an
avenue for the student to improve their oral presentation skills such as altering tone and pitch in
the voice to represent a character. The story making frame can act as a visual cue to assist the
student in their storytelling.
Teaching Activity 3 - Personality Phones

Source: Brace, J., Brockhoff, V., Sparkes, N., Tuckey, J. (2006). Speaking and listening map
of development. Melbourne, VIC: Rigby Harcourt Education. p.69 & 110

Description
- This activity allows students to practice adjusting their speaking for different imaginary
audiences
- It also allows students to independently explore what they will say about matters of
personal interest and to experiment with simple devices
- Students can ring and talk to the characters about topics, fears and celebrations,
depending on the situation and personality of the character
- The characters are designed to suit the students - can use characters that are familiar
to the students

Procedure
- Show students a Personality Phone and the phone list
- Tell students the phones are for everyone in the class to use when they need to talk to
someone on their own. They might want to talk about feelings, ideas, problems, plans,
celebrations, etc.
- Model using the phones for several different purposes. This may
- Show students where they can find the personality phones in the classroom
- Negotiate and record some guidelines for using the phones with the students, e.g.
When should we use them? How many people need to be near the phone? What are
the phones for?

How Might This Activity Be Used in your class

- Students can select characters and situations
 - Assess the opportunities for linking this activity to writing
- The personalities could be fluffy toys or puppets

Note: I chose this activity because it can give the student the opportunity to experiment with
tone and pitch in his voice to represent different characters, as well as improving his grammar
and semantics while speaking.
6. REFERENCE LIST
Brace, J., Brockhoff, V., Sparkes, N., Tuckey, J. (2006). Speaking and listening map of
development. Melbourne, VIC: Rigby Harcourt Education.
det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/

Brace, J., Brockhoff, V., Sparkes, N., Tuckey, J. (2006). Speaking and listening resource book.
Melbourne, VIC: Rigby Harcourt Education.
det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/

Cameron, S., & Dempsey, L. (2016).The Oral Language Book: Embedding talk across the
curriculum. Auckland, NZ: S&L Publishing.

School Curriculum and Standards Authority (2014) Western Australian curriculum: English.
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/english-v8

Peel Language Development School. (2021). Peel Language Development School [Publishers].
2021 Introduction to Language.
English 4: Oral Language, Speaking and Listening Marking Rubric Assessment One: Oral Language Profile 20%
Student Name: ID: ______________ Tutorial day / time: ______
Work Sample :
Criterion Pass Credit Distinction / High Distinction
Assessment The work sample is assessed accurately and The work sample is assessed accurately, and most The work sample is assessed in detail, accurately
A clearly presented some relevant information is identified. relevant information is identified in an objective and all relevant information is identified in an
and accurate assessment. objective assessment.
assessment of the Appropriate speaking and listening performance All appropriate speaking and listening
Appropriate speaking and listening performance
speaking and listening indicators are clearly evidenced in the annotations performance indicators are clearly evidenced in
indicators are annotated on the transcript.
work sample has been on the transcript. the work sample, including indicators from the FS
made. S&L Map of Development.
Some assessment is made of the student’s oral
(Annotated transcript) pragmatics, comprehension, and grammar. Assessment of the student’s oral pragmatics,
comprehension, and grammar is clear and
evidenced using specific examples.

Evaluation A clear summary of the student’s speaking and A clear summary of the student’s speaking and A clear summary of the student’s speaking and
listening progress is provided with reference to listening progress is provided with clear reference listening progress is provided with extensive
A clear written the assessment evidence. to the assessment evidence. The evaluation reference made to the assessment evidence. The
evaluation of the demonstrates an understanding of the strengths evaluation demonstrates a clear understanding of
child’s progress has and weaknesses of the student’s oral language. the strengths and weaknesses of the student’s
been provided. oral language.

First Steps Speaking An appropriate teaching focus is identified, and A clear teaching focus is identified, and detailed
A clear teaching focus is identified, and clear
and Listening Map of some appropriate evidence is provided for this evidence is provided to justify the teaching
evidence is provided to justify the teaching
decision. intervention planned.
Development intervention planned.
Limited use of FS Speaking & Listening Map of Highly effective use of the FS Speaking &
Effective use of the FS Speaking & Listening Map of
Development (Individual Profile Sheet - All Listening Map of Development (Individual Profile
Development (Individual Profile Sheet - All
indicators) is evident. Sheet - All indicators) is evident.
indicators) is evident.

Moderation Three (3) teaching activities are clearly Three (3) appropriate teaching activities are clearly Three (3) appropriate teaching activities are
described, and all relevant information is outlined. All information is provided, and the explained in detail. All lesson information is
Share three (3) provided. sources of the lesson ideas are appropriate. provided, and the sources of the lesson ideas are
teaching activities that appropriate.
The choice of teaching ideas reflects a The choice of teaching activities reflects a good
could be used to
developing understanding of the assess-plan- understanding of the assess-plan-teach cycle. The choice of teaching activities reflects a
support the specific
teach cycle. comprehensive understanding of the assess-plan-
speaking and listening teach cycle.
needs of this child.
ACADEMIC LITERACY
The overall grade awarded for the assignment cannot be greater than that awarded for Satisfactory; some aspects
Unsatisfactory Sound
the Academic Literacy component. may require further editing.
Structure & Coherence
Introduction and conclusion. Coherent set of paragraphs that outline key points.
Expression & Grammar
Clear and concise sentences. Grammar is appropriate and accurate.
Spelling & Punctuation
Standard Australian spelling. Punctuation is appropriate and accurate.
APA Referencing Style
All material is referenced correctly using APA style – both end-text and in-text
referencing.
Presentation & Length
Format requirements for presentation and length are closely followed.

FINAL ASSIGNMENT GRADE

TUTOR’S SIGNATURE