communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction
- Develop and apply contextual knowledge
- understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)
- understand how to communicate effectively in pairs and groups using agreed interpersonal conventions, active listening, appropriate language and taking turns
- Understand and apply knowledge of language forms and features
- begin to identify some language features of familiar spoken texts in classroom interactions
- communicate appropriately and effectively within the classroom using agreed conventions, eg staying on topic, asking for and offering assistance
- recognise how 'and', 'but', 'then' link ideas in spoken texts
- attempt to match noun to pronoun in spoken text, eg 'My brother has a pet. He feeds his pet.'
- replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)
- use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)
- listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)
- deliver short oral presentations to peers (ACELY1647)
- communicate with peers and familiar adults about personal experience
- describe an object of interest to the class, eg toy, pet
- express a point of view about texts read and/or viewed
- respond to simple questions either verbally or non-verbally
- contribute appropriately to class discussions
- use questions and statements appropriately in class discussions
- use correct intonation when asking questions and making statements
- carry out instructions involving one step
- understand simple classroom routines
- engage with and respond to a range of oral and aural texts for enjoyment and pleasure
- respond to the shared reading of texts for enjoyment and pleasure
- recite short, simple poems
- retell familiar stories, including in home language
ESL scales links to the English syllabus
The level on the ESL scales needed to achieve this English syllabus outcome is Oral Interaction level 4.
An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Oral Interaction strand from level 1 to level 4. Teachers plan a learning pathway for EAL students using the ESL scales outcomes and pointers. Teachers assess EAL students' current level of English on the ESL scales then plan teaching and learning activities to scaffold learning for students working towards the achievement of English syllabus outcomes.
For EAL students to achieve this English syllabus outcome 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.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome ENe-1A the sub-elements (and levels) of Listening (LiS2–4), 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.
The progression sub-elements and indicators can be viewed by accessing the National Literacy Learning Progression.