Learning Continuum for Oral Language Listening and Speaking

Learning Continuum for Oral Language Listening and Speaking

Learning continuum for oral language—listening and speaking

Phase 1 / Phase 2 / Phase 3 / Phase 4 / Phase 5
  • Paraphrase information

  • Identify features of sentence, noun, and verb.

  • Organize thoughts and feelings before speaking.

  • use grammatical rules of the
language(s) of instruction
(learners may overgeneralize
at this stage). /
  • Appreciate that language is not always used literally; understand and use the figurative language oftheirown culture.
/ •
  • Use speech to establish relationships with others.
/
  • begin to communicate in
more than one language /
  • Recognize that different forms of grammar are used in different contexts
/ •
  • Retell, relate and sequence events and stories.
/
  • talk about the stories,
writing, pictures and modelsthey have created /
  • Hear and appreciate differences between languages
/
  • Verbalize their thinking and explain their reasoning
/ • Be able to conduct a basic interview.
• Use own grammar styleas part of the process ofdeveloping grammaticalawareness. /
  • use oral language to
communicate during
classroom activities,
conversations and imaginative play /
  • Understand and use specific vocabulary to suit different purposes
/
  • Use oral language
appropriately, confidently
and with increasing accuracy / • Reflect on communication to monitor and assess their own learning.
• Use the mother tongue (withtranslation, if necessary) toexpress needs and explain
Ideas. /
  • Ask questions to gain
information and respond
to inquiries directed to
themselves or to the class /
  • Adapt oral language to suit the purpose and the audience.
/
  • Realize that grammatical
structures can be irregular
and begin to use them
appropriately and consistently / • Use speech responsiblyto inform, entertain andinfluence others.
• Realize that people speakdifferent languages /
  • Use language to address their needs, express feelings and
opinions /
  • Recognize patterns in language(s) of instruction and use increasingly accurate grammar
/
  • Use a range of specific vocabulary in different
situations, indicating an
awareness that language
is influenced by purpose,
audience and context / •Use register, tone, voice leveland intonation toenhancemeaning.
  • Follow classroom directions and routines, using contextcues
/
  • Predict likely outcomes when
listening to texts read aloud /
  • Use language to explain, inquire and compare
/
  • Organize thoughts and feelings before speaking
/ • Use standard grammatical structures competently in appropriate situations.
  • Understand simple questions
and respond with actions or
words /
  • Follow two-step directions
/
  • Participate in a variety of dramatic activities
/
  • Begin to paraphrase and summarize
/ • Paraphrase and summarizewhen communicating orally
• join in with poems, rhymes,songs and repeated phrases
in shared books. /
  • Distinguish beginning,
medial and ending sounds
of words with increasing
accuracy /
  • Express thoughts, ideas and opinions and discuss them, respecting contributions from others
/
  • Explain and discuss their own writing with peers and adults.
/ • Show open-minded attitudeswhen listening to otherpoints of view
• Use single words and twowordphrases in context. / • Obtain simple informationfrom accessible spoken texts /
  • Anticipate and predict whenlistening to text read aloud
/
  • Argue persuasively anddefend a point of view
/ • Argue persuasively andjustify a point of view.
• Repeat/echo single words / • Describe personalexperiences. /
  • Retell familiar stories insequence
/
  • Understand that ideas and opinions can be generated,developed and presentedthrough talk; they work inpairs and groups to developoral presentations.
/ • Use an increasing vocabularyand morecomplex sentencestructures with a highlevelof specificity
  • Tell their own stories using
words, gestures, and objects/
artifacts / • Follow classroominstructions, showingunderstanding. /
  • Follow multi-step directions
/
  • Listen reflectively to storiesread aloud in order toidentify story structures andideas.
/ • Infer meanings, draw
conclusions and make
judgments about oral
presentations
• Interact effectively with
peers and adults in familiar
social settings / • Memorize and join in withpoems, rhymes and songs. /
  • Pick out main events andrelevant points in oral texts
/
  • Identify and expand on main ideas in familiar oral texts
/ • Listen and respondappropriately to instructions,questions and explanations.
  • Name classmates, teachers
and familiar classroom and
playground objects / • listen to and enjoystories read aloud;show understanding byresponding in oral, written orvisual form. /
  • listen to a variety of oralpresentations includingstories, poems, rhymes andreports and respond withincreasing confidence anddetail
/
  • Listen for a specific purpose in a variety of situations
/ • Contribute relevant and
modify ideas and opinions
through discussion
  • Use gestures, actions, body language and/or words to communicate needs and to express ideas.
/ • listen and respond in small orlarge groups for increasingperiods of time. / • listen attentively and speak appropriately in small and large group interactions. /
  • Listen appreciatively and responsively, presentingtheir own point of view andrespecting the views ofothers.
/ • Participate appropriatelyas listener and speaker, in discussions, conversations,debates and grouppresentations
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