CIP : Learning Technologies

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Library Literature Program - Book Talks
Monitoring Speaking & Listening

Level Use of Texts Contextual Understandings Conventions Processes & Strategies

1. The student listens to and talks with students, teachers and other known adults in routine classroom activities; and uses own variety of English and generally stays on topic, sharing personal experiences and using strategies to adjust communication in familiar situations. SL1.1
a) Uses expressions of routine social interaction correctly; recounts and discusses personal experiences; and conveys key information or ideas on a familiar topic.
b) Responds to questions, instructions, statements and narratives characterised by simple linguistic structures, brevity, familiarity and predictability.
Briefly retell a story describing favourite part.
Answer questions about the story/book.
SL1.2 Shows emerging awareness of schools purposes and expectations for using and interpreting spoken language.
Use talk to establish the relationship of speaking to a large group.
Actively listen to a peer speaking.
SL1.3 Draws on the linguistic structures and features of own variety of English when speaking and listening, and relies on simple sentences or uses simple connectives to link ideas.
Sequence ideas in speech.
Use words to link ideas in speech, e.g. "and", "then", "because".
Pronounce most sounds clearly.
SL1.4 Uses a small range of strategies to adjust communication in familiar situations.
Demonstrate attentive listening. e.g. eye contact, facial expressions, ask questions if not understood.
Engage audience with eye contact when delivering the book talk.

2. The student listens and talks confidently with peers, teachers and other known adults in school activities; is aware of the need to change speaking and listening to suit different situations; and experiments with ways to improve communication with others. SL2.1
a) Explains familiar procedures, describes or recounts events in logical sequence and sustains conversations on a familiar topic.
b) Identifies the main idea in short, clearly articulated informational and expressive spoken texts.
Listen to visiting author/teacher/peer talk about a book.
Recount the main message of a peer's book talk.
Retell a story showing logical sequence.
SL2.2 Considers how speaking is adjusted in different situations; observes conventions of taking turns, asking questions, interrupting; and makes some use of non-verbal cues and differences in tone and pace of text delivery.
Discuss and give reasons why a peer's retell of a story was good; consider tone, pace, pronunciation and body language.
Demonstrate culturally appropriate gestures and facial expressions in retelling a story.
SL2.3 Understands and experiments with more complex grammatical connectives and linguistic features for interpreting and expressing spoken ideas and information.
Sometimes use similes to make speech more effective when retelling a story.
Experiment with rhyme, rhythm and word play to make humerus effects.
With teacher guidance compare grammatical alternative that peers have used.
SL2.4 Experiments with and demonstrates an emerging awareness of the application of strategies for formal and informal interaction.
Listen actively and ask questions.
Attend to the responses of others and review or elaborate on what has been said.
Follow conventions and procedures for class activities.
Apply conventions modelled by teacher in the book talks.
Appropriately use technology with the book talks, e.g. Internet site, Power point.
Self-correct to clarify meaning.
Listen to and comment positively on contributions of others.

3. The student uses an increasing range of spoken texts to communicate ideas and obtain information; and when communicating about familiar concepts, usually uses the structures and features of spoken language appropriately, adopting speaking and listening to suit different purposes. SL3.1
a) Interacts to express opinions and perceptions, participates in problem-solving discussions with peers and gives brief reports and summaries
b) Obtains specific information from informational and expressive spoken texts; follows peer's discourse in group discussions; and identifies key information in an audio or video text.
Retell and offer opinions about the story.
Persuade others to read a novel by showing enthusiasm for it.
Listen to a peer retell a story and then retell it.
SL3.2 Recognises that certain forms of spoken text are associated with particular contexts and purposes.
Show how parts of the text of a story function to achieve a purpose.
Experiment with different introductions to the book talk, i.e. alternatives to "My story was about ...".
Distinguish between playground language and classroom language.
SL3.3 Usually uses linguistic structures and features of spoken language appropriately for expressing and interpreting ideas and information.
Usually use accurately common grammatical structures, e.g. subject-verb agreement, noun-pronoun agreement.
Express logical relations with words such as "although", "instead of ".
Interpret and use metaphorical language.
SL3.4 The student uses a variety of strategies to assist and sustain communication about known concepts in familiar contexts.
Correct speech for meaning and accuracy.
Select and organise points for retelling the narrative.
Rehearse and modify before presenting.
Listen with a purpose to ask questions to clarify.
Reflect on own book talk and suggest ways to improve.

4. Identifies the main ideas in familiar spoken texts and expands on these, controlling most linguistic structures and features of spoken language; improves communication by considering audience and purpose; and plans, rehearses and thinks about own listening and speaking. SL4.1
a) Develops and presents familiar ideas and information and supports opinions with some detail in a variety of classroom situations.
b) Identifies the main ideas and supporting details of clearly-structured spoken informational or expressive texts and identifies alternative viewpoints in spoken, audio and video texts on an issue relating to a familiar topic.
Rehearse and deliver book talk using approaches to engage audience, e.g. posters, technology.
Listen and respond to a peer's book talk challenging or commenting on ideas presented.
Watch a filmed version of their novel and suggest improvements.
SL4.2 Considers the appropriateness of text form and register and the conventions of non verbal communication in relation to audience when speaking and listening in familiar situations.
Discuss language used in their novel and consider why dialogue is appropriate even if not conventional, e.g. slang.
Recognise and discuss bias or prejudice in a story or character.
Identify and react to non-verbal clues in audience.
Consider differences when speaking to class and speaking to camera. SL4.3 Controls most linguistic structures and features of spoken language appropriately for expressing and interpreting meaning and developing and presenting ideas and information in familiar situations.
Select, order and organise subject matter clearly for book talk.
Use body movement, facial expression, gestures to enhance meaning.
Use and recognise phrases that differentiate fact from opinion.
Use facial expressions and gestures to show active listening to questions.
SL4.4 Draws on a range of strategies and deliberately adjusts speaking and listening to meet the needs of the task.
Adjust information and tone of voice in response to audience reaction, e.g. give examples, rephrase etc.
Listen and respond constructively to others' ideas and points of view.
Identify a range of strategies to enhance book talk, e.g. items in a bags that can be drawn out and used to communicate ideas or themes in a story, or create discussion as to why a particular item is important to the story.

5. Interacts in structured and unstructured groups to talk about and interpret accessible topics involving the exploration of challenging ideas; judges the appropriateness and the effect of text form and register in relation to purpose, audience and context; identifies some language structures and features used to influence audiences; and selects, applies and adjusts strategies for improving communication. SL5.1
a) Interacts with peers in structured situations to discuss familiar or accessible subjects involving challenging ideas and issues
b) Processes ideas and information from a range of classroom texts dealing with challenging ideas and issues, including sustained teacher and peer discourse and audio and video texts.
Explore controversial topics that result from book talks - giving reasons for ideas and listening to others.
Relate more complex issues of the topic to world news, e.g. street kids, drugs etc. in the story.
Comment specifically on the performance of others.
SL5.2 Judges the appropriateness and effect of text form and register in relation to audience, purpose and context when speaking and listening.
Experiments with different techniques with presenting book talks, e.g. role plays, audience participation, mime, use of technology etc.
SL5.3 Discusses and experiments with some linguistic structures and features that enable speakers to influence audiences.
Observe and discuss other students' book talks commenting on how gesture, posture, facial expression, tone of voice, etc. engage the audience.
Notice vocabulary, rhythm and imagery in the book talk.
Analyse a book talk discussing logical sequence, concluding statement.
Recognise statements of attitude and opinion as opposed to fact and discuss function of colourful language.
SL5.4 The student selects and applies appropriate strategies for monitoring and adjusting communication in a range of contexts.
Monitor and reflect on a peer's book talk, e.g. discuss emotive language and exaggeration.

Level	Use of Texts	Contextual Understandings	Conventions	Processes & Strategies
1. The student listens to and talks with students, teachers and other known adults in routine classroom activities; and uses own variety of English and generally stays on topic, sharing personal experiences and using strategies to adjust communication in familiar situations.	SL1.1 a) Uses expressions of routine social interaction correctly; recounts and discusses personal experiences; and conveys key information or ideas on a familiar topic. b) Responds to questions, instructions, statements and narratives characterised by simple linguistic structures, brevity, familiarity and predictability. Briefly retell a story describing favourite part. Answer questions about the story/book.	SL1.2 Shows emerging awareness of schools purposes and expectations for using and interpreting spoken language. Use talk to establish the relationship of speaking to a large group. Actively listen to a peer speaking.	SL1.3 Draws on the linguistic structures and features of own variety of English when speaking and listening, and relies on simple sentences or uses simple connectives to link ideas. Sequence ideas in speech. Use words to link ideas in speech, e.g. "and", "then", "because". Pronounce most sounds clearly.	SL1.4 Uses a small range of strategies to adjust communication in familiar situations. Demonstrate attentive listening. e.g. eye contact, facial expressions, ask questions if not understood. Engage audience with eye contact when delivering the book talk.
2. The student listens and talks confidently with peers, teachers and other known adults in school activities; is aware of the need to change speaking and listening to suit different situations; and experiments with ways to improve communication with others.	SL2.1 a) Explains familiar procedures, describes or recounts events in logical sequence and sustains conversations on a familiar topic. b) Identifies the main idea in short, clearly articulated informational and expressive spoken texts. Listen to visiting author/teacher/peer talk about a book. Recount the main message of a peer's book talk. Retell a story showing logical sequence.	SL2.2 Considers how speaking is adjusted in different situations; observes conventions of taking turns, asking questions, interrupting; and makes some use of non-verbal cues and differences in tone and pace of text delivery. Discuss and give reasons why a peer's retell of a story was good; consider tone, pace, pronunciation and body language. Demonstrate culturally appropriate gestures and facial expressions in retelling a story.	SL2.3 Understands and experiments with more complex grammatical connectives and linguistic features for interpreting and expressing spoken ideas and information. Sometimes use similes to make speech more effective when retelling a story. Experiment with rhyme, rhythm and word play to make humerus effects. With teacher guidance compare grammatical alternative that peers have used.	SL2.4 Experiments with and demonstrates an emerging awareness of the application of strategies for formal and informal interaction. Listen actively and ask questions. Attend to the responses of others and review or elaborate on what has been said. Follow conventions and procedures for class activities. Apply conventions modelled by teacher in the book talks. Appropriately use technology with the book talks, e.g. Internet site, Power point. Self-correct to clarify meaning. Listen to and comment positively on contributions of others.
3. The student uses an increasing range of spoken texts to communicate ideas and obtain information; and when communicating about familiar concepts, usually uses the structures and features of spoken language appropriately, adopting speaking and listening to suit different purposes.	SL3.1 a) Interacts to express opinions and perceptions, participates in problem-solving discussions with peers and gives brief reports and summaries b) Obtains specific information from informational and expressive spoken texts; follows peer's discourse in group discussions; and identifies key information in an audio or video text. Retell and offer opinions about the story. Persuade others to read a novel by showing enthusiasm for it. Listen to a peer retell a story and then retell it.	SL3.2 Recognises that certain forms of spoken text are associated with particular contexts and purposes. Show how parts of the text of a story function to achieve a purpose. Experiment with different introductions to the book talk, i.e. alternatives to "My story was about ...". Distinguish between playground language and classroom language.	SL3.3 Usually uses linguistic structures and features of spoken language appropriately for expressing and interpreting ideas and information. Usually use accurately common grammatical structures, e.g. subject-verb agreement, noun-pronoun agreement. Express logical relations with words such as "although", "instead of ". Interpret and use metaphorical language.	SL3.4 The student uses a variety of strategies to assist and sustain communication about known concepts in familiar contexts. Correct speech for meaning and accuracy. Select and organise points for retelling the narrative. Rehearse and modify before presenting. Listen with a purpose to ask questions to clarify. Reflect on own book talk and suggest ways to improve.
4. Identifies the main ideas in familiar spoken texts and expands on these, controlling most linguistic structures and features of spoken language; improves communication by considering audience and purpose; and plans, rehearses and thinks about own listening and speaking.	SL4.1 a) Develops and presents familiar ideas and information and supports opinions with some detail in a variety of classroom situations. b) Identifies the main ideas and supporting details of clearly-structured spoken informational or expressive texts and identifies alternative viewpoints in spoken, audio and video texts on an issue relating to a familiar topic. Rehearse and deliver book talk using approaches to engage audience, e.g. posters, technology. Listen and respond to a peer's book talk challenging or commenting on ideas presented. Watch a filmed version of their novel and suggest improvements.	SL4.2 Considers the appropriateness of text form and register and the conventions of non verbal communication in relation to audience when speaking and listening in familiar situations. Discuss language used in their novel and consider why dialogue is appropriate even if not conventional, e.g. slang. Recognise and discuss bias or prejudice in a story or character. Identify and react to non-verbal clues in audience. Consider differences when speaking to class and speaking to camera.	SL4.3 Controls most linguistic structures and features of spoken language appropriately for expressing and interpreting meaning and developing and presenting ideas and information in familiar situations. Select, order and organise subject matter clearly for book talk. Use body movement, facial expression, gestures to enhance meaning. Use and recognise phrases that differentiate fact from opinion. Use facial expressions and gestures to show active listening to questions.	SL4.4 Draws on a range of strategies and deliberately adjusts speaking and listening to meet the needs of the task. Adjust information and tone of voice in response to audience reaction, e.g. give examples, rephrase etc. Listen and respond constructively to others' ideas and points of view. Identify a range of strategies to enhance book talk, e.g. items in a bags that can be drawn out and used to communicate ideas or themes in a story, or create discussion as to why a particular item is important to the story.
5. Interacts in structured and unstructured groups to talk about and interpret accessible topics involving the exploration of challenging ideas; judges the appropriateness and the effect of text form and register in relation to purpose, audience and context; identifies some language structures and features used to influence audiences; and selects, applies and adjusts strategies for improving communication.	SL5.1 a) Interacts with peers in structured situations to discuss familiar or accessible subjects involving challenging ideas and issues b) Processes ideas and information from a range of classroom texts dealing with challenging ideas and issues, including sustained teacher and peer discourse and audio and video texts. Explore controversial topics that result from book talks - giving reasons for ideas and listening to others. Relate more complex issues of the topic to world news, e.g. street kids, drugs etc. in the story. Comment specifically on the performance of others.	SL5.2 Judges the appropriateness and effect of text form and register in relation to audience, purpose and context when speaking and listening. Experiments with different techniques with presenting book talks, e.g. role plays, audience participation, mime, use of technology etc.	SL5.3 Discusses and experiments with some linguistic structures and features that enable speakers to influence audiences. Observe and discuss other students' book talks commenting on how gesture, posture, facial expression, tone of voice, etc. engage the audience. Notice vocabulary, rhythm and imagery in the book talk. Analyse a book talk discussing logical sequence, concluding statement. Recognise statements of attitude and opinion as opposed to fact and discuss function of colourful language.	SL5.4 The student selects and applies appropriate strategies for monitoring and adjusting communication in a range of contexts. Monitor and reflect on a peer's book talk, e.g. discuss emotive language and exaggeration.