Oral Procedure
| Grade | Work Samples |
|---|---|
| End of Stage 1 (end of Year 2) | |
| Grade B | Sam |
| Grade C | Shane |
| Grade D | Ali |
| Grade E | Dale |
Foundation Statement strands
The following strands are covered in this activity:
Description of activity
Students give an oral presentation of a simple procedure.
- Students choose a simple procedure that is familiar to them, eg tying shoelaces or brushing teeth.
- They consider a logical sequence for the steps in the procedure.
- Students present a brief talk describing the procedure.
Suggested materials
Nil.
Prior learning
The students have discussed familiar activities and jointly constructed a written procedure. They have investigated different types of spoken texts and their organisational patterns. Students have practised speaking in front of the class.
Board of Studies NSW, English K–6 Modules, p 123.
Board of Studies NSW, English K–6 Student Work Samples, pp 117–118 and p 24.
Outcomes
Talking and Listening (TS 1.1)
Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured classroom activities.
Skills and Strategies (TS 1.2)
Interacts in more extended ways with less teacher intervention, makes increasingly confident oral presentations and generally listens attentively.
Context and Text (TS 1.3)
Recognises a range of purposes and audiences for spoken language and considers how own talking and listening are adjusted in different situations.
Language Structures and Features (TS 1.4)
Recognises that different types of predictable spoken texts have different organisational patterns and features.
Criteria for assessing learning
Students will be assessed on their ability to:
- logically sequence the steps in a procedure
- speak clearly and convey meaning to others
- use appropriate language for purpose and audience.