red one on the use facial expressions, black one.” volume of voice, sound effects or music. Interprets body language, Chooses body language and facial expressions and tone of tone of voice appropriate to voice in one-to-one situations. the social situation. When listening, students: show awareness of basic Follows a simple instruction stages of generic structure Follows simple instructions Is able to follow simple one- requiring one action, Is interested in watching requiring one or two actions or two-step instructions interpret the meaning of sometimes needing the others following an with little prompting. independently and reliably. topic-related words instruction repeated or instruction. clarified, e.g. the book on “Put respond appropriately to Needs the help of another the shelf”. statements, questions or person to carry out a very commands simple instruction. identify and respond to changes in intonation patterns, volume, facial expressions, music or sound effects. Metalinguistic and phonological awareness are described in the writing & shaping descriptors. Language learning & communication: & viewing Learning statement: Children become readers and viewers by using emerging understandings to predict and make meanings from a variety of written, visual and multimodal texts. Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the With support, the child With prompts, the child uses The child uses shared English: Reading & child participates in assigns personal meanings to emerging reading and viewing understandings of symbol Viewing experiences involving texts symbol systems and strategies and understandings systems to interpret and make Students interpret and and draws on personal interprets texts in personal to interpret symbol systems meaning from a range of construct simply structured
Is interested in watching others following an instruction. Needs the help of another person to carry out a very simple instruction. Follows a simple instruction requiring one action, sometimes needing the instruction repeated or clarified, e.g. “Put the book on the shelf”. red one on the black one.” Interprets body language, facial expressions and tone of voice in one-to-one situations. Follows simple instructions requiring one or two actions with little prompting. Chooses body language and tone of voice appropriate to the social situation. Is able to follow simple one- or two-step instructions independently and reliably. use facial expressions, volume of voice, sound effects or music. When listening, students: show awareness of basic stages of generic structure interpret the meaning of topic-related words respond appropriately to statements, questions or commands identify and respond to changes in intonation patterns, volume, facial expressions, music or sound effects. Metalinguistic and phonological awareness are described in the writing & shaping descriptors. Language learning & communication: & viewing Learning statement: Children become readers and viewers by using emerging understandings to predict and make meanings from a variety of written, visual and multimodal texts. Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the child participates in experiences involving texts and draws on personal With support, the child assigns personal meanings to symbol systems and interprets texts in personal With prompts, the child uses emerging reading and viewing strategies and understandings to interpret symbol systems The child uses shared understandings of symbol systems to interpret and make meaning from a range of English: Reading & Viewing Students interpret and construct simply structured