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It explains the purpose and structure of the development map, provides a suggested process for using it, and introduces efficient ways to collect valid information. 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Speaking and listening map of development © Department of Education WA 2013  \nISBN: 978-0-7307-4514-3  \nSCIS: 1600399  \nAcknowledgments  \nThe authors and publisher would like to thank the following for permission to reproduce the copyright material in this book.  \nFor text: Fig 1.4 p.5—Reprinted with permission from Scaffolding Language/Scaffolding Learning by Pauline Gibbons. © 2002 by Pauline Gibbons. Published by Heinemann, a division of Reed Elsvier Inc. , Portsmouth, NH. All rights reserved; Fig 1.11 p.12-Reproduced from The Literacy Labyrinth, second edition by Michele Anstey and Geoff Bull ISBN 1740098307, © Pearson Education Australia, 2004, p.24. CD-ROM p.9-Reproduced from Tackling Talk, Oliver Haig and Rochecouste. Edith Cowan University, Perth (2005) . Speaking and Listening Assessment Checklist based on the action research undertaken by teachers.  \nFor photographs: Lindsay Edwards Photography, pps.98, 161, 177, 197; Bill Thomas, p.301; David Phillips Photography pps. 239, 271 (Fig. 9.4), 280, 293; p.53 © Mary Kate Denny/Photoeditinc; p.57 © Sean Loughrey; p.271 left © Alamy Images.  \nEvery effort has been made to trace and acknowledge copyright. The publisher would welcome any information from people who believe they own copyright to material in this book.  \nThanks to Hillsmeade Primary School.  \nFIRST004 | Speaking and listening map of development © Department of Education WA 2013  \nReviewed August 2013  \nAuthors’ Acknowledgements  \nThe First Steps writing team acknowledges all contributions to the development of this resource. We give our grateful thanks to the following people.  \nAll teachers and students who were involved in the preparation of units of work, trialling the materials and offering feedback.  \nThose students and teachers who provided us with great work samples and transcripts to enhance the text. Special thanks to Vicki Brockhoff for her work in the creation and collection of many of these work samples.  \nThe contribution made to the development of these materials by the research into oral language published by Professor Rhonda Oliver, Dr Yvonne Haig and Dr Judith Rochecouste.  \nThe authors of the original First Steps Edition, developed by the Department of Education of Western Australia, and the efforts of the many individuals who contributed to that resource.  \nContents  \nChapter 1  \nAbout Speaking and Listening 1  \nUnderstanding the Role of Speaking and Listening 2  \nA Dynamic Interactive Model of Speaking and Listening 6  \nSupporting Speaking and Listening Development— Developing a Repertoire 10  \nThe Difference Between Spoken and Written Language 13  \nChapter 2  \nUnderstanding the Speaking and Listening Map of Development 15  \nHow the Map Is Organised 15  \nHow to Use the Speaking and Listening Map of Development 18  \nSuggested Process for Using the Speaking and Listening Map of Development 19  \nFrequently Asked Questions 23  \nChapter 3  \nCollecting Data to Assess Speaking and Listening Development 26  \nWhat Are the Most Efficient and Valid Ways to Collect Speaking and Listening Information? 30  \nHow Can Information About Speaking and Listening Be Recorded? 43  \nChapter 4  \nBeginning Speaking and Listening Phase 48  \nGlobal Statement 48  \nBeginning Speaking and Listening Indicators 49  \nMajor Teaching Emphases 50  \nTeaching and Learning Experiences 51  \n• Environment and Attitude 51  \n• Use of Texts 56  \n• Contextual Understanding 65  \n• Conventions 73  \n• Processes and Strategies 79  \nSupporting Parents of Beginning Speakers and Listeners 80  \nChapter 5  \nEarly Speaking and Listening Phase 82  \nGlobal Statement 82  \nEarly Speaking and Listening Indicators 83  \nMajor Teaching Emphases 84  \nTeaching and Learning Experiences 85  \n• Environment and Attitude 85  \n• Use of Texts 90  \n• Context","cbCaijqjSB7XWkAT","https://ap.wps.com/l/cbCaijqjSB7XWkAT","pdf",30447209,320,"English","# Chapter 1\n## About Speaking and Listening\n## Understanding the Role of Speaking and Listening\n## A Dynamic Interactive Model of Speaking and Listening\n## Supporting Speaking and Listening Development— Developing a Repertoire\n## The Difference Between Spoken and Written Language\n# Chapter 2\n## Understanding the Speaking and Listening Map of Development\n## How the Map Is Organised\n## How to Use the Speaking and Listening Map of Development\n## Suggested Process for Using the Speaking and Listening Map of Development\n## Frequently Asked Questions\n# Chapter 3\n## Collecting Data to Assess Speaking and Listening Development\n## What Are the Most Efficient and Valid Ways to Collect Speaking and Listening Information?\n## How Can Information About Speaking and Listening Be Recorded?\n# Chapter 4\n## Beginning Speaking and Listening Phase\n## Global Statement\n## Beginning Speaking and Listening Indicators\n## Major Teaching Emphases\n# Chapter 5\n## Early Speaking and Listening Phase\n## Global Statement\n## Early Speaking and Listening Indicators\n## Major Teaching Emphases\n# Chapter 6\n## Exploratory Speaking and Listening Phase\n## Global Statement\n## Exploratory Speaking and Listening Indicators\n## Major Teaching Emphases\n# Chapter 7\n## Consolidating Speaking and Listening Phase\n## Global Statement\n## Consolidating Speaking and Listening Indicators\n## Major Teaching Emphases\n# Chapter 8\n## Conventional Speaking and Listening Phase\n## Global Statement\n## Conventional Speaking and Listening Indicators\n## Major Teaching Emphases\n# Chapter 9\n## Proficient Speaking and Listening Phase\n## Global Statement\n## Proficient Speaking and Listening Indicators\n## Major Teaching Emphases\n# Chapter 10\n## Advanced Speaking and Listening Phase\n## Global Statement\n## Advanced Speaking and Listening Indicators\n## Major Teaching Emphases\n# Appendix","[{\"question\":\"What is the purpose of the Speaking and Listening Map of Development?\",\"answer\":\"It explains how speaking and listening development can be understood and assessed, addressing current literacy challenges through a structured development map and clear guidance for educators.\"},{\"question\":\"How should the Speaking and Listening Map be used?\",\"answer\":\"The contents include instructions on how to use the map, along with a suggested process for implementing it and using the included indicators and teaching emphases.\"},{\"question\":\"What kinds of data collection support assessment of speaking and listening?\",\"answer\":\"The book covers efficient and valid ways to collect speaking and listening information and methods for recording information about learners’ speaking and listening.\"}]","Speaking and Listening Map of Development - Addressing Current Literacy Challenges | PDF",1790852530,806]