Skills development in Rise and Shine

Support

Speaking Can name a few everyday objects. (10) Lowest within range Highest within range Stretch

Can repeat phrases and short sentences, if spoken slowly and clearly. (16) Can take part in basic games that use fi xed expressions or rhymes. (22) Can describe objects in a basic way (e.g., color, size). (25)

The skills syllabus has been developed using the Global Scale of English (GSE) Learning Objectives and the GSE Skill Development Framework for Young Learners, which provides structured scaff olding to support teachers and students. At Level 1, the GSE range covered is 10–22 as core, but includes learning objectives as high as 26 as stretch. The four skills are systematically developed within each level and across the course as a whole. Reading: Tasks are designed to gradually increase profi ciency in terms of speed, accuracy, comprehension, interactive reading skills, and use of reading strategies, as well as to enrich vocabulary. Texts used gradually increase in length and complexity over the course so that the challenge is always appropriate to the level of the students. At a high level, by the end of Level 1 learners should have developed their early reading, decoding, and phonics skills to recognize the letters of the alphabet, recognize simple punctuation, such as question marks and contractions, and recognize and locate basic and familiar words in simple sentences and short texts. Writing: Writing skills are developed and coordinated with reading skills so that students are able to master both reading and writing in English. There is a systematic progression from reading words in isolation in Units 1 and 2, to copying words in Units 3 and 4, through to writing single words using picture or sentence prompts in Units 5 and 6. Speaking: Speaking skills are taught through a meaningful task-based approach. The course draws on direct and indirect approaches to teaching speaking, in which students have plenty of opportunities to engage in communicative activities. The course provides a supportive framework for students to make the language their own. By the end of Level 1 students should be able to recite short, simple rhymes or chants, read aloud single familiar words and sing a song from memory. They should also be able to use a limited selection of highfrequency vocabulary and answer simple questions. Listening: As input at Level 1 is predominantly aural, listening sub-skills are systematically developed throughout the unit and linked to speaking outcomes. By the end of Level 1, students should be able to recognize the letters of the alphabet by names and sounds, as well as familiar words and phrases in simple songs, chants, and sentences. Within the four language skills, the sets of learning objectives are grouped into strands relating to accuracy and appropriacy, complexity and organisation, interaction and strategies. Within these strands, the objectives are further grouped into specifi c areas of competency and then further aligned to key development indicators. See example:

Speaking

GSE Learning Objective: Can name a few everyday objects (10)

Competency: Building Complexity – talking about and describing a range of topics, situations, feelings, and attitudes with an increasing level of detail and complexity.

Development Indicator: Learners can use a few words to name, talk about, or describe familiar situations. The development indicators capture each discrete skill that learners are aiming to acquire. Breaking the skills down in this way supports the development of related skills that build on one another and are at the right level, giving students the best chance to learn and achieve. The skill coverage charts on the Pearson English Portal show the key skills covered across the course and the learning objectives that have been included in each level that relate to these. By monitoring student performance on the tasks relating to these objectives, teachers can see how students are progressing within and across levels and where they may need more opportunity to practice, so they can build this into their planning. Note that lessons are based on individual learning objectives but student progress is measured in terms of their performance on the key indicators selected for the course. The Student’s Progress Chart enables students to think about and document their progress in an age-appropriate way as they move along the learning journey. Teachers can also use the chart as a clear visual reference to showcase students’ learning and progress to parents.

Listening

Welcome Unit1 Unit2 Unit3 Unit4 Unit5 Unit6

I can recognize my words. I can understand questions. I can hear my words in dialogs. I can listen to descriptions and information.

Reading

I can recognize my words.

I can read my words in stories.

Speaking

I can say my words and phrases. I can answer questions about me and my world.

Writing

I can make marks and write numbers. I can identify words. I can read my phrases and sentences. I can read short stories and descriptions.

I can talk about my likes and abilities. I can describe people and things.

I can copy/write my words. I can write my phrases and sentences.

My Progress Chart