Skills development in Rise and Shine

Support Lowest within range Highest within range Stretch

Speaking Can say the sounds of the alphabet, if supported by pictures. (13) Can say what day of the week it is using a basic phrase. (15) Can talk about familiar people and places using single words. (26) Can express likes and dislikes in relation to familiar topics in a basic way. (29)

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 2, the GSE range covered is 15–26 as core, but includes learning objectives as high as 29 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 2, students should have developed their early reading, decoding, and phonics skills introduced and practiced in Level 1 (i.e., letters of the alphabet, simple punctuation such as question marks and contractions). They should comfortably recognize and locate basic and familiar words in simple sentences and short texts and use a range of basic everyday nouns and adjectives. Writing: Writing skills are developed and coordinated with reading skills so that students are able to master both reading and writing in English. In Level 2, there is recycling of and building on skills developed in Level 1, i.e., from copying single words using picture or sentence prompts (e.g., fi ll in a form) in Units 1 and 2, moving on to writing single words in Units 3 and 4, through to writing a very short and simple phrase on a familiar topic, with support (e.g., from structured models) 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 2, students should be able to recall skills introduced and practiced throughout Level 1, i.e., 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 high-frequency vocabulary, answer simple questions about objects, and establish basic social contacts, with simple polite greetings and farewells. Listening: As input at Level 2 is predominantly aural, listening sub-skills are systematically developed throughout the unit and linked to speaking outcomes. By the end of Level 2, students should be able to work out the meaning of new words from a familiar contextual vocabulary. Within the four language skills, the sets of learning objectives are grouped into strands relating to accuracy and appropriacy, complexity and organization, 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 say the sounds of the alphabet, if supported by pictures. (13) Competency: Letters and sounds – pronouncing and blending individual sounds and sound combinations accurately in order to speak intelligibly. Development Indicator: Learners can pronounce letters and individual sounds correctly. 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.

3

Listening

Welcome Unit1 Unit2 Unit3 Unit4 Unit5 Unit6

I can recognise my words.

I can hear my words in dialogues. I can listen to descriptions and information. I can understand my phrases and sentences in dialogues.

Reading

I can recognise my words.

I can recognise my phrases and sentences in short stories. I can read short stories and descriptions. I can read short stories and notice detailed information.

Speaking

I can say my words and phrases. I can describe people and things. I can ask and answer questions about the world around me. I can talk about myself and my world.

Writing

I can make marks and write numbers. I can trace and copy my words. I can write my words and phrases. I can write my sentences.

My Progress Chart