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Say it Like This
3 4 5 6 Pre & Primary Essentials Games & Activities English Creating Texts 5 Pages

Say it Like This

This interactive board game helps students practise vocal variations, such as pitch, tone, and pace, while reading sentences aloud. It promotes creativity and vocal expression, making learning fun and engaging through challenges and special game spaces.

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Learning goals

  • We are learning to plan, rehearse and deliver presentations in an organised manner with relevant facts and description from reliable sources.
  • We are learning to re-read and edit texts for appropriate meaning, structure, grammatical choices and punctuation.
  • We are learning to plan, rehearse and deliver multimodal presentations for specific audiences and purposes sequenced logically in an organised manner with appropriate features of voice and relevant facts from reliable sources.
  • We are learning to plan, rehearse and deliver multimodal presentations for specific audiences and purposes sequenced logically in an organised manner, with appropriate features of voice and relevant information, arguments and facts from reliable sources.
  • We are learning to plan and deliver oral or multimodal short presentations, providing some key details in logical sequence.
  • We are learning to plan, rehearse and deliver presentations for specific audiences and purposes in an organised manner with multimodal elements and relevant facts from reliable sources.
  • We are learning to plan, rehearse and deliver appropriately sequenced multimodal presentations for specific audiences and purposes.

Curriculum alignment

AC9E4LY07 9 Plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume AC9E6LY07 9 Plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features AC9E5LY07 9 Plan, create, rehearse and deliver spoken and multimodal presentations that include relevant, elaborated ideas, sequencing ideas and using complex sentences, specialist and technical vocabulary, pitch, tone, pace, volume, and visual and digital features AC9E3LY07 9 Plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume ACELY1689 8.4 Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences ACELY1710 8.4 Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis ACELY1700 8.4 Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements ACELY1677 8.4 Plan and deliver short presentations, providing some key details in logical sequence
EN2-6B old Identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features EN3-1A old Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features EN2-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts EN3-SPELL-01 new Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words EN3-CWT-01 new Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language EN3-VOCAB-01 new Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding EN3-HANDW-01 new Sustains a legible, fluent and automatic handwriting style EN3-HANDW-02 new Selects digital technologies to suit audience and purpose to create texts EN3-UARL-01 new Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts EN2-HANDW-02 new Uses digital technologies to create texts EN2-CWT-03 new Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-CWT-02 new Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-CWT-01 new Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-VOCAB-01 new Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting EN3-UARL-02 new Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
VCELY338 Participate in informal debates and plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements VCELY308 Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular audiences and purposes such as informative, persuasive and imaginative, including multimodal elements VCELY276 Plan and deliver short presentations, providing some key details in logical sequence, using appropriate tone, pace, pitch and volume VCELY367 Participate in formal and informal debates and plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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