Commented [EF1]: Understand that different types of

texts have identifiable text structures and language

features that help the text serve its purpose (ACELA1463).

Introduces the text by announcing the title and employing

known structures of the particular text type.
Commented [EF2]: Rehearse and deliver short
presentations on familiar and new topics (ACELY1667).

Use interaction skills including initiating topics, making

positive statements and voicing disagreement in an
appropriate manner, speaking clearly and varying tone,
Y02 Speaking and Listening High Transcript volume and pace appropriately (ACELY1789).

Incorporates gestures and actions e.g. ‘mixed’ and ‘rolled’ to

support the oral retell.
Student 7 Commented [EF3]: Use interaction skills including initiating
topics, making positive statements and voicing
The gingerbread man. disagreement in an appropriate manner, speaking clearly
and varying tone, volume and pace
appropriately (ACELY1789).
Once upon a time there was a woman who didn’t have a husband and children … She decided to
make a gingerbread men. She mixed, she rolled, she … she put raisins for her eyes, a cherry for his Varies employment of intonation approximately to suit
nose and sprinkles for his mouth. She put it in the oven … for five minutes. It was ready. expression e.g. ‘Stop!’
Commented [EF4]: Rehearse and deliver short
She opened the oven, OUT jumped the gingerbread man. It was running out the door. presentations on familiar and new topics (ACELY1667).

‘Stop!’ said the woman. But the gingerbread men just yelled, ‘run run run, as fast as you can. You Recalls the major plot details in the correct order.

can’t catch me I’m the gingerbread man.’ Commented [EF5]: Use interaction skills including initiating
topics, making positive statements and voicing
disagreement in an appropriate manner, speaking clearly
He passed a dog. ‘Where are you going little gingerbread man?’ But he didn’t’ care he just ran ran and varying tone, volume and pace
and he said, ‘run run run, as fast as you can. You can’t catch me I’m the gingerbread man.’ appropriately (ACELY1789).

The gingerbread man passed the pig. He said, ‘I’m tired of eating mud.’ So … he ran after the Exercises variation in voice and pitch to portray different
characters.
gingerbread men too but the gingerbread men didn’t care. He just ran and said, ‘run run run, as fast
Commented [EF6]: Identify the audience of imaginative,
as you can. You can’t catch me I’m the gingerbread men.’ informative and persuasive texts (ACELY1668).

He stopped quickly. There was a river in front of him. He looked for a bridge, he couldn’t see any Use interaction skills including initiating topics, making
bridge. Then a fox creeped, creeped out of the bush and he said, ‘gingerbread man, climb on my positive statements and voicing disagreement in an
appropriate manner, speaking clearly and varying tone,
back.’ So the gingerman men climbed on his back. volume and pace appropriately (ACELY1789).

Is able to make and sustain eye contact with members of

the audience.

2016/21119 [PDF 2016/26055]

Then the fox swam swam swam in the river. The gingerbread men feet were getting wet. ‘Gin-‘ … ‘ Commented [EF7]: Rehearse and deliver short
uh … fox, my, my feet are getting wet.’ ‘Then climb on my nose.’ The gingerman men climbed on his presentations on familiar and new topics (ACELY1667).

nose and then the fox flicked his head up and then SNAP! That was the end of the gingerbread man. Use interaction skills including initiating topics, making
positive statements and voicing disagreement in an
appropriate manner, speaking clearly and varying tone,
volume and pace appropriately (ACELY1789).
© School Curriculum and Standards Authority, 2016
Applies hand movements to highlight the actions of
This document—apart from any third party copyright material contained in it—may be copied for non-commercial characters.
purposes in Western Australian schools, and in schools offering the Western Australian Certificate of Education (WACE),
Commented [EF8]: Use interaction skills including initiating
provided that the School Curriculum and Standards Authority is acknowledged as the copyright owner, and that the topics, making positive statements and voicing
Authority’s moral rights are not infringed. The document may not be copied for any other purpose. The document— disagreement in an appropriate manner, speaking clearly
including any third party copyright material contained in it—must not be communicated to the public on an intranet, an and varying tone, volume and pace
extranet, or an internet site. appropriately (ACELY1789).
Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the
Stops intermittently to recall train of thought.
Creative Commons Attribution-NonCommercial 3.0 Australia licence.
Commented [EF9]: Understand that different types of
texts have identifiable text structures and language
features that help the text serve its purpose (ACELA1463).

Verbalises the conclusion of the retell by stating “That was

the end of the gingerbread man.”

2016/21119 [PDF 2016/26055]