TCH 264: Speaking and Listening,

April 12, 2014

Today’s Class

• Discuss Speaking and Listening Strategies

• Writer’s Workshop

• Preview Museum Trip

• Work on Integrated Unit

What is Oral Language?

• Communicating with other people

• In school we want students to – Speak effectively about content– Give opportunities to practice oral

communication skills

Strategies for Developing Oral Language

• Provide plenty of opportunities to talk• Model and Practice• Give students the words they need to

accomplish a task– http://www.literacyhow.com/wp-content/uploads/2013/06/Academic-Lan

guage-Functions-toolkit.pdf

• As a group co-construct a list of behaviors for speaking in a group or having a conversation about something (anchor charts)

CCR- Anchor Standards

Comprehension and Collaboration1. Prepare for and participate effectively in a

range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas4. Present information, findings, and supporting

evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Why Discussion?

• Allows students to hear and respond to ideas different from their own.

• Allows students to test their own thinking in the context of peer feedback.

• Helps students expand their understandings of both a text and the world.

• Promotes genuine inquiry and enrich students’ thinking

• Helps to develop a community of learners where people feel safe and comfortable

• Encourages students to bring their own experiences and connect them to the learning

http://www.julieballew.com/A_Literate_Life/Photos/Pages/Anchor_Charts.html#2

What would it look/sound like?Behaviors: Uses appropriate volume and tone of voice Knows how to take turns when speaking Stays on topic Asks questions Seems to pay attention when another person is

speaking

Vocabulary Uses vocabulary appropriately for purpose and

audience Is able to retell parts or all of a story read aloud Understands and uses prepositions Understands directions

Descriptors- 4-5 years

• Responds to stories, poems, rhymes, music, action songs. • Follows 2-3 step directions. • Responds to questions. • Listens attentively for increasing periods. • Connects information and events to life experiences. • Knows that print is read in stories. • Retells stories or events in chronological order. • Pays attention to repetitive sounds/patterns. • Uses new vocabulary and grammatical constructions in own speech.• Demonstrates literal comprehension of stories by asking questions

and making comments. • Uses more complex sentences. • Seeks/Shares information and appreciation during social interactions.

Descriptors- 5-6 years

• Follows directions that have a series of steps.

• Expresses the main point of a conversation.

• Adjusts language and syntax to different situations.

• Adjusts rate and volume to situation.

• Uses talk to clarify ideas or experiences.

• Tracks print when listening to a familiar text being read or when rereading own writing.

Descriptors- 7-8 years• Expresses personal ideas, feelings, information, and experiences.

• Summarizes what has been said.

• Makes predictions.

• Asks speaker to repeat what has been said for understanding and clarity.

• Communicates effectively for variety of purposes and audiences.

• Uses words to convey meaning, entertain, or share information.

• Evidence of expanding language repertoire (e.g., standard language usage, informal conversation, dialogue, etc.)

Upper Elementary/Middle Level

• Use grammatically correct and complete sentences.• Use appropriate vocabulary for the situation (audience).• Use specific word choices (so listener clearly understands

meaning).• Organize their thoughts.• Use appropriate humor• Demonstrate effective verbal/voice characteristics• Demonstrate appropriate body language for the message• Pay attention to the non-verbal language of the listener• Prepare to listen- think about what they already know about the

topic• Adjust listening as needed- recognize clues that identify

importance of information• Respond and evaluate the message

Classroom Contexts for Oral Language

• Sharing• Book Talks• Literature Circles• Oral Presentations• Group Discussions• Retells• Informal Social Situations• Peer conferences• Conferencing with the teacher• Analyzing Famous Speeches• Podcasts

Second Language (L2) Development

• Children acquire an L2 in much the same way as their L1: In natural situations focused on the communication of meaningful messages

• Basic interpersonal communication skills (BICS)– Daily social speaking– 0-3 years of practice for proficiency

• Cognitive academic language proficiency (CALPS)– Decontextualized “school” tasks– 5-7 years of use for proficiency

How to Assess…• Use a clipboard with the class roster, and spaces next to each

name to jot daily anecdotal notes.• Use sticky notes to jot a student’s name, the date, and an

observation during a discussion. Later, these can be tucked into student assessment folders.

• Develop a checklist of specific behaviors being assessed (such as listens carefully, connects comments to those that have come before, knows how to disagree appropriately). In the space under each behavior, write the date when you noted it

• Join book discussions and observe their dynamics: Who speaks? Who is silent? How do the group members interact? What interpretive strategies are they using? What can you learn about their thinking?

• When your class is engaged in a literacy activity, step back and observe, making quick anecdotal notes about the behaviors you note

What might it look/sound like?

Video (#6, 5:43):

Listen to the group discussions

What do you notice about the students’ speaking and listening skills?

Also note:

• What strategies did the teacher use to help students learn how to discuss?

Ideas for the Classroom

Let Me Convince You (a persuasive speech) http://isbe.net/ils/ela/stage_D/4BD.pdf

Antiphonal Presentation

The Conference

Keeping Track

http://eworkshop.on.ca/edu/pdf/Mod17_user_guide.pdf (p. 12)

Primary

http://vimeopro.com/tcrwp/reading-literature/video/55957324

http://www.youtube.com/watch?v=lTgk89dhX1g

Upper Levelhttps://www.youtube.com/watch?v=JrhxmTZ2_JM

http://learner.org/resources/series169.html?pop=yes&pid=1826# (#7 At 2:30)

Writer’s Workshop

• Leads

Independent Writing

• Draft a Small Moment Story

• Peer Revision– Word Choice, Organization, Voice,

Perspective/POV

Field Trip

McLean Co History Museum

• Meet at 3:30 if possible

• Writer’s Crawl (See Writing Activities in a Museum Gallery document on the Wiki)

• Visit Galleries related to your concept

Concepts• Perspective/perception• Judgment/Decision-

making• Style/Uniqueness• Connectedness/

Connection• Community• Unity• Relationships• Beliefs/Ideals• Movement/ Migration

• Tolerance• Collaboration/sharing• Overcoming

obstacles/Survival• Conflict & Change• Scarcity, Production,

Distribution, Consumption

• Time, Change, Continuity

• Culture

Concept: Beliefs and Ideals

• People are affected by environmental, economic, social, cultural, and civic concerns.– How do the beliefs and values of a diverse

culture affect individuals and society?

• Organisms are grouped in taxonomy based upon similarity.– How are organisms of the same kind different

from each other? – How does this help them reproduce and

survive? 2424

• Reading–Cinderella Stories Compare/Contrast–Princess Grace–Visual Literacy- Examine media portrayals of

Beauty–Learn new vocabulary and learn the nutrition

facts of your favorite food

• Writing– Point of View Writing- Girl in the Mirror–-Research health articles on the internet

Integrated Lesson Ideas

Other Areas

• Science– Science- discuss the cardiovascular system and

exercise– Study and research the Psychology and Biology of

Beauty such as body symmetry, the halo effect, color and choosing a mate.

• Social Science – Research Historical Definitions of Beauty (Greek,

Renaissance, Victorian)

• Math- – Compare the prices of health food vs. junk food

26

Culminating Activity

Students will plan a heath food fair with the school which will included samples of their recipes they submitted for the recipe book. Students will also be in charge of the different foods, nutrition facts, promotion and decor of the fair. Faculty, staff, parents and community are encouraged to participate.

Rationale

• Critical Literacy (student-centered learning)

• Sociological approach-”teaching and learning to read is about teaching and learning standpoints,cultural expectations and norms of social actions and consequences”. (Luke and Freebody)

• Research-based learning• Writing across the curriculum

Next Time

• Museum Trip

• Class- English Language Arts and the Social Studies

• Work on your Units

• Make decisions on what you might want to do for a published writing piece