CH 5: Listening

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CH 5 Listening Speaking

• READ 321
• Dr. Schneider

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OBJECTIVES You will learn

• the linguistic characteristics of listening
  speaking
• about different types of listening
• about 4 different levels of questioning
• strategies to enhance listening skills
• strategies to enhance speaking skills
• strategies to enhance students vocabulary
• ways to assess listening speaking performance

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Defin-i- -tions

• LISTENING
• auditory receptive skill
• Ability to mentally process the physically
  perceived sound waves as meaningful information
• a multi-step process

• SPEAKING
• auditory productive skill
• ability to express thoughts orally by using the
  physical speaking apparatus (e.g., mouth, teeth,
  tongue, vocal cords)
• a multi-step process

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Steps of listening process

• Receiving sounds from environment
• Attending to important elements of sound-sequence
  that is needed for understanding
• Understanding purpose of listening gaining
  meaning from sequence of sounds
• Analyzing what is heard meaningful listening
  includes questioning, predicting, problem-solving
• Evaluating received information
• Re-acting/responding to message

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Steps of speaking process

• Forming idea in head to respond to stimulus in
  environment
• Attending to analyzing important elements of
  logical sequence (audience background info of
  self listener) that is needed for producing
  meaningful speech
• Producing meaningful speech to exchange
  information purpose of speaking

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Listening Skills A set sequence of steps?

• Not really no agreement
• Higher Order Listening Skills
• Analyzing
• Evaluating

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Types of listening

• Informational to remember facts, data,
  relationships, phone , ideas
• Appreciative for pleasure to music, poetry,
  stories, literature
• Critical interpreting judging auditory
  information

• for oral directions to find a place or to follow
  along in instructional setting
• Social for any information in social, informal
  settings before, after school, during
  recess/lunch

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Teachers listening goals

• Did I listen to each student?
• Did I interrupt a student?
• Did I dominate the class discussion
• Did I keep eye contact w/students?
• Do I remember what I heard?

• Do I show facial expressions when a student
  speaks?
• Do I take student talk serious?
• Do I reflect on what students say?
• Do I listen encouragingly?
• Am I focused on the speaker?

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Approaches to teaching listening

• IN WHAT KIND OF SETTING?
• Whole group
• Small group
• Learning/listening center use of individual
  listening tapes (recordings for the blind)
• One-on-one (Teacher-student or student-student)
• CONNECTED WITH OTHER ELA SKILLS
• Reading viewing
• Writing representing
• speaking

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Teaching listening Materials

• Tape-recorder , tapes, headphones listen to
  other or own self-recorded audio-clips
• Radio-news, report, debates, commercials for
  analysis
• Mirror to watch what mouth does when speaking,
  what body messages we should give to enhance
  active listening
• Video good for ELLs to have picture support
  with language
• Play phones
• Hand puppets

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Teaching listening Materials

• Tapes Connected with
• reading tape own reading- fluency
• writing note taking from video clip, tape
  recorder, phone message, radio, free writing to
  different background music as stimulation
• speaking tape own speech, analyze own or other
  persons speech, guessing games about character
  based on voice content of information, 2
  students taping a dialogue situation, story for 2
  voices

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Good Listening Habits

• We show good listening habits, when we

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Teacher Questioning to elicit different types of
responses

• 1) literal question fact questions with answer
  directly worded in book on-the-line, often
  knowledge questions
• Who are the main characters? Where does event
  take place? What is the problem?
• 2) inferential question critical thinking
  question not 1) but rather answer that must be
  inferred from other info heard think time
  necessary for all critical thinking questions.
• Why is ?

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Teacher Questioning (2)

• 3) evaluative question critical thinking
  question make judgment about heard info with
  reason
• true or not? Why?
• Convincing or not? Why?
• Logical? Authentic?
• Biographical?
• 4) applied question critical thinking question
  apply heard information in totally different
  situation?

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Listening Activities

• Listen to the news (radio or class made ones
  about science, art, social studies topic)
• description, planning over phone
• Lecture ( note taking) with or without graphic
  organizer
• Story read to in person, via audio-tape, CD
• Sound Memory game
• detective games Who is it based on oral
  descriptions (link w/ drawing, note taking)

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Listening Activities

• Listen to instruction for spontaneous theater
  performance improvisations
• Directed Listening-thinking activities
• Predict what happens in a story based on what
  teacher reads, or what tape voice tells
• Pose questions that they assume to be able to
  answer after hearing the story
• Verify predictions at points when teacher stops
  reading

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Listening Activities

• Identify voice on tape
• Important people from school (principal, sports
  coach, cleaning crew) record short reading on
  tape and students identify who it is.
• Listen to a song and respond
• With finger play illustrating what song says
• By chiming in during refrain
• Drawing what happens in song visualizing what
  happens in story
• With movement/gestures expressing what happens in
  song

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Listening Activities

• Analyzing voice and sound tricks used on radio
  advertisements (older students)
• Testimonial, band wagon, transfer, plain folks,
  cards stacking, name calling, glittering
  generalities
• Follow oral instruction to get from A to B or to
  complete a science task
• With open or closed eyes move according to
  instructions given in more or less complex
  language
• Follow oral instruction to create something
• A specific drawing, cube, plane, etc.

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Assessing Listening Skills

• 2 Types a) sound processing b) text
  comprehension speech pathologists usually do a)
• Standardized tests (listening comprehension
  Woodcock Reading Mastery Test, Stanford
  Achievement Test)
• Informal Inventories, listening part
• Rubrics designed by teacher to test listening
  comprehension, see Appendix C in Yellin, Blake
  DeVries, 2004)

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Good Speaking Habits

• We show good, respectful speaking habits in
  class, when we

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Materials to foster speaking skills

• microphone for shy students (to read their
  stories)
• Unusual items pictures that make students
  curious to ask a lot of questions
• Tape-recorder blank tapes
• Nature/science project that needs to be described
  daily taking care of animal, raising tadpoles,
  growing plants
• stage puppets
• clothes to role play characters (pirate, prince,
  princess,)

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Environment for speaking skills

• Comfortable corners to have group discussions,
  debates
• Regular small group oral assignments
• strict positive speaking rules (talking stick!)
• Opportunity for shy students to tape record their
  answers and gradually get integrated with public
  speaking
• Authors chair
• Repeated short oral creative sessions
• Vocabulary development sessions
• Relevant topics to discuss

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Short discussion topics of the day

• INCLUDE a FEW NEW GOOD EXPRESSIONS EACH TIME for
• Agreement, disagreement, expression of different
  emotions, empathy, loyalty, apology, regret etc
• problems with parents, siblings, peers
• exciting information reason
• News of the day
• Making snowball story in team
• Telling story based on pictures
• Describing science project development, report of
  progress/process

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Other speaking activities

• Practice drama play
• Read to younger children
• Sell a product (commercial language)
• Interview a person (social studies)
• Talk yourself out of a ridiculous situation
• Group projects that require constructive dialogue
• Work with intellectual kit (real objects
  belonging to one topic in one box farm, hygiene,
  -compare, group, predict, make story

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Other speaking activities

• Dialogue improvisation
• Show tell topic talk
• Pantomime
• Choral speaking
• Singing (helps students who stutter!)
• Story telling
• Puppet theater (socks, shadow, paper-bag)

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Other speaking activities

• Theater acting/performance
• Related to class readings
• Different genre interpretation of a reading
• Performance/info sharing in front of camera
• Advertisement
• News about weekly school activities
• Class charity project
• Effective study strategy, memorization strategy

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Assessing speaking activities

• READING OUT LOUD
• fluency
• intonation
• Expression
• error-less-ness
• PRESENTING RESEARCH CONTENT
• Content
• Presentation
• Visual aids
• STORY RETELLING
• Voice/inflection
• Eye-contact
• content

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Vocabulary Development

• Which language has the largest vocabulary? Why?
• Spanish French
• English German
• Who needs to improve vocabulary most? Children
  from environments that are
• literacy rich
• literacy-poor
• Of low socio-economic status
• Of medium socio-economic status

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Vocabulary Strategies

• How do we develop vocabulary best?
• Relate new to known vocabulary
• Apply new vocab. in reading, writing, speaking,
  viewing, representing
• Teach explicit vocab expansion strategies
• Avoid fill-in-the blank activities automatic
  failure for students with disabilities
• Teach mini-lessons on single aspects and
  integrate in all areas of language

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Vocabulary Mini-lessons

• Synonyms (never an exact one)
• DEF almost same meaning of 2 words that differ
  in print sound
• Antonyms (never an exact one)
• DEF almost total opposite meaning of 2 words
  that are different in print sound
• Homophones
• DEF words with same SOUND but different spelling
  and different meaning
• Homographs
• DEF words with same PRINT but different sound
  and different meaning

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Vocabulary Mini-lessons

• Homonym
• DEF print sound of words are the same but the
  meaning is different multiple meaning words
• Idiomatic expressions
• Picture-type expression that carries
  culture-specific meaning, sometimes hard to
  identify for people who cannot visualize or are
  foreigners

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Vocabulary Mini-lessons

• Neologisms
• DEF new words entering language after extensive
  use
• Medicine/science laser, computer, silicon,
  microwave,
• Foods broccolino, café machiato
• Animals labradoodle
• Portmanteau words
• DEF making new word by combining 2 in 1 and
  leaving parts out.
• Smoke fog smog motor hotel motel

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Vocabulary Mini-lessons

• Acronyms
• DEF first letters of words of a term become
  socially accepted term.
• NATO, DNA, ADHD, LD,
• Euphemisms
• DEF More pleasant sounding word used instead of
  one with negative connotation
• Challenge instead of disabled
• Different instead of retarded
• Search for them in newspaper

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Vocabulary Mini-lessons

• Regionalisms
• DEF Expressions unique to region in terms of
  pronunciation, actual word
• Actual word Soda vs. pop Sneakers vs. tennis
  shoes
• Pronunciation roof (long or short oo)
• Multiple meaning words
• Words that carry more than one meaning meanings
  are not related E.g. present (3), chair (3),
  trunk (5)

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Vocabulary Mini-lessons

• Prefix-root-suffix words
• Hand motion that triggers meaning
• Flip charts with illustration of meaning of
  affixes and roots
• Compounds
• Word puzzles, fishing game, domino game
• Increase use of descriptive words
• Sparkle word board (see, smell, taste, touch,
  hear)
• Sensory experience games (blindfolded smell,
  touch, hear, taste)

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Vocabulary Mini-lessons

• Increase use of specific words over general words
• Analytic semantic word grid (categories to
  differentiate words across vocab down) /-
  marks what characteristics a word has over
  another
• E.g. ways to move, look, say sth., see activity
  summary on separate sheet

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Vocabulary Strategies

• Choose activities that engage learner in
  multisensory way with critical, metacognitive
  thinking (e.g., think aloud) so that students
  learn to see patterns and become comfortable
  transferring from one word family into another
• Use Semantic Maps with word families that contain
  same root, prefix or suffix
• Use Word Rivers in which the words float from
  one meaning to the opposite (move slowly-fast
  words)

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Vocabulary Strategies cont.

• Use games
• Go fish collecting words of particular categories
  (house, food, weather, temperature)
• Go fish collecting words with same root, or same
  suffix or same prefix
• Board games that ask students to use new words
  orally and/or in writing
• Memory to match synonyms, antonyms, homonyms,
  portmanteaus, neologism
• Sharades
• Act out meanings

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Vocabulary Strategies cont.

• Use games
• Bingo
• Goofy story writing/telling Use word you pull
  from card pile and use in oral or written story,
  next person must integrate next word
• Pictionary
• Explain a word without using the word itself or
  one in its family