LISTENING AND SPEAKING

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LISTENING AND SPEAKING
CHAPTER 5
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Listening vs. Hearing

• Listeners speakers depend on each other for the
  creation and exchange of meaningful information

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Average Time Spent on Communication Activities
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Six Steps in the Listening Process (Freshour
Bartholomew, 1989)

1. Receiving
2. Attending
3. Understanding
4. Analyzing
5. Evaluating
6. Reacting

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Sample Listening List
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Types of Listening (Miller, 2000)

• Discriminative
• Purposeful
• Creative
• Critical
• Appreciative

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Integrating Listening into the Curriculum

• Listening and reading
• Listening and speaking
• Listening and writing

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Suggestions for Teaching Listening in the
Classroom

• Set a purpose for listening
• Model good listening habits
• Make sure you have everyones attention before
  speaking
• Encourage students to listen to each other
• Encourage note taking
• Arrange your classroom for optimal listening

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Approaches to Teaching Listening

• Whole-group
• Small-group
• Learning centers

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Listening Activities

• Teacher questioning
• Singing songs and finger plays
• DL-TA
• Visualizing the story
• Listening centers
• Whose voice am I on the tape?
• Poetry and music
• Draw the design
• Creating a junk box
• Advertising

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Listening Activities

• Listening/reading transfer lesson
• Teacher questioning
• Structured listening activity
• Think aloud strategy

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Questioning Hierarchy

• Literal right there question
• Response found in material
• Inferential think and search
• Answer not directly stated and must be
  discovered
• Evaluative on my own
• Requires a judgment about what is heard or read
• Applied writer and me
• Remember facts, infer details, make judgments,
  recall personal experiences, make connections
  to what is heard or read

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Think Aloud Strategy

• Read aloud a story
• Make predictions about what will happen next
• Describe a visual image you create from the story
• Make connections between the story and your
  personal experiences and knowledge
• Verbalize comprehension strategies

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Listening Assessment

• 1. Standardized tests Durrell
  ListeningReading Series
• Stanford Achievement
• 2. Informal reading inventories

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Speaking Goals for a Fourth Grade Classroom

• Speak clearly with proper pronunciation
  enunciation
• Speak expressively with feeling
• Speak effectively in different situations
• Use speaking to further learning

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Importance of Oral Language Instruction

• Children with good oral language skills tend to
  read more easily and become better readers than
  other students.
• Writing ability is enhanced through oral language
  activities.
• Speech facilitates thought.

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Creating a Positive Environment for Speaking

• Develop a positive, receptive teacher attitude
• Make a variety of materials available
• Organize physical environment conducive to
  language use

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Speaking Activities

• Conversation/discussion
• Transactional literature discussion
• Brainstorming
• Interviewing
• Group projects
• Intellectual kits
• Dialogue improvisation and patterned conversation
• Show-and-tell sharing

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Transactional Literature Discussions

• Get ready select book, skim contents, and make
  predictions
• Reading and stopping to think aloud
• Written response
• Discussion (using RQL2 strategy)
• Write
• Review

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Principles of Brainstorming (Moffett Wagner,
1991)

• Select a problem or topic and react to it quickly
• Designate one person to record ideas
• Accept and record all ideas
• Build on other ideas
• Do not criticize other ideas
• Quantity of ideas is more important than quality

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Sample Schematic Cluster Sound of Sunshine,
Sound of Rain
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Instructions for Using an Intellectual Kit
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Objectives for Using Drama in the Classroom
(McCaslin, 1996)

• To encourage creative and aesthetic development
• To improve critical thinking abilities
• To create a social and cooperative environment
• To improve communication skills
• To enhance self-knowledge

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Dramatic Activities

• Dramatic play
• Movement or warm-up exercises
• Pantomime
• Choral speaking
• Storytelling
• Puppetry
• Readers theatre
• Theatre acting

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Types of Choral Speaking

• Antiphonal or dialogue
• Line-a-group or line-a-child
• Refrain
• Unison
• Cumulative speaking

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Storytelling Activities

• Talk boxes
• Story boxes
• Wordless books
• Liars goblet
• Serial stories
• Chalk or draw-along stories
• New versions and new endings

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Speaking Assessment
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Story-Telling Critique
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Teaching Guidelines for Vocabulary Development

• Relate new terms to students prior knowledge and
  background
• Focus on using new terms rather than memorizing
  definitions
• Use activities that demand active student
  involvement
• Help students develop strategies for acquiring
  new vocabulary
• Build a conceptual base for the new word

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Vocabulary Mini-Lessons

• Synonyms
• Antonyms
• Homonyms
• Multiple meanings
• Neologisms
• Portmanteaus
• Acronyms

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Synonym Chart