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LISTENING AND SPEAKING

CHAPTER 5. LISTENING AND SPEAKING. Hearing. Physical process. Involves reception of sound waves through minute vibrations in the outer, middle & inner ear. Listening. Mental process. Involves the active conversion of sound waves into meaningful information by the brain.

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LISTENING AND SPEAKING

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  1. CHAPTER 5 LISTENING AND SPEAKING

  2. Hearing Physical process Involves reception of sound waves through minute vibrations in the outer, middle & inner ear Listening Mental process Involves the active conversion of sound waves into meaningful information by the brain Listening vs. Hearing Listeners & speakers depend on each other for the creation and exchange of meaningful information

  3. Writing 10% Reading 15% Listening 50% Speaking 25% Average Time Spent on Communication Activities

  4. Six Steps in the Listening Process(Freshour & Bartholomew, 1989) • Receiving • Attending • Understanding • Analyzing • Evaluating • Reacting

  5. Yes No Did I listen to my students today? Did I interrupt student talk? Did I dominate class discussions? Do I look at the children when they speak? Do I listen to all children, those with special needs and others? Do I remember what they’ve told me? Do I think about (reflect on) what the students say? Do I face my body to the child who’s speaking? Do I show by my facial expression that I am listening? Sample Listening List

  6. Types of Listening (Miller, 2000) • Discriminative • Purposeful • Creative • Critical • Appreciative

  7. Integrating Listening into the Curriculum Listening and reading Listening and speaking Listening and writing

  8. Suggestions for Teaching Listening in the Classroom • Set a purpose for listening • Model good listening habits • Make sure you have everyone’s attention before speaking • Encourage students to listen to each other • Encourage note taking • Arrange your classroom for optimal listening

  9. Approaches to Teaching Listening Whole-group Small-group Learning centers

  10. 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

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

  12. 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

  13. 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

  14. Listening Assessment 1. Standardized testsDurrell Listening–Reading Series Stanford Achievement 2. Informal reading inventories

  15. 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

  16. 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.

  17. 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

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

  19. 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

  20. 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

  21. Sample Schematic Cluster: Sound of Sunshine, Sound of Rain

  22. Instructions for Using an Intellectual Kit Before the Activity • Decide on the type of kit • List the different objects to include • List your objectives • List the new vocabulary • Prepare questions to ask During the Activity You: Children: • Model language patterns • Use labels • Ask questions • Listen to children • Observe children • Evaluate • Manipulate objects • Label objects • Categorize objects • Ask questions • Role-play • Discuss with peers

  23. 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

  24. Dramatic Activities Dramatic play Movement or warm-up exercises Pantomime Choral speaking Storytelling Puppetry Reader’s theatre Theatre acting

  25. Types of Choral Speaking Antiphonal or dialogue Line-a-group or line-a-child Refrain Unison Cumulative speaking

  26. Storytelling Activities Talk boxes Story boxes Wordless books Liar’s goblet Serial stories Chalk or draw-along stories New versions and new endings

  27. Presentation of Research Name Topic Grading Period 1 2 3 4 Total Score Superior = 5 Excellent = 4 Fair = 3 Adequate = 2 Weak = 1 Content Supporting details Clarity of purpose Conclusion Introduction Presentation Main points Interesting Standard English Rate Eye contact Volume Visual Aids Manipulation Neatly prepared Support topic Appropriate size General Comments: Speaking Assessment

  28. Story-Telling Critique Student Story Title Score Appropriate Material (15 Points) Length (2 of 15) Engaging (5 of 15) Age appropriate (3 of 15) Interesting (5 of 15) Facial Expression (13 Points) Voice Inflection (50 Points) Pleasing tone (5 of 50) Variety of pitch (10 of 50) Clear diction (10 pf 50) Change for dialogue (10 of 50) Appropriate dialect (5 of 50) Variety of rate (10 of 50) Appropriate Body Movement (12 points) Special Effects/Props (10 Points) TOTAL SCORE General Comments:

  29. 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

  30. Vocabulary Mini-Lessons Synonyms Antonyms Homonyms Multiple meanings Neologisms Portmanteaus Acronyms

  31. Synonym Chart

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