specific curriculum outcomes: speaking and listening ... · pdf fileatlantic canada english...

ATLANTIC CANADA ENGLISH LANGUAGE ARTS CURRICULUM: K3 53
SPECIFIC CURRICULUM OUTCOMES: SPEAKING AND LISTENING
SpecificCurriculumOutcomes
Speakingand Listening
* Talk is defined as both speaking and listening, the flexible inter-change of ideas, feelings and experiences created by the individualsparticipating in any talk event (including electronic exchanges andalternative communication, such as sign language and communica-tion boards).
It is important that students use talk* to explore, extend, clarify, andreflect on their thoughts, feelings and experiences. Students shouldhave opportunities to use talk to communicate and understandinformation and to respond personally and critically. Students shouldinteract with sensitivity and respect, considering the situation, audi-ence and purpose.
Foundation for the Atlantic CanadaEnglish Language Arts Curriculum

ATLANTIC CANADA ENGLISH LANGUAGE ARTS CURRICULUM: K354
1. Students will speak and listen to explore, extend, clarify, and reflect on theirthoughts, ideas, feelings, and experiences.
Outcomes: EMERGENTOutcomes: EMERGENTOutcomes: EMERGENTOutcomes: EMERGENTOutcomes: EMERGENT Suggestions for Teaching/LearningSuggestions for Teaching/LearningSuggestions for Teaching/LearningSuggestions for Teaching/LearningSuggestions for Teaching/Learning
Create the environments, both physical and psychological that promotetalking in the classroom.
Provide opportunities and encourage students to tell stories, reportinformation, and describe experiences and events (e.g., news time).
Give students opportunities to express feelings (e.g., responding toliterature and music; talking about things that make them happy andsad).
Give students opportunities to talk in partners, a non-threatening wayto give less confident students practice in speaking and listening.Students might interview one another asking questions, such as Whatare you good at doing? What do you like to do after school? What isyour favourite toy? What is your favourite game and how do you playit?
Use the strategy of talking in partners as a way to engage students indiscussion of personal experiences related to a book the class is reading,as part of a brainstorming activity, and/or as part of a getting to knowyou activity.
Make show and tell an opportunity to help students develop theirvocabulary knowledge and abilities to describe items.During show and tell time, model asking questions using the who,what, why, when, and where format.
Model the kinds of open-ended questions you would like students toask.
Help students make connections between what they are hearing andtheir own experiences (e.g., That reminds me of the time Thatmakes me think about Remember in the story when I used to)Involve students in group problem-solving activities. Learning centresprovide many opportunities for this to happen naturally.Involve the whole group in discussing classroom events and experi-ences.Invite students to share journal entries and share ideas and opinionsorally. Ask other students to respond by commenting on and askingquestions.
Students will be expected to
express feelings and give simpledescriptions of past experiences
begin to ask and respond toquestions, seeking information(who? what? why? where? when?)
express opinions (I like ; Idont like )
listen to the ideas and opinionsof others

Suggestions for AssessmentSuggestions for AssessmentSuggestions for AssessmentSuggestions for AssessmentSuggestions for Assessment Notes/VignettesNotes/VignettesNotes/VignettesNotes/VignettesNotes/Vignettes
Talking JournalWe believe children need many formal and informal opportunities toexpress themselves orally and to listen to others. To begin the day,children assemble on the rug.Children and adults take turns telling something of personal impor-tance. Sometimes children share special articles brought from home.Active listening is an important part of talking journal time. Childrenare encouraged to comment and/or question.We take note of the frequency and nature of the childrens talk as wellas their comments and questions. Some behaviours we watch for areaudible voice, eagerness to share, ability to speak without a prop,interest in others presentations, quality of questions and comments,and ability to listen actively.
Class MeetingsMany kindergarten classes hold class meetings to explore conflicts thataffect the entire class. Since the issues most often have their roots in thereal-life everyday happenings of the children, they have a vested interestin the problem and its solution. Since emotions tend to run high, anobject such as a feather or a hat can be used to designate the speaker.
Sharing BagI use a Sharing Bag to encourage speaking and listening in my kinder-garten class. Each day one student brings a special item in a sharingbag, and the other children pose up to twenty questions, which mustbe answered with a yes or no, to determine what is in the bag. Thechildren quickly become astute listeners as they assess the value of thequestions (e.g., We already know that.) The questioning then be-comes more open-ended as the children seek information about theitem (e.g., Why is it special?)
Use observations and anecdotalrecords to note the confidenceand ease with which students talkabout personal experiences,express thoughts and feelings, askand respond to questions, andexpress opinions.
Make use of checklists such as thefollowing:. talks socially with classmates. listens to others. follows directions. gives clear directions. stays on topic. asks/answers questions. contributes to group discussion. uses appropriate volume and
tone for the speaking occasion. listens with comprehension to
various types of text. shows confidence and commu-
nicates effectively when makingoral presentations

ATLANTIC CANADA ENGLISH LANGUAGE ARTS CURRICULUM: K356
2. Students will be able to communicate information and ideas effectively andclearly, and to respond personally and critically.
Outcomes: EMERGENTOutcomes: EMERGENTOutcomes: EMERGENTOutcomes: EMERGENTOutcomes: EMERGENT Suggestions for Teaching/LearningSuggestions for Teaching/LearningSuggestions for Teaching/LearningSuggestions for Teaching/LearningSuggestions for Teaching/Learning
Students will be expected to
participate in conversation and insmall- and whole-groupdiscussion
begin to use gestures and tone toconvey meaning
respond to and give simpledirections or instructions
engage in simple oral presenta-tions and respond to oral presen-tations and other texts
Create a classroom environment that encourages interaction and talk.Provide situations that invite students to engage in meaningful talk(e.g., oral discussion about texts read aloud or viewed, field trips,presentations, problem solving, etc.).
Involve students in explaining simple processes to classmates andclassroom routines to visitors to the classroom (e.g., the principal).
Encourage role-play (e.g., play telephones, hospital, school, restaurant).After reading a story several times, have students act out the story. Thiscan be part of a learning centre, or it can be presented to the class.During role-play situations or story enactments, comment on howstudents supplement the meaning through their use of gestures and/ortone of voice.After reading a story have children role-play different characters and askthem to show what the character might do, or how they would sound asthey talk (use examples where students can use different tones of voiceto convey meaning).
Provide opportunities for students to engage in dramatic play andchoral speaking.
Provide opportunities for students to listen and respond to guestpresentations in the classroom (e.g., fireman, author, artist)Show students a video presentation of a book previously read andinvolve students in talking about which they prefer, the differences andsimilarities between them, etc.Have students respond in various ways to texts read aloud (e.g., art,drama, writing).

Observe students abilities toparticipate in conversation inone-to-one situations as well as ingroup interactions.
Observe which children respondto non-verbal communicationduring classroom routines andgroup discussions.
When observing children giveand follow directions, considerwhich aspects of language (if any)cause them difficulties (e.g.,concept knowledge, memoryload, having a purpose, attention)
Suggestions for AssessmentSuggestions for AssessmentSuggestions for AssessmentSuggestions for AssessmentSuggestions for Assessment Notes/VignettesNotes/VignettesNotes/VignettesNotes/VignettesNotes/Vignettes
In a grade 1 class, one of the ongoing projects is an All About book.While the end product, the book about each child, is a wonderfulkeepsake, another important component of the activity is the interviewprocess. The children ask questions of the Special Person on such topicsas where they live, with whom, favourite pets, sports, activities, and soon. The interviewee controls the session. He/she chooses who will askthe questions. There is an established criteriayou can only ask peoplewho havent had a turn and who are paying attention. Boys cant just askboys. The children practise for weeks so that they will be prepared forthe interview.
When a new child enters our school, he/she is introduced. Then as agroup, the children explain how to be happ

specific curriculum outcomes: speaking and listening ... · pdf fileatlantic canada english...

Documents