Speaking and Listening -...

Speaking and Listening

Research Basis: Research shows that students have few opportunities to engage in meaningful academic conversations in school and that speaking is the neglected skill. For learning to take place, we need to shift from the teacher delivering all the instruction to having lessons built around academic discussion with increased productive student talk. (Cazden, 1988, 2001).

Speaking and Listening Routine 1

Partner DiscussionsPurpose: Support students in making effective and successful use of partner discussion time.

1. Provide a discussion topic and assign partners.

2. Monitor discussions. Partners should:

• Restatethepurpose.• Begintheconversation.Onepartnerinitiatesbyaskingtheother.

What do you think about ?• Taketurnsandbuildononeanother’sideas.

That’s a good idea. I also think . Explain more about . I have a different idea. I think .

• Askquestionsandclarifyideasthatarenotclear. Let’s explore that idea. Do you think ?

• Summarizewhattheydiscussed. One (idea/point) we discussed was .

3. Regroup.Bringtheclassbacktogether.Callonafewstudentstosharewhattheydiscussedwiththeir partners.

See also:

• Cooperativelearningstructures,pagesBP15–BP16:Think,Pair,Share;Inside-OutsideCircle; Three-StepInterview

• AcademicTalkflipchart

Common Core Connection

for Speaking and Listening Routines 1–2SPEAKING AND LISTENINGComprehension and Collaboration

CC. CCR.SL.1

Common Core Connection

for Speaking and Listening Routines 1–2SPEAKING AND LISTENINGComprehension and Collaboration

CC.CCR.SL.1

BP11 Speaking and Listening Routines

BP1-BP35_93797_ROU.indd 11 2/19/15 2:43 PM

Speaking and Listening Routine 2

Group ConversationsPurpose: To ensure that everyone in the group conversation has a part to play.

1. Form groups. Provide a discussion topic.

2. Assign roles and monitor discussions. Be sure to vary the roles in discussions throughout the year so that all students have a turn assuming each role. Encourage students to follow a process.

• Thefacilitator restates the purpose and begins the conversation. We’re talking about . Our topic is . Does anyone have any ideas?

• Allmemberstaketurnsandbuildononeanother’sideas. has a good idea. I also think .

Not only , but .• Thefacilitator ensures that no one dominates the conversation.

, let’s let someone else speak.• Theencouragerpraisesparticipatorsandencouragesthosewhoarenottalkingasmuch.

could you share some of your ideas about ? What do you think, ?

• Everyoneasksquestionsandclarifiesideasthatarenotclear. What do you mean by ?

• Thetime keeperletsthegroupknowwhentherearefiveminutesleft.• Thenote taker summarizes what the group discussed.

3. Regroup.Bringtheclassbacktogether.Callonafewnotetakerstosharewhattheirgroupsdiscussed.

See also:

• Cooperativelearningstructures,pagesBP15–BP16:Corners,Fishbowl,Jigsaw,Roundtable

• AcademicTalkflipchart

SpeakingandListeningRoutines BP12

BP1-BP35_93797_ROU.indd 12 2/19/15 2:47 PM

Speaking and Listening, continued

Speaking and Listening Routine 3

PresentationsPurpose: To support students in making effective, successful presentations and to ensure that listeners participate actively.

1. Provide practice time. Allow time for students to practice their presentations with partners. Monitor practice to ensure students:

• Speakclearly.• Pronounceimportantwordscorrectly.• Chooseformallanguagethatsuitstheaudience,task,andpurpose.• Makegoodeyecontact.• Usegesturesasappropriate.

2. Monitor presentations. Speakersshould:

• Setupthemultimediapartoftheirpresentation.Theycanchoosefromgraphics,soundrecordings, and visual displays as needed to support the main ideas.

• Introducetheirpresentation. My/Our presentation is about . I/We chose this topic because .• Telltheaudiencewhattheywillseeorhear. You are going to see/hear . I/We will show you .• Setapurposefortheaudience(ifapplicable). Listen for . See if you understand why .• Statethemainideaoftheirpresentation. In this presentation, I /we plan to (explain/discuss/compare .• Explainthematerial,usingtransitionswordseffectively. First, . Next, . Finally, . However, . In addition, . Therefore, .• Concludetheirpresentationandrestatethemainidea. In conclusion, . I/We hope you have an idea about .• Thanktheaudienceandaskforquestions. Thank you for your time. Do you have any questions about ?

Common Core ConnectionCommon Core Connection

for Speaking and Listening Routine 3SPEAKING AND LISTENINGComprehension and Collaboration

CC.CCR.SL.3

Presentation of Knowledge and Ideas: CC.CCR.SL.4 CC.CCR.SL.5 CC.CCR.SL.6

BP13 SpeakingandListeningRoutines

BP1-BP35_93797_ROU.indd 13 2/19/15 2:53 PM

3. Prompt the audience. Listeners should:

• Listenattentively.• Jotdownkeywordstoremembermainideas.• Makeeyecontactwiththespeaker.Smileornodtoshowtheyarelisteningattentively.• Trytounderstandthemessage.• Askquestionsiftheydon’tunderstandsomething. What does mean? Could you explain again?

4. Conclude. Followupwithabrief,whole-classdiscussionofthepresentation.Asktheaudiencetosummarizethemainideaspresentedandexplainifandhowtheyaresupportedbyreasonsand/orevidence.

See also:

• AcademicTalkflipchart

SpeakingandListeningRoutines BP14

BP1-BP35_93797_ROU.indd 14 2/19/15 2:53 PM