Summary of Presentation
The purpose of the Speaking and Listening Standards Kit Presentation is to build an understanding of the six
Speaking and Listening Standards and to identify how the standards can be integrated into classroom
instruction. The Kit provides a number of resources that can help educators implement the six Speaking and
Listening Standards. All materials, including additional resources, can be found at
Speaking and Listening Standards Kit Contents
1. Speaking and Listening PowerPoint: The PowerPoint is designed for Grades K-12 and is an overview
of the six Speaking and Listening Standards.
2. Handouts and Resources That Can Accompany the PowerPoint
Article: Collaborative Conversations by Doug Fisher and Nancy Frey
PowerPoint: Speaking and Listening Presentation
Speaking and Listening Glossary
Grade Level Speaking and Listening Standards Booklets
Collaborative Conversation Sentence Stems
Talk to the Duck Strategy
PBS Online Tool
PARCC Online Tool
1. Educators can use the PowerPoint as an overview of the Speaking and Listening Standards and consider
Standards implementation for the classroom. Various resources from the kit can be used in tandem with
the PowerPoint as desired by the presenter.
2. Curriculum Coordinators or school leaders can use the Kit to provide a Speaking and Listening
overview to a K-12 audience.
3. Grade level groups may use the kit to build knowledge of the Speaking and Listening Standards
and locate resources to assist with grade level implementation.
Speaking and Listening Standards
Prepare for Facilitation
1. Read the following Facilitator’s Guide.
2. Make copies of handouts to be used.
3. Ensure that the presentation room includes internet access and video and audio capabilities.
Presentation Time Considerations:
How Much Time
Do You Have?
Use These Activities Use These Handouts
The following are suggestions for presenting the Speaking and Listening Standards Kit Presentation. The
presenter should use their best judgement on the audience needs when planning the presentation.
120 Minutes All slides All activities Use all handouts, resources, and optional
activities and handouts that match the
needs of the audience.
90 Minutes All slides All activities Eliminate Article Jigsaw Activity on
Eliminate Reciprocal Teaching Ideas
on slide 19
60 Minutes All slides Eliminate exploration of
resources. Any turn and talk
activity must be monitored
to fit the time allotted for
Eliminate Article Jigsaw Activity on
Eliminate Reciprocal Teaching Ideas
on slide 19
Eliminate Read, Rate, Re-Read
Activity on Slides 15, 16. Still take
time to describe the activity (Slides
14 & 15)
Language Standards Kit Presentation Facilitator’s Guide
Slide #1 – Title Slide
Welcome participants. Have participants share their current position and what
they hope they will learn in the session.
This slide provides participants with the outcomes for the session.
This slide shows participants the 4 strands in the ELA Standards that have anchor
standards – what students should know and be able to do by the end of their high
school career. (The foundational skills for grades K-5 are the 5th ELA strand, but
they do not have anchor standards).
Tell participants that the K-12 Anchor Standards offer a focus for instruction in
each year to help ensure that students gain adequate mastery of a range of skills
and applications. Students advancing through the grades are expected to meet
each year’s grade-specific standards and retain or further develop skills and
understandings mastered in preceding grades. Appendix A
Today we will focus on the Speaking and Listening Strand, a peek at the anchor
standards and look at the grade specific speaking and listening that is a step on
the way to each anchor standard.
If literacy levels are to improve, the aims of the English language arts classroom,
especially in the earliest grades, must include oral language in a purposeful,
systematic way, in part because it helps students master the printed word.
Besides having intrinsic value as modes of communication, listening and speaking
are necessary prerequisites of reading and writing (Fromkin, Rodman, & Hyams,
2006; Hulit, Howard, & Fahey, 2010; Pence & Justice, 2007; Stuart, Wright,
Grigor, & Howey, 2002).
Oral language development precedes and is the foundation for written language
development; in other words, oral language is primary and written language builds
on it. Children’s oral language competence is strongly predictive of their facility in
learning to read and write: listening and speaking vocabulary and even mastery of
syntax set boundaries as to what children can read and understand no matter how
well they can decode (Catts, Adolf, & Weismer, 2006; Hart & Risley, 1995; Hoover
& Gough, 1990: Snow, Burns, & Griffin, 1998).
For children in preschool and the early grades, receptive and expressive
abilities do not develop simultaneously or at the same pace: receptive
language generally precedes expressive language.
Children need to be able to understand words before they can produce and
use them. Oral language is particularly important for the youngest students.
Hart and Risley (1995), who studied young children in the context of their
early family life and then at school, found that the total number of words
children had heard as preschoolers predicted how many words they
understood and how fast they could learn new words in kindergarten.
Preschoolers who had heard more words had larger vocabularies once in
kindergarten. Furthermore, when the students were in grade 3, their early
language competence from the preschool years still accurately predicted
their language and reading comprehension. The preschoolers who had
heard more words, and subsequently had learned more words orally, were
better readers. In short, early language advantage persists and manifests
itself in higher levels of literacy.
As illustrated in the graphic on the slide, a meta-analysis by Sticht and James
(1984), found evidence strongly suggesting that children’s listening
comprehension outpaces reading comprehension until the middle school years.
The research strongly suggests that the English language arts classroom should
explicitly address the link between oral and written language, exploiting the
influence of oral language on a child’s later ability to read by allocating
instructional time to building children’s listening skills, as called for in the
Standards. Appendix A
Generally, teachers will encourage children in the upper elementary grades to
read texts independently and reflect on them in writing. However, children in the
early grades—particularly kindergarten through grade 3—benefit from
participating in rich, structured conversations with an adult in response to written
texts that are read aloud, orally comparing and contrasting as well as analyzing
and synthesizing (Bus, Van Ijzendoorn, & Pellegrini, 1995; Feitelstein, Goldstein,
Iraqui, & Share, 1993; Feitelstein, Kita, & Goldstein, 1986; Whitehurst et al., 1988).
Because, as indicated in the previous slide, children’s listening
comprehension likely outpaces reading comprehension until the middle
school years, it is particularly important that students in the earliest
grades build knowledge through being read to as well as through reading,
with the balance gradually shifting to reading independently.
By reading a story or nonfiction selection aloud, teachers allow children
to experience written language without the burden of decoding, granting
them access to content that they may not be able to read and
understand by themselves. Children are then free to focus their mental
energy on the words and ideas presented in the text, and they will
eventually be better prepared to tackle rich written content on their own.
Whereas most titles selected for kindergarten and grade 1 will need to be
read aloud exclusively, some titles selected for grades 2–5 may be
appropriate for read-alouds as well as for reading independently. Reading
aloud to students in the upper grades should not, however, be used as a
substitute for independent reading by students; read-alouds at this level
should supplement and enrich what students are able to read by
themselves. Appendix A
Have participants read slide #7. Ask participants to share out what is challenging
about integrating the speaking and listening standards with other standards.
Handouts: (The sticky note image has “2” on it to reflect the 2 handouts)
Grade Level Speaking and Listening Booklets – These booklets provide
grade specific strategies and resources for the classroom.
Glossary for Speaking and Listening Standards Terminology
This slide identifies the first three speaking and listening anchor standards. The
first three standards require students to listen o