Standard 1: Speaking and Listening
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Students will speak and listen effectively in a variety of situations including, but not limited to, responses to reading and writing.
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READING: Students will develop and apply effective communication skills through speaking and active listening. |
K.1.R.1 Students will actively listen and speak using agreed-upon rules for discussion with guidance and support. |
Student Actions
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Teacher Actions
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With guidance and support:
- Students will show they are listening by looking at the speaker.
- Students will take turns when speaking.
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Students at this level require guidance and support during instructional opportunities for this objective.
- Teachers explain and model what it looks like to actively listen to a speaker.
- Teachers provide opportunities to practice what it looks like when someone is actively listening.
- Teachers monitor and provide verbal and/or nonverbal cues to remind students how to actively listen to a speaker.
- Teachers explain and model how to take turns when speaking with a partner, a small group, and the whole class.
- Teachers provide students with opportunities to take turns while speaking to a partner, a small group, and the whole class.
- Teachers monitor and provide verbal and/or nonverbal cues to remind students how to take turns when speaking.
- Teachers provide opportunities for students to receive feedback while taking turns speaking.
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Supporting Resources
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Teacher Insights
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15 Activities to Build Listening Skills (webpage) |
- When students are being active listeners, they are hearing and thinking about what is being said.
- Students are able to respond to conversations that are being shared around and to them.
- At this stage, students will need teacher support as they develop active listening skills.
- Young children have a hard time waiting their turn to speak and will many times blurt out when reminded of shared experiences. It is important to provide reminders about appropriate speaking expectations.
- Agreed upon rules are developed by the class with teacher guidance and may include:
- Face the speaker
- One speaker at a time
- Everyone participates.
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Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.
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