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8-1-R-1

Page history last edited by Tanya Phillips 5 years, 6 months ago Saved with comment

 

Standard 1: Speaking and Listening

Students will speak and listen effectively in a variety of situations including, but not limited to, responses to reading and writing.

 

READING: Students will develop and apply effective communication skills through speaking and active listening.
8.1.R.1 Students will actively listen and speak clearly using appropriate discussion rules with control of verbal and nonverbal cues.

Student Actions 

Teacher Actions 

  • Students will actively listen by using appropriate body language.
  • Students will clearly share ideas.
  • Students will use and interpret verbal and nonverbal cues effectively.
  • Students will understand how to take turns when speaking.

 

 

 

  • Teachers demonstrate and model active listening through appropriate body language.

  • Teachers provide opportunities for students to practice active listening with appropriate body language.

  • Teachers monitor and provide verbal and/or nonverbal cues to remind students how to actively listen to a speaker.

  • Teachers identify the skills that students need to practice, i.e. waiting their turn, using appropriate volume, rate, eye contact, body language. Provide time for explicit instruction or review and practice of these skills.
  • Teachers monitor and provide verbal and/or nonverbal cues to remind students how to actively listen to a speaker.
  • Teachers provide opportunities for students to share ideas with a partner, a small group, and the whole class.
  • Teachers monitor and provide opportunities for students to receive feedback.
  • Teachers demonstrate and model verbal and nonverbal cues.
  • Teachers model examples such as actively listening to a student and then responding with, “I hear what you are saying, however… ” and then take your turn providing opposing input.
  • Teachers provide opportunities to use appropriate verbal and nonverbal cues.
  • Teachers provide examples such as, “I agree with what you are saying, and furthermore…” to provide supporting ideas and extensions of ideas being discussed.

 

 

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Supporting Resources 

Teacher Insights 

OSSBA Oklahoma Library of Digital Resources Grade 8

Teachingchannel.org: 5 Strategies to Meet the Speaking and Listening

Standards

Whole Brain Teaching – Discussion Rules with Verbal and Nonverbal Cues

Conver-stations

Listening Skills [video]

Talk Moves [video] 

 

  • Active listening is the pursuit of what another person says and feels to improve mutual understanding. Active listening involves hearing content, listening for tone, observing body language, paraphrasing, summarizing, questioning, clarifying, and reflecting.

  • Body language, and particularly eye contact, differs in cultures.  For example, some cultures may view prolonged eye contact as aggression.

  • Student reactions have many factors, including culture, mood, and thinking process that could be misread.

  • Secondary students still need instruction, reminders, and opportunities for practice.

  • Discussion rules change depending on the conversation situation: one-to-one, small group, and large group.

  • Proper listening and speaking skills are necessary to help student convey ideas effectively as well as supporting them as they interpret the ideas being delivered by others.

  • Some students need to learn to value their own input and verbalize it. Other students need to learn the value of listening to others’ opinions.

  • This skill is more than taking turns to speak. It is part of the process that teaches students to find valuable input and effective times to express their thoughts.

  • Verbal cues include words, phrases, and tone of voice that speakers use to add emphasis, clarify organization, make connections, and create ethos.

  • Nonverbal cues include pauses, facial expressions, eye contact, gestures, and body language.

  • Contributions to group discussions should also have clear expectations and instructional time. 

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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