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 Discussions Purpose: 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: • Restate the purpose. • Begin the conversation. One partner initiates by asking the other. What do you think about ? • Take turns and build on one another’s ideas. That’s a good idea. I also think . Explain more about . I have a different idea. I think . • Ask questions and clarify ideas that are not clear. Let’s explore that idea. Do you think ? • Summarize what they discussed. One (idea/point) we discussed was . 3. Regroup. Bring the class back together. Call on a few students to share what they discussed with their partners. See also: • Cooperative learning structures, pages BP15–BP16: Think, Pair, Share; Inside-Outside Circle; Three-Step Interview • Academic Talk flip chart for Speaking and Listening Routines 1–2 SPEAKING AND LISTENING Comprehension and Collaboration CC. CCR.SL.1 Common Core Connection for Speaking and Listening Routines 1–2 SPEAKING AND LISTENING Comprehension and Collaboration CC.CCR.SL.1 BP11 Speaking and Listening Routines
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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.
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.
• 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?