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Buy Teaching Speaking and Listening in the Primary School 2 by Elizabeth Grugeon, Lorraine Hubbard, Carol Smith, Lyn Dawes (ISBN: ) from.
Table of contents

Classroom Dynamics - Resource Books for Teachers. Active Learning in Primary Classrooms. Learning from Teacher Research. Researching and Teaching Reading. A Handbook of Techniques for Formative Evaluation. Learning Through Storytelling in Higher Education. Becoming A Reflective English Teacher. Foundations of Primary Teaching. Progressive Guitar Method - Theory. Educating the Gifted and Talented. Challenging the More Able Language User. The Reading for Real Handbook. Goldilocks and the 3 Bears.

Association for Middle Level Education

Big Ideas in Primary Mathematics. Questioning in the Secondary School. Dr George A Brown.

KokoCat, Inside and Out. Literacy and Language in the Primary Years. Word Family Stories -at, -ice, -ail, -eat, and -aw: Developing Language and Literacy Engaging Families in Schools. Looking at Early Years Education and Care. English for Gifted and Talented Students. Every Person Is a Philosopher. Developing Early Literacy Fingerstyle Guitar Classics Volume 1. The Watsons Go to Birmingham Instructional Guides for Literature.

No one's rated or reviewed this product yet. Skip to main content. Teaching Speaking and Listening in the Primary School. This newly revised second edition looks at ways in which teachers can develop children's abilities in speaking and listening, as required by the National Curriculum.

3 Tips for Teaching Speaking and Listening Skills

The authors discuss the links between language and learning; offer case studies and suggestions for classroom practice; and provide stimulating activities to help pupils to become more articulate, coherent and effective in standard English. The book is a suitable text for students taking primary initial teacher training courses. This is the opportunity to talk to students about how they present themselves to the world. I have to admit I got this idea from my dad.


Growing up, I noticed that he'd always answer the phone by saying his name: A friend of mine once jokingly said to me, "When you answer the phone, it's like I'm talking to someone important. Feeling comfortable to assert yourself begins with self-assurance to speak up—both literally and figuratively.

Another simple way for students to gain confidence is through a management tool that also promotes a collaborative environment where students collectively establish meaning. When we are having a discussion in class, I call on the first student and then tell students we are going to go into "rotating chair" mode.

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This means that the first student will summarize what I said, then add his or her own comment or opinion. That student then calls on the next student, who does the same thing. It might sound like this: Chandler said that fate was really important to the story. Jill agreed but also stated that family relationships were really highlighted by the author. I didn't think of it that way.

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I thought the author was trying to explain human greed. After several students have contributed in this fashion, I jump in and ask a clarifying question or broach a new topic. Students exercise their listening skills because they have to summarize the comments of those prior to them in the conversation; they hone their speaking skills by adding to the conversation.

This, of course, supports students as they "Engage effectively in a range of collaborative discussions one-on-one, in groups, and teacher-led with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

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This strategy is great for discussions because it prevents students from waving their hands wildly in the air, only to say the exact same thing as the person before them because they were not listening, just thinking of what they were going to say. The result is great discourse and another opportunity for students to become more self-assured through speaking and listening. Project-based learning is an inquiry-based unit of study that begins with a burning question that students will answer through research, collaboration, and creative expression.

Students eventually will need to present their findings to an authentic audience of both their peers and members of the community—whether that be the school community of parents and administrators or local community members. Their final presentation is an opportunity to synthesize the information they have found and share it in a meaningful way.

The Common Core Standards are explicit in their expectations of research, technology use, and students' need for a polished exhibition of ideas: In addition to addressing the speaking and listening standards, project-based learning builds community while addressing all four of the 21st-century C's: This is an important note for those teachers who may feel that projects, presentations, and collaboration don't fit into the prescribed curriculum.

So many times, teachers are laser-focused on the standards that are tested; yet, the speaking and listening standards encompass the skills that are in all likelihood going to get your students in the proverbial door.

Teaching, Speaking, and Listening in the Primary School: Literacy Through Oracy - Google Книги

Not only is it beneficial to students' futures, but a focus on speaking and listening skills creates a climate of respect. The "S" stands for sitting up straight, the "L" is for lean forward and listen, "A" is for answer, "N" is for nod your head, and "T" is for track the speaker.

These are active listening strategies that keep students engaged and promote a classroom environment that values all voices, perhaps the most important 21st-century lesson of them all.