Ch 2 Flashcards
Components of Effective Oral Language Instruction
1,heuristic(learning about one’s environment),
2 imaginary (creating stories),
3 instrumental (language of expressing needs),
4 interactional (getting along with others),
5 personal (expressing personal feelings),
6 regulatory (influencing others),
7 representational (communicating information).
components of effective oral language instruction
1 listening and speaking skills.
2 teaching a variety of spoken texts. 3 creating a language learning environment a) the physical environment, b) classroom culture, c) opportunities for communication.
4 teaching and extending vocabulary and conceptual knowledge.
5 promote auditory memory,( the process of listening, processing, and remembering. )
components of language,
1 phonological development-
2 semantic developmentc
3 grammatical development
a)syntax
b)morophology
4 pragmatic development
four primary ways that oral language impacts reading skills:
:develops vocabulary.
communicates specific meanings,
teaches culture
.builds comfort with communication
ways reading impacts oral language
1 increases vocabulary
2 teaches people how to use new words in context.
3 makes people aware of common sounds, spelling patterns, and grammatical structure
4 Awareness of individual sounds within words helps people improve their pronunciation,
5 awareness of spelling and grammar helps people form proper sentences,
oral prompts
(asking students an open-ended question)oral prompts can be used to ask students to clarify story ideas, paraphrase other oral information, give multi-step directions, report on a topic, make inferences, analyze information, or even deliver a speech.
Socratic Seminars
students craft questions about a text that will open a dialogue and have thoughtful exchanges that grow their knowledge and understanding of the topic, world, and themselves.
Students in the inner circle ask their questions, dialogue, refer to the text, listen, reflect, and pull others into the conversation.
Students in the outer circle are silent and, instead of speaking, have a partner they are watching. While watching, they mark the times the partner engaged with or broke the principles of the seminar (such as asked a question, spoke well, interrupted, etc.).
Inner and outer circles rotate out.
Socratic Smackdown
One spin-off of the Socratic seminar a conversation competition where individuals work as team and are awarded or deducted points.Points are awarded for positive and acceptable behaviors and deducted for negative ones.
In some cases, students participate by sending one member from each team at a time. Other times, teachers will have an entire team enter the inner circle to dialogue on the topic for a specific amount of time. This allows each team to work toward earning as many points as possible in the dialogue.
Pop-up debate
students stand beside their desk while speaking their opinion on a topic and backing it up with relevant evidence.The teacher listens to the debate and tallies on the board each time a student speaks. Once the student has used all their turns, they are done speaking in the debate. The debate isn’t finished until every student has spoken the required number of times.
Save the Last Word
Begin with a shared text that has implications that apply to lesson, unit, or student. Next, learners need to find three sentences from the text that particularly stood out to them and write them on the front of an index card. On the back of the card, the student will write an explanation for why they selected that particular sentence. Does it remind them of a concept? Does it reflect a theme or lesson? Does it connect to a news event? Does it bring to mind a memory?this allowsnce the index card is completed, students will get within a small group of three people. Student A begins by reading one of the highlighted sentences to the others. Students B and C engage in a dialogue about the quotation.Finally, after both B and C have shared their thoughts, student A recites the information they wrote on the back of their index card. T students to comprehend, dissect, and independently discuss in a small group.
purposes of listening
to remember,
to determine meaning,
clarifying with questions,
uncovering assumptions,
using body language.
benefits of active listening
building social and cognitive skills, growing trust,
broadening perspectives,
increasing knowledge,
detecting and solving problems.
tell me what you see game
Materials required: pictures, markers or pencils, drawing paper
Start by dividing people up into pairs.
In each pair, person A is given a picture. Person B is given a sheet of paper and markers for drawing.
Person A describes the picture to Person B. Person B has to actively listen and ask engaging questions to try to figure out what the picture is and draws what he believes the picture to be.
After 3-5 minutes time is up and the results are revealed. Was person B able to use his active listening skills to figure out and draw the same picture that A was given? Discuss active listening and repeat with person B getting the picture and person A drawing the picture.
Spot the Snafu
Materials required: index cards with scenarios
Divide participants into groups and give each group an index card with a scenario, such as a group of people discussing where to eat.
Each group creates a brief skit representing five examples of poor active listening.
Demonstrate skits. Afterward, rework the skits to show good active listening in use.
Three-Minute Vacation
Materials required: None
Participants are divided into pairs.
One person will be the speaker and the other the listener, switching roles after three minutes.
The speaker talks about his dream vacation for three minutes while the partner is listening.
The listener then presents the main points of his partners vacation in a sales pitch format, selling the dream vacation as the best spot for anyone to vacation.
Team members discuss how well the listener represented and ‘‘sold’’ his dream vacation and analyze ways the dialogue could have been improved to gain more details.
Swap roles and repeat process.
Famous Pairs for active listening
Materials required: self-stick notes.
Use self-stick notes to create a list of famous pairs. For example, Bonnie and Clyde or John and Abigail Adams or Batman and Robin.
Each participant gets a sticky note stuck to his back without knowing what is written on it.
Each participant can ask other participants three questions each to try to discover his identity.
Once the participant discovers his identity, he locates who is paired with him. If this person has not yet figured out who he is, the participant cannot tell him. He must continue to work to figure it out on his own.
Line up everyone with their partner and discuss active listening.
Dictation Challenge
active listening game for middle school
This game requires students to use active listening skills to remember and write sets of words that you will read aloud. The key is to read each set of words quickly so that students must listen intently.
Tell students to take out a piece of paper. Inform them that you are going to quickly read a set of words and that they are to write down as many words as they can. Then read the following word sets:
Set 1: Saw, sew, see, she, sell, spell, seal, shell, seen
Set 2: Bow, bowl, bear, been, bee, blue, bent, blow
Set 3: Door, dorm, debt, deal, dish, down, drew, dew
Set 4: Four, feel, fell, fall, felt, free, few, fine
Set 5: Well, will, while, when, went, where, with
After you have read the sets, ask for volunteers to read the words back to you. If you are unsure about their pronunciation, ask them to spell the word.
What Did I Say?
In this game, you will read a short passage to the students, and then quiz them on comprehension.
Divide the students into small teams. Make sure their desks are cleared of paper - they are not allowed to take notes.Tell them to listen closely, and then read the following passage.
Last Saturday I went to Griffin Park with my father, my mother, my older brother, and my younger sister. When we arrived it was raining, but the rain stopped after 20 minutes. There were no picnic tables, so we put a big blue blanket on the grass. We ate roasted chicken and tuna sandwiches, and for dessert we had peanut butter cookies. My dad and older brother drank coffee, I drank orange juice, and my younger sister drank fruit juice. My mother didn’t drink anything. After we ate, my dad and sister played soccer and I threw a Frisbee with my brother. It started to get dark around 6:00 pm, so we got back into our minivan and went home. It was a great day.
Hand out one sheet of paper to each team and ask them the following listening comprehension questions. Tell them to discuss their answers quietly so that other teams don’t overhear.
Is my brother older or younger? (older)
How many picnic tables were at the park? (none)
What day did I go to the park? (last Saturday)
How long did it rain? (20 minutes)
What did my mother drink at lunch? (nothing)
After we ate, what sport did my dad and sister play? (soccer)
What did we eat for dessert? (peanut butter cookies)
What color was our blanket? (blue)
What kind of car do we have? (minivan)
What is the name of the park? (Griffin Park)
