Student Learning

English Developmental Continuum P–10 – Speaking & Listening

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Purposes of communication: scaffolding learning from 1.25

 

Indicators of Progress

  • Students communicate briefly with others, for example, in small groups with familiar peers or adults, listen and respond to what others say, take turns to speak, and talk about how they and others participate in conversations, using ‘the rules’ for taking turns and contributing in groups.
  • Students explain their views to others, and decide how to report the group’s views to a larger group, for example, they work out and agree on criteria they would use to select a new video for the class to watch.
  • Students modify the tone, volume and pace of their speech to communicate what they want to say most clearly.

 

Teaching Strategies

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During speaking and listening: Tuning in to ideas

The learning and teaching approach for speaking and listening is illustrated for students responding to the serial story Little Obie and the Flood written by Martin Waddell and published by Walker Books Ltd, London in 1991.

Use correct intonation, volume, pace and voice in speaking

Read one or two paragraphs with poor expression and mumble some of the words or say them very softly. Pause at inappropriate times. Ask students, Was this interesting/good to listen to? How could I improve the way I read the story? Note the students’ suggestions:

  • Say it so I can hear it.
  • Say it so it is exciting.
  • Say some parts fast and some slow.
  • Stop at the right places.

Read these paragraphs again with correct intonation, volume, pace and voice, and repeat some of the key ideas for greater emphasis. Students decide if they enjoy listening to the story more on this occasion. Use their evaluations and comments to guide their future speaking.

Communicate using appropriate voice and intonation

Use appropriate voice, pausing patterns and intonation. Remind students of the ‘good things to do’ when reading a story. Draw attention to these earlier suggestions, for example:

  • Say it so we can hear it.
  • Look at the people you are talking to.
  • Say it so it is exciting.
  • Say some parts fast and some slow.
  • Stop at the right places.

Students practise retelling parts of the story before speaking to a larger group.