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Literacy Professional Learning Resource – Teaching Strategies

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VELS level 4 – Speaking and listening strategies

This section includes information on three strategies which may be used to support the development of students' speaking and listening skills in phases of a planned learning and teaching sequence. Each of the strategies is illustrated using the text Danny the Champion of the World.

See also: VELS level 4 – Further speaking and listening strategies.

The three strategies are:

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Getting your knowledge ready

  • identify questions a text may answer.

Students are told that, in listening to chapters of the text, problems or issues in the text will develop. They suggest the types of questions the text might answer. For example, they suggest possible answers to the questions presented.

Reference: Speaking and listening - Communicating orally (Ability to learn oral language): scaffolding learning from 3.25

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Tuning in to ideas

  • listen and respond to new ideas.

Students listen to chapters four to six of the text Danny the Champion of the World and respond to questions for each chapter. Students introduce each chapter by saying its title and guessing what it might reveal. For example:

  • For the chapter My Father's Deep Dark Secret: students may suggest that it will tell them something Danny didn't know about his father.
  • For the chapter Mr Hazell: students may suggest that it will tell them something about Mr Hazell and his connection to Danny and his father.

Students hear each chapter read. They practise visualising the story as they listen and then describe the picture they have made. They add to the sequence of events by answering literal questions that cue them to:

  • focus on the new ideas mentioned in the text
  • visualise the new ideas and identify questions answered
  • link the new ideas with those that they knew already.

To review the text, students answer relevant literal questions.

For example, in chapter four:

  • What does the paragraph beginning with 'you will learn ...' mean?
  • What does Danny mean by quirkier quirks and deeper secret?
  • What does 'the silence was deathly' mean?
  • What picture does it help you make?
  • Why did the author talk about the quiet night like this?
  • How do you think Danny felt when he couldn't find his father?
  • How do you think Danny felt when he heard the footsteps? Put yourself in Danny's position and describe how you would have felt.
  • What was the effect of saying, 'tap ... tap ... tap ... tap'?
  • What is meant by 'a powerful yearning'?
  • What is poaching?

Reference: Speaking and listening - Ideas communicated: scaffolding learning from 3.25

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Consolidating and reviewing

  • reflect on communication behaviours

Students are encouraged to reflect on the ways of behaving that helped them to learn by listening and speaking and share their ideas with others. They draft a list of effective communicating behaviours. The list could include:

  • speak loudly and clearly
  • listen to what others say
  • avoid speaking until others have finished
  • respond to what others say politely
  • take turns when speaking
  • pause to allow others to make comments and to ask questions
  • listen to the suggestions of others
  • work out simple rules for turn-taking and contributing in group work
  • adjust your speed to help others understand what you mean.
  • keep people interested in what you are saying.

Students gradually add to this list as they identify and develop other effective communicating behaviours. Teachers use this list to help students identify and use effective communication strategies.

References:

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