SPECIFIC CURRICULUM OUTCOMES: SPEAKING AND LISTENING

Specific
Curriculum
Outcomes

Speaking It is important that students use talk* to explore, extend, clarify, and
reflect on their thoughts, feelings and experiences. Students should
and Listening have opportunities to use talk to communicate and understand
information and to respond personally and critically. Students should
interact with sensitivity and respect, considering the situation, audi-
ence and purpose.

Foundation for the Atlantic Canada

English Language Arts Curriculum

* Talk is defined as both speaking and listening, the flexible inter-

change of ideas, feelings and experiences created by the individuals
participating in any talk event (including electronic exchanges and
alternative communication, such as sign language and communica-
tion boards).

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SPECIFIC CURRICULUM OUTCOMES: SPEAKING AND LISTENING

1. Students will speak and listen to explore, extend, clarify, and reflect on their
thoughts, ideas, feelings, and experiences.

Outcomes: EMERGENT Suggestions for Teaching/Learning

Students will be expected to Create the environments, both physical and psychological that promote
talking in the classroom.
express feelings and give simple
descriptions of past experiences Provide opportunities and encourage students to tell stories, report
information, and describe experiences and events (e.g., news time).
begin to ask and respond to
questions, seeking information Give students opportunities to express feelings (e.g., responding to
(who? what? why? where? when?) literature and music; talking about things that make them happy and
sad).
express opinions (I like … ; I
don’t like …) Give students opportunities to talk in partners, a non-threatening way
to give less confident students practice in speaking and listening.
listen to the ideas and opinions Students might interview one another asking questions, such as What
of others are you good at doing? What do you like to do after school? What is
your favourite toy? What is your favourite game and how do you play
it?

Use the strategy of talking in partners as a way to engage students in

discussion of personal experiences related to a book the class is reading,
as part of a brainstorming activity, and/or as part of a getting to know
you activity.

Make show and tell an opportunity to help students develop their

vocabulary knowledge and abilities to describe items.
During show and tell time, model asking questions using the who,
what, why, when, and where format.

Model the kinds of open-ended questions you would like students to

ask.

Help students make connections between what they are hearing and
their own experiences (e.g., That reminds me of the time … That
makes me think about … Remember in the story when … I used to
…)
Involve students in group problem-solving activities. Learning centres
provide many opportunities for this to happen naturally.
Involve the whole group in discussing classroom events and experi-
ences.
Invite students to share journal entries and share ideas and opinions
orally. Ask other students to respond by commenting on and asking
questions.

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 SPECIFIC CURRICULUM OUTCOMES: SPEAKING AND LISTENING

Suggestions for Assessment Notes/Vignettes

Use observations and anecdotal Talking Journal

records to note the confidence We believe children need many formal and informal opportunities to
and ease with which students talk express themselves orally and to listen to others. To begin the day,
about personal experiences, children assemble on the rug.
express thoughts and feelings, ask Children and adults take turns telling something of personal impor-
and respond to questions, and tance. Sometimes children share special articles brought from home.
express opinions. Active listening is an important part of talking journal time. Children
are encouraged to comment and/or question.
Make use of checklists such as the We take note of the frequency and nature of the children’s talk as well
following: as their comments and questions. Some behaviours we watch for are
. talks socially with classmates audible voice, eagerness to share, ability to speak without a prop,
. listens to others interest in others’ presentations, quality of questions and comments,
. follows directions and ability to listen actively.
. gives clear directions
. stays on topic Class Meetings
. asks/answers questions Many kindergarten classes hold class meetings to explore conflicts that
. contributes to group discussion affect the entire class. Since the issues most often have their roots in the
. uses appropriate volume and real-life everyday happenings of the children, they have a vested interest
tone for the speaking occasion in the problem and its solution. Since emotions tend to run high, an
. listens with comprehension to object such as a feather or a hat can be used to designate the speaker.
various types of text
. shows confidence and commu- Sharing Bag
nicates effectively when making I use a Sharing Bag to encourage speaking and listening in my kinder-
oral presentations garten class. Each day one student brings a special item in a sharing
bag, and the other children pose up to twenty questions, which must
be answered with a yes or no, to determine what is in the bag. The
children quickly become astute listeners as they assess the value of the
questions (e.g., “We already know that.”) The questioning then be-
comes more open-ended as the children seek information about the
item (e.g., “Why is it special?”)

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SPECIFIC CURRICULUM OUTCOMES: SPEAKING AND LISTENING

2. Students will be able to communicate information and ideas effectively and

clearly, and to respond personally and critically.

Outcomes: EMERGENT Suggestions for Teaching/Learning

Students will be expected to Create a classroom environment that encourages interaction and talk.
Provide situations that invite students to engage in meaningful talk
participate in conversation and in (e.g., oral discussion about texts read aloud or viewed, field trips,
small- and whole-group presentations, problem solving, etc.).
discussion
Involve students in explaining simple processes to classmates and
begin to use gestures and tone to classroom routines to visitors to the classroom (e.g., the principal).
convey meaning
Encourage role-play (e.g., play telephones, hospital, school, restaurant).
respond to and give simple After reading a story several times, have students act out the story. This
directions or instructions can be part of a learning centre, or it can be presented to the class.
During role-play situations or story enactments, comment on how
engage in simple oral presenta- students supplement the meaning through their use of gestures and/or
tions and respond to oral presen- tone of voice.
tations and other texts After reading a story have children role-play different characters and ask
them to show what the character might do, or how they would sound as
they talk (use examples where students can use different tones of voice
to convey meaning).

Provide opportunities for students to engage in dramatic play and

choral speaking.

Provide opportunities for students to listen and respond to guest

presentations in the classroom (e.g., fireman, author, artist)
Show students a video presentation of a book previously read and
involve students in talking about which they prefer, the differences and
similarities between them, etc.
Have students respond in various ways to texts read aloud (e.g., art,
drama, writing).

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 SPECIFIC CURRICULUM OUTCOMES: SPEAKING AND LISTENING

Suggestions for Assessment Notes/Vignettes

Observe students’ abilities to In a grade 1 class, one of the ongoing projects is an All About book.
participate in conversation in While the end product, the book about each child, is a wonderful
one-to-one situations as well as in keepsake, another important component of the activity is the interview
group interactions. process. The children ask questions of the Special Person on such topics
as where they live, with whom, favourite pets, sports, activities, and so
Observe which children respond on. The interviewee controls the session. He/she chooses who will ask
to non-verbal communication the questions. There is an established criteria—you can only ask people
during classroom routines and who haven’t had a turn and who are paying attention. Boys can’t just ask
group discussions. boys. The children practise for weeks so that they will be prepared for
the interview.
When observing children give
and follow directions, consider
which aspects of language (if any) When a new child enters our school, he/she is introduced. Then as a
cause them difficulties (e.g., group, the children explain how to be happy in our school. Some
concept knowledge, memory interesting observations are made in addition to the expected rules …
load, having a purpose, attention) “You have to do your best, even if you can’t do a lot.”

Alexandra Day’s “Carl” series are wonderful books to inspire oral

language. After discussing Carl’s scrapbook, my primary class put
together a presentation of their family occasions. Some did a scrapbook
of photos, some cut out pictures from magazines, some drew pictures,
some made posters. Parents often wrote explanations underneath. Each
child then talked about their family, using the project to explain. They
answered any questions and explained what was happening, initially
pointing and using single words or simple phrases. As confidence
increased, so did the complexity of sentences and expressions.

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3. Students will be able to interact with sensitivity and respect, considering the
situation, audience, and purpose.

Outcomes: EMERGENT Suggestions for Teaching/Learning

Students will be expected to Model and explicitly discuss and describe co-operative behaviours/social
conventions (e.g., sharing materials; turn-taking in conversation; asking
demonstrate that they are becom- permission to join an activity or use materials; showing respect and
ing aware of social conventions in consideration for others; offering/asking for help; using polite conven-
group work and co-operative play tions such as please, thank-you, excuse me).
Discuss appropriate and inappropriate behaviour.
Use a talking stick to focus attention on taking turns.
Begin to talk about how to work in groups. Give students specific
assignments within their co-operative groups. Discuss and model the
roles and responsibilities of each group member. Have the group
determine if they were successful (e.g., Were we able to answer our
questions/complete the assignment/do the job?).

develop the concepts/vocabulary Explore feelings and help students develop the vocabulary of feelings by
of feelings and an awareness that encouraging them to talk about feelings they have and how they express
some vocabulary choices can hurt them.
people - Brainstorm some feelings with students.
- Ask students how they might express each feeling (smiling,
singing, crying, etc.).
- Invite students to choose a feeling and act it out while the rest
of the class tries to guess what the feeling is.
Sing the song, When You’re Happy and You Know It, Clap Your Hands.
Involve students in making up other verses for feelings they have
identified.
Discuss texts read aloud to students in terms of the characters and their
feelings, e.g.,
- How did Katrina feel? Why did she feel that way?
- How did Robert feel when Andy called him a scaredy cat?
- Has anything like that ever happened to you?
Develop the use of I- messages in the classroom and on the playground.
When conflicts arise, have students use these messages to describe how
they feel and why.
Involve students in categorizing language as language that hurts or
language that makes you happy.

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Suggestions for Assessment Notes/Vignettes

Use observation/anecdotal Miss Kamari helped her Kindergarten (Primary) students think about
records to listen to students’ language choices and their effects on people’s feelings by helping the
conversations as they work in class to create a T-Chart.
groups. Note the extent to which Words that Hurt Me Words that Make Me Feel Good
they Stupid! Good Job!
- take turns communicating Fraidy Cat! I like you.
- share materials Carrot Top Will you be my friend?
- agree and disagree using Sissy Thank you for helping me.
appropriate language Dummy You do that really well.
- use polite conventions Fatty I like it when you …
- offer/ask for help You talk funny.
- etc.

After involving my grade 1 students in a number of activities which

focused on feelings, I made a feelings wheel on a sheet of bristol board
Observe/note and attached a movable arrow to the centre. My students took turns
spinning the arrow. After the class had identified the feeling word where
- appropriate use of vocabulary the arrow stopped, the spinner mimed or acted out the feeling, and the
to denote feelings class talked about some events that could have caused the feeling.

- identification of feelings
Feelings Wheel
- ability to differentiate between
language that hurts and
language that affirms

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SPECIFIC CURRICULUM OUTCOMES: SPEAKING AND LISTENING

1. Students will speak and listen to explore, extend, clarify, and reflect on their
thoughts, ideas, feelings, and experiences.

Outcomes: EARLY Suggestions for Teaching/Learning

Students will be expected to Create environments, both physical and psychological, that promote
talking in the classroom.
express thoughts and feelings and
describe experiences Have students discuss how characters in books feel and why they feel
that way. Provide time for students to discuss related experiences in
their own lives in small- and large-group settings.
ask and respond to questions to
clarify information or gather Involve students in discussions about classroom events and experiences.
further information
Organize show and tell time as a guessing game. The student with the
item gives three clues and the class tries to guess what it might be. They
express opinions and give simple can ask questions to help with their guesses. Use a vocabulary wheel
explanations for some of their (see Appendix 1, p. 259) to model the kinds of questions that will help
opinions describe the item in more detail. After the item is guessed, the wheel
(I like …because) can be used to describe it, and the description can be charted. Sharing
such information with parents/caregivers can be useful as they help the
child prepare at home.
listen to others’ ideas and
opinions Invite students to share journal entires and share ideas and opinions
orally. Ask other students to respond by commenting and asking
questions.
Model responses during writing conferences to help students learn to
express and support opinions and to help one another with simple
revisions (e.g., I liked your story because … or I didn’t understand the
story when …).

Involve students in group problem-solving activities based on the

curriculum—math, science, social studies, as well as language arts.

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Suggestions for Assessment Notes/Vignettes

Use observations and anecdotal Children in my class assemble on the rug at the end of the day for a
records: sharing time. They are invited to tell the class about something they
- observe children in small- and learned or accomplished that day.
large-group situations and note
their willingness to listen to
others and consider their ideas, Many discussions in Mrs. Q’s Primary room centre on the theme of
as well as the confidence and respect for differences. When children are asked for their opinions, it is
ease with which they talk about important for them to realize that they might not all have the same
their personal experiences, offer opinions, likes, dislikes or experiences.
their thoughts and feelings Children frequently engage in a What’s New session where they can take
about texts and ideas being turns sitting in the speaker’s chair and describe an experience or opin-
discussed, and ask/ answer ion. The other children respond by repeating what the child has said,
questions and by asking questions.
The teacher validates multiple viewpoints and experiences. “If you like
to go fishing and your friend doesn’t, that doesn’t mean either of you
are wrong. We are all different.”

During a Community theme, students brainstormed what they already

knew about their principal. They wanted to find out more, so they
learned about asking questions, prepared some questions, and invited
the principal to their classroom. Children each had a sheet with the
prepared questions, and had to listen carefully to the questions and
answers so that they would not ask a question that had already been
asked.

As part of their Personal Safety program, one grade 1 class viewed the
video Too Smart for Strangers. As a follow-up, the children were encour-
aged to express their thoughts and feelings as they related to their
personal experiences.

Booktalk
Following the reading of a book, I pose critical thinking questions in
either a small-group setting, teacher-child conference, or whole class
format. I use questions based on those suggested in Aiden Chamber’s
Booktalk (e.g., Is there anything that puzzled you about the story? Did
you notice any patterns in the story?)

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SPECIFIC CURRICULUM OUTCOMES: SPEAKING AND LISTENING

2. Students will be expected to communicate information and ideas effectively

and clearly, and respond personally and critically.

Outcomes: EARLY Suggestions for Teaching/Learning

Students will be expected to Explicitly discuss and model conversational roles and rules (e.g., how
to enter a conversation, how to stay on topic, how to shift topic, how
sustain one-to-one conversations and when to interrupt effectively).
and contribute to small- and
large-group interactions Develop specific cues for classroom routines and help children learn
non-verbal communication cues through explicit instruction and
modelling (e.g., hand up—time to stop talking).
use intonation, facial expressions,
and gestures to communicate Discuss how body language is used to communicate and how to use
ideas and feelings body language appropriately (including eye contact, facial expression,
posture, personal space, tone of voice, volume, and gestures).

respond to and give instructions When students are role-playing, highlight how they use body language.
or directions that include two or Have the students watch for and comment on how other students use
three components these devices effectively to communicate.

Consider the concepts embedded in the directions you give. Support

students’ abilities to follow directions by teaching specific vocabulary
they may need to understand such directions. This would include
engage in informal oral presenta- concepts related to time, space, figurative and multiple meaning
tions and respond to a variety of language, language of math, prepositions, conjunctions, etc. These
oral presentations and other texts concepts can be taught through stories, as well as through role-playing
and action-based activities.

Provide frequent opportunities for students to share what they are

learning informally or in more formal presentations. Use these oppor-
tunities to develop critical-listening skills. Model for the students how
to connect what they hear to their own experiences and to formulate
appropriate questions to gather more information.

Demonstrate the K-W-L strategy (What I know, want to learn,

learned) in introducing a topic for classroom research and discussion.
As students do oral presentations, they can use this format. These can
be done individually or in group situations.

Model a variety of ways of responding to texts including role-play, art,

simple graphic organizers. Students can use these to present their
information to the class.

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 SPECIFIC CURRICULUM OUTCOMES: SPEAKING AND LISTENING

Suggestions for Assessment Notes/Vignettes

Observe students’ abilities to One teacher gives her students practice in following directions by
successfully enter, maintain, and giving them several tasks to do as they line up for lunch. (Before you go
end a conversation in one-to-one out the door, touch your toes and turn around twice. When you finish
situations, as well as in group your work, put it on the blue table, put your pencil in the can and
interactions. Observe which cross your name off the list.) Children are encouraged to ask each other
students readily recognize and for support if they forget the list of tasks.
respond to non-verbal communi-
cation during classroom routines
and group discussions. As children retell stories and share experiences and opinions, their
teacher reinforces certain aspects of the presentation. (Emily, I can tell
When observing students giving you liked the movie because your voice sounded excited. Adam, I like
and following directions, consider the way you showed us the size of the kittens with your hands.)
which aspects of language cause
difficulty (concept knowledge, The children soon reinforce and support one another and the teacher
memory load, attention, having a no longer needs to take the lead.
purpose in following directions—
e.g., complete the assignment,
play the game, participate in a A grade two teacher gives students practice in giving clear directions by
group problem-solving activity). having them work in pairs. One student uses a finger to draw on the
back of the other while giving directions. The other then reproduces
the same picture using pencil and paper.

Jigsaw Technique
As a conclusion to an author study, one grade 1–2 teacher has her
students form pairs to examine such topics as characterization, illustra-
tion, and use of language. Then the pairs share their findings with
others who were examining the same topic in a small-group situation.
A presenter is chosen from the small group who then shares the find-
ings with the whole class. This jigsaw activity fosters listening skills as
the children are required to listen closely to directions and in turn give
directions and share information.

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SPECIFIC CURRICULUM OUTCOMES: SPEAKING AND LISTENING

3. Students will be expected to interact with sensitivity and respect,

considering the situation, audience, and purpose.

Outcomes: EARLY Suggestions for Teaching/Learning

Students will be expected to Explore with students what a co-operative group looks like and sounds
like. When students work in groups, have them collect evidence that
demonstrate a growing awareness their groups are working co-operatively. Have the class discuss their
of social conventions such as findings and problem solve some ways to improve.
turn-taking and politeness in
conversation and co-operative Teach students to take turns by brainstorming with students to show
play them what turn-taking behaviour looks like and sounds like.
Taking Turns
Looks like Sounds Like
Nodding head Have you finished?
Watching eyes Is it my turn?
Listening carefully Do you want to say more?
Waiting until That’s interesting.
speaker is finished

recognize some examples of Discuss examples of unfair and hurtful language used in read aloud
unfair and hurtful vocabulary, texts, and talk about how it made the characters feel (e.g., Rosie’s Story
and begin to make vocabulary by Martine Gogall—Rosie, a child with red hair and freckles is miser-
choices that affirm rather than able when other children call her Carrots, Strawberry Shortcake, Fire-
hurt people cracker, and Dragon’s Breath).
Have students take on the personna of the character in such a text and
use the I- Message strategy to express feelings and promote empathy.
(I feel … when you …).
Encourage students to use the I- Message framework in classroom
interactions.
Discuss the role of put-ups rather than put-downs with students related
to the co-operative group role of encouraging group members. Model
and comment on students’ use of positive comments to their class-
mates.

recognize that volume of voice

needs to be adjusted according to Help students realize through discussion that voice levels need to be
the situation, (e.g., playground, adjusted according to the situation.
classroom)

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 SPECIFIC CURRICULUM OUTCOMES: SPEAKING AND LISTENING

Suggestions for Assessment Notes/Vignettes

Use checklists for group Posters and banners can be found in many primary classrooms reinforc-
interaction e.g., ing interpersonal skills. e.g.,
In this classroom we are kind to one another.
- listens to others Hands are for helping, not hurting.
- contributes ideas and opinions Learn to listen and listen to learn.
- encourages others
- expresses appreciation of others
- takes turns/does not interrupt In a grade 3 classroom, a class meeting is a regular event. If there is a
- asks questions problem to be solved, events to be planned, or situations to be defused,
any member of the class community can call a meeting. The class
generates rules of appropriate behaviours, discussion techniques, and
consequences. I-Messages are practised, solutions brainstormed and
Use observation/anecdotal explored. Role-plays are used as problem-solving strategies.
records noting
- recognition of language choices
and their effects in texts read
aloud and in social interactions Mr. Stanley, wanting to give his students some practice in using
- use of I-Messages I-Messages, used the following strategy with his grade two class.
He printed feeling words on individual cards and had students work in
Involve students in self-evalua- pairs to draw a card, identify a situation that might have led to that
tion (e.g., students can learn to feeling, and state the feeling and the situation in the form of an
become aware of their own use of I-Message. (I feel … when … e.g., I feel sad when you call me names.
the I-Message strategy.) I feel happy when I help someone else.)

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SPECIFIC CURRICULUM OUTCOMES: SPEAKING AND LISTENING

1. Students will speak and listen to explore, extend, clarify, and reflect on their
thoughts, ideas, feelings, and experiences.

Outcomes: TRANSITIONAL Suggestions for Teaching/Learning

Students will be expected to Create environments, both physical and psychological, which promote
describe, share and discuss talking in the classroom:
thoughts, feelings and experi- - Arrange seating in groupings that promote classroom talk.
ences and consider others’ ideas - Show children that their thoughts, feelings, and ideas are valued.
to extend knowledge - Teach children to respect the ideas and feelings of others.
- Provide opportunities for talking (e.g., talking about books and other
ask and respond to questions to kinds of texts, sharing news, sharing personal interests and experi-
probe and clarify information ences, sharing and responding to one another’s writing, planning/
and to explore possibilities or organizing, engaging in book talks and literature circles).
solutions to problems (e.g.,
interviewing, problem solving, Encourage children to ask questions about what they want to find out
brainstorming) or don’t understand (I’d like to find out about … or I don’t under-
stand… ) Developing a matrix would give children an opportunity to
express and explain opinions and pursue a particular topic.
respond to the questions and
reactions of others with increas- Ask questions that require children to extend and clarify their thinking,
ing confidence and fluency (oral open-ended questions that cause them to explore a variety of solutions
reports, interview, classroom (e.g.,What do you think about … ? What did you like/dislike about
discussions) the book/video? Can you tell me more … ? What else could we try?
What would happen if we tried this?).
listen critically to opinions and
orally-presented texts and re- Involve children in problem solving in collaborative groups (e.g.,
spond in a variety of ways (e.g., solving a math problem, carrying out a science experiment, coming up
drama, art, webs) with rules for behaviour in various situations).

show increasing confidence in

expressing and describing
thoughts, feelings, and experi-
ences (e.g., oral presentations,
role-playing, public speaking,
concerts)

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 SPECIFIC CURRICULUM OUTCOMES: SPEAKING AND LISTENING

Suggestions for Assessment Notes/Vignettes

Use observations and anecdotal Literature Circles

records: Mrs. Warren had students read chapter books and used some strategies
- Observe children in small- and for shared reading and literature circles in having her children respond.
large-group situations and note In small groups of 4 or 5 the children explored feelings and reactions to
their willingness to listen to the book they were reading. The children took turns responding to the
others and consider their ideas, text and responding to the selection chosen by the student. It was an
as well as the confidence and opportunity to extend the learning of the novel being read.
ease with which they talk about
their personal experiences, offer When beginning our study about legends, we sat in a sharing circle and
their thoughts and feelings talked about how stories and information were shared long ago. After
about texts and ideas being establishing that word of mouth was important before people recorded
discussed, and ask/ answer things, I told them the legend Sky Dogs, as told in the book, Sky Dogs
questions. by Jane Yolen.
During the day the students were asked to share the legend with a
Use checklists such as the follow- friend. When we gathered in the sharing circle to discuss if we had
ing: discovered anything, we decided that when stories are retold there may
be some differences. Our lesson continued to define ‘retelling’ and
The student what different ‘versions’ mean.
. talks socially with classmates Over the next several mornings we met in our sharing circle and retold
. listens to others legends that we had read.
. follows directions As an art project the children used various mediums to express a
. gives clear directions favourite legend. The materials and colour were to express the mood.
. stays on topic
. asks/answers questions One of the grade three students retold a favourite legend (Chakopesh Snares
. contributes to group discussion the Sun) during response time.
. uses appropriate volume and The Boy Who Caught the Sun by Laura Woodworth
tone for speaking occasion Once upon a time there lived a little boy. He was very curious. One day his
. listens with comprehension to father was out hunting, so the boy whose name was Curry, decided to go out
various types of text hunting too.
. shows confidence and commu- When his father came home he could not find Curry, well Curry was out
nicates effectively when making setting traps in the woods. When Curry came home his father was in bed so
oral presentations he went to bed too.
The next morning when Curry woke up it was still dark. He went down-
stairs. His father was already up. He asked Curry where the sun had gone.
“Well”, said Curry, “I was setting my traps on this trail when my net fell over
this bright source of light so I ran away!” Then his father said “I want you to
go back and set the sun free”.
So Curry went back but the sun was too hot to go near. So Curry called his
friend mouse to let the sun free. After mouse set the sun free Curry thanked
him and jumped for joy. He also changed his name to mouse and went
around setting everything free.

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SPECIFIC CURRICULUM OUTCOMES: SPEAKING AND LISTENING

2. Students will be able to communicate information and ideas effectively, and to

respond personally and critically.

Outcomes: TRANSITIONAL Suggestions for Teaching/Learning

Students will be expected to Invite children to express and explain their opinions in a variety of
situations with open-ended questions such as
participate in conversation, What do you think about … ?
small-group and whole-group Tell us about your idea … ?
discussion understanding when Did you like that book? What did you like/dislike about it?
to speak and when to listen What was your favourite part of the movie?
What did you like about our trip to the bakery? Why?
engage in and respond to a What has your experience been?
variety of oral presentations and
other texts (e.g., could use
Feedback Forms containing Demonstrate critical listening (analysing what you hear, connecting it
questions relating to the presen- to your own knowledge, and making judgements about it).
tation, readers theatre, book
talks, retelling, rap singing) Provide a variety of opportunities for children to practise critical
listening:
show increasing awareness of the
needs of the audience (e.g., adapt - guest speakers in the classroom
volume, projection, facial expres- - field trips that include plays and oral
sion, eye contact, gestures, presentations
intonation and clarity to enhance - films, videos, TV programs
communication) - read-aloud
- classroom discussions/conversations
give and follow instructions and
respond to questions and direc- Give children opportunities to respond in a variety of ways following
tions (e.g., math problems, such presentations.
science experiments, computer
programs) Invite children to select appropriate information for presentations to
various audiences (e.g., to a kindergarten or grade one group and to
become increasingly more aware parents). Children need to be aware of the type of information to be
of detail (e.g., through presented and the designated time for the presentation.
roleplaying and a focused re-
counting attending to the who,
why, what, when and where)

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 SPECIFIC CURRICULUM OUTCOMES: SPEAKING AND LISTENING

Suggestions for Assessment Notes/Vignettes

Use observation and anecdotal The following vignette illustrates a group of grade three students
records: engaged in classroom talk where they are expressing and explaining
opinions and responding to the reactions of others.
- Observe students in small-
group and large-group situa-
tions and during one-to-one A group of grade 3 students were sharing their reactions to the movie
conferences, noting the confi- James and the Giant Peach and comparing it to the book the class had
dence and effectiveness with heard read aloud earlier.
which they express and explain
opinions and respond to the “I like the movie better because it showed more stuff than the book.
questions and comments of It showed skeletons and stuff that wasn’t in the book.”
others.
“I think the book was better because they changed the storyline a lot.
- Observe students as they listen They put skeletons in it and they needed a compass and they took the
in a variety of situations (e.g., cloud men out of the movie. The book had cloud men and didn’t have
Are they attending? Do their skeletons … and like … they took out half the stuff. It would have been
responses/questions suggest probably an hour longer if they put all that stuff in.”
they are developing critical
listening strategies—thinking “Well, I liked the movie because most of the parts were … even though
about what they hear; connect- they took out parts … like the centipede wasn’t that mean and he didn’t
ing to their own experience; get paint all over him and he didn’t get stuck. Lots of parts were taken
making judgements about it?) out but lots of new parts were also put in. So it would probably be
exactly the same with how long it would be ... um like with taking all
the stuff out and putting new stuff in it would be … um … as long.
Use checklists (e.g., for self- I liked the movie a little bit better.”
evaluation, peer evaluation, group
evaluation). “I think the movie is better ‘cause it gives you more detail.”

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3. Students will be able to interact with sensitivity and respect, considering the
situation, audience and purpose.

Outcomes: TRANSITIONAL Suggestions for Teaching/Learning

Students will be expected to Engage students in meaningful talk in both small and large groups (e.g.,
literature circles, shared reading, problem solving, inquiry).
use basic courtesies and conven-
tion of conversation in group
Teach students how to enter a conversation, how to maintain a topic,
work and cooperative play (e.g.,
how to shift the topic, how and when to interrupt effectively, and how
turn-taking, listening attentively,
to use appropriate volume, tone of voice, and eye contact.
maintaining eye contact, listen-
ing without ridicule, using
constructive criticism)

reflect critically on and identify

some forms of oral language that
are unfaire to particular individu-
als and cultures (e.g., dialect,
Involve students in
gender, cultural slurs, stereotyp-
- explaining to peers how to do a math problem or a science experi-
ing)
ment, how to use a computer program, how to play a game
- explaining classroom routines to visitors to the classroom
demonstrate a growing awareness
- relaying messages
that different kinds and uses of
- following/retelling teacher directions
language are appropriate to
different situations and settings
(e.g., public speaking versus play
language, oral presentation versus
Give students experiences in making oral presentations to small and
show-and-tell language)
large groups
(e.g., choral speaking, Readers Theatre, role-play, booktalks, reporting
engage in oral language activities
information)
to explore thoughts, ideas,
feelings and experiences to
Encourage students to respond in various ways (e.g., response journals,
prepare for their roles in the
learning logs, note-making, questioning, discussing, drawing) to read
world (e.g., role playing, theme
alouds, videos, laser discs, CD-ROM presentations, presentations by
day presentations, teacher for-a-
guest speakers, and plays.
day, mock elections)

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Suggestions for Assessment Notes/Vignettes

Use observation and anecdotal The following vignette illustrates a grade 3 class engaged in critical
records: response to what they hear and view.
- Observe students’ abilities to
successfully enter, maintain, A grade 3 teacher asked students if they ever wondered what came in
and end a conversation in one- teachers’ mailboxes. At their response, “Yes”, the teacher showed an
to-one situations, as well as in advertisement that he had received. On one side of the envelope were
group interactions. Observe the words Free Gift. The teacher asked what they thought this meant.
which students readily recog- “You get something free” was the response. The teacher then read what
nize and respond to non-verbal was on the other side of the envelope, Free Trial Examination and asked
communication during class- again what they thought that phrase meant. Responses included “A free
room routines and group ticket to court” and “Somebody getting plastic surgery, you know like
discussions. an examination.” As the teacher continued to read what the ads inside
said, one child’s response was, “Some people try to persuade you into
buying things by saying they’re free.”

A Mock Election
While studying about town councils in a study on the community of
Fogo, Mrs. Crane decided to have the students participate in a school
council election. Some of the students who became candidates de-
signed posters and badges for their campaign. The students running
for mayor wrote speeches which included what they would try and do if
elected such as make school a cleaner, safer place, have Freaky Fridays
and school spirit, encourage recycling etc... The candidates read their
speeches to the students in grades 1, 2 and 3 who would be voting in
the election.
On voting day the students were given ballots to mark their choice.
They had an election party where all the candidates received a ribbon
for participating. During the election the Mayor from the community
of St. Mary’s visited our classroom and spoke to the children about
town councils, their responsibility, services they provided, etc... To
follow up on the election school councils will have meetings to discuss
improvements to our school and keeping up school activities already
ongoing. Mrs. Crane found the election campaign to be an effective
way to teach students about town councils, governments etc... and it
also provided wonderful opportunities for speaking and listening.

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3. Students will be expected to interact with sensitivity and respect, considering

the situation, audience, and purpose. (Cont’d)

Outcomes: TRANSITIONAL Suggestions for Teaching/Learning

Students will be expected to Teach students to take turns by brainstorming with students to show
them what turn-taking behaviour looks like and sounds like.
Taking Turns
Looks Like Sounds Like
Nodding head Have you finished?
Watching eyes Is it my turn?
Listening carefully Do you want to say more?
Waiting until That’s interesting.
speaker is finished

Involve students in discussion, helping them to realize how language

can be used in hurtful and unfair ways.

Taking a story, poem, or song, develop some questions that encourage

students to reflect critically on language that is unfair or disrespectful
and that promotes stereotyping.

Use problem solving and role-playing to give students opportunities to

practise speaking in ways that support and affirm one another (e.g.,
Role-play a conflict situation where someone has been put down
through name calling or exclusion from the group or play. Generate
solutions by brainstorming alternative actions and language. Role-play
proposed solutions. Through discussion, have students evaluate pro-
posed solutions and make necessary changes).

Help students realize through discussion and role-play how different

kinds of language are suitable on the playground, in the classroom, and
in formal situations.

Provide opportunities in the classroom for children to present to

different audiences and for different purposes (e.g., demonstrate a
science experiment, classroom presentation on a theme, presentations
for an open house for parents, performing in a concert)

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Suggestions for Assessment Notes/Vignettes

Use observation and anecdotal Mrs. Carrier, a grade 3 teacher decided to use the video of Peter Pan
records: during a Folk Tale/Fairy Tale unit. After previewing the video, she
realized that it presented an excellent opportunity to help her students
- noting students’ use of basic develop in their abilities to recognize unfair and disrespectful language
conventions and courtesies as and to begin to recognize stereotypes.
they interact with others
After showing the video, she had students listen again to the song We’re
Use checklists and self-evaluation Off to Fight the Injuns, and asked them to give examples of any lan-
to ask students to reflect about guage they thought was unfair or disrespectful. One student identified
their use of oral language through the word Injuns, saying that the real word was Indians. This led to a
checklists and questionnaires discussion on the name, Indian, where it came from (a mistake of
such as the following: Christopher Columbus), and how the first inhabitants of North
America prefer to be identified. The discussion helped students to think
• Did I listen to other students’ about
ideas? - how labels can be given by people in power
• Did I share my ideas with the - how these labels sometimes do not respect self-identity
group? - finding an alternative to hurtful and unfair vocabulary (e.g., Indians
• Did I take turns to speak? prefer to be called Aboriginal, Native People, First Nation; or specific
• Did I respect the ideas of names such as Mi’kmaq or Maliseet)
others?
Follow-up discussion on another day focussed on unfair stereotyping of
Native People as warriors and savages. Students had previously had
experiences recognizing generalizations through being introduced to the
“Some … ; others … ” framework. As a result of this previous experi-
ence they were able to quickly identify the image of Native People as
warriors as an example of unfair stereotyping. Using the “Some …
others … ” framework, the students were helped to formulate the
following statements:
“Sometimes Native People go to war; sometimes Native Peoples live in
peace.”
“Sometimes other groups (such as …) go to war; sometimes they live in
peace.”

Mrs. Carrier decided that a further extension of this discussion which

might be pursued another day could be to consider perspective or point
of view, and how stereotyping is perpetuated in history books and
movies.

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74 ATLANTIC CANADA ENGLISH LANGUAGE ARTS CURRICULUM: K–3