Speaking

	Example of a Speaking and Listening Lesson Plan
	Jackie Collier Web Site Written by a Speech Teacher for Speech Teachers

Children's talk is an essential part of language arts and is necessary for academic success in all content areas. (Heath, 1983)

There are many reasons for teaching and encouraging speaking in Middle Level and High School classrooms. I personally have always wondered why so many people go into the teaching profession who seem to dislike the sound of children talking. We spend the first five years of children's lives teaching them and encouraging them to talk. Then they go to school and talking is often discouraged or punished. Talking is the primary means by which people communicate. I do not mean to say that every student should be able to say whatever, whenever. However, a wise teacher will take advantage of the natural inclination of children to converse to make learning more meaningful. My position is supported by research: Cazden, 1988, Wells & Chang-Wells, 1992, and Heath, 1983 all found talk to be essential to academic success in all content areas.

While most students are able to talk, not all have an understanding of how to participate appropriately in conversation and many are terrified of public speaking. Children must learn appropriate uses of talk just as they learn other academic skills. Teachers, therefore, need to teach these skills. Using speech appropriately and accurately will give students confidence and power over their own learning. Valerie Tompkins (1998) does an excellent job of describing types of talk and strategies and skills teachers can use to teach them.

TYPES	PROCEDURES	CONCEPTS	STRATEGIES AND SKILLS
*Conversations*	Begin a conversation Take turns Expand or extend classmate's comment Deal with conflicts End a conversation	Small group conversations Climate of trust Roles of speakers and listeners	Share ideas and feelings Refer to previous comments Call group members by name Look at classmates Ask questions Extend and expand classmates' comments Seek clarification
*Aesthetic Talk*	Participate in literature discussions Choose a story to tell Prepare and tell a story Make props Select a script for readers theatre	Aesthetic talk Storytelling Readers theatre Parts of a script	include the beginning, middle and end Incorporate interesting or repeated phrases Use dialogue Use props Use facial expressions or gestures
*Efferent Talk*	Learning conversations Prepare and present oral reports Book talk or book review Conduct interview Participate in a debate	Discuss connections made while learning Facts and opinions Guidelines for speakers and listeners Persuasion	Present information Vary points of view Support opinions Ask clarifying questions Choose a topic Organize information Graphic Organizers Use visuals Rehearse Speak loudly Use note cards Look at audience
*Dramatic Activities*	Role-play Dramatic production Write scripts Create story-board	Narrator Scripts Dramatic conversations Story boards	Assume the role of a character Create dialogue Interpret a character Sequence events Explore themes and issues
Use rubrics to assess student progress in formal speaking situations. Use teacher observation to assess less formal speaking elements.

adapted from: Tompkins, Valerie (1998). Language Arts: Content and Teaching Strategies. Upper Saddle River, NJ. Merrill.