| 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. |
