Listening and speaking are integral components of the reading processes, sound identification, vocabulary, and experience building that motivate students to continue building literacy skills. Oral language includes the expressive (speaking) and receptive (listening) aspects of language. There is interdependence among speaking, listening, reading, and writing. Skills in one area enhance and complement the skills in the other areas. Teachers must be knowledgeable and skilled in teaching and modeling listening and speaking skills as part of the language arts curriculum. Many believe that if one hears, one is listening. However, the two are very distinct. Almost everyone can hear, but not everyone is an effective listener. Listening is a skill that is developed over time and is essential to the assimilating of knowledge. Likewise, most students can speak, but some may lack oral development skills that are appropriate for effective communication. Typical and atypical language development both impact how teachers interact with their students, and how they plan and deliver lessons. Special educators, for example, use individualized strategies to enhance language development and teach communication skills to individuals with exceptional learning needs. They may use augmentative, alternative, and assistive technologies to support and enhance communication, and they consider each student’s language proficiency and cultural and linguistic differences, including whether or not English is each student’s primary language.
You will need to be familiar with the oral language and listening skills documents introduced in the course of study.
You will be asked to create an activity that supports the deeper development of oral communication appropriate for all students in your classroom. You will be asked to give support for and outline which specific listening strategy the activity will focus on.
A. Explain (suggested length 2–3 paragraphs) one listening strategy that would be easily incorporated into any lesson plan and that reinforces the use of listening or oral communication skills.
Note: You might use the attached “Primary Listening/Speaking Rubric” to help you think about possible skills to focus on.
B. Create an activity that is meant to develop a specific listening or oral communication skill (e.g., listen attentively; listen without interrupting; ask and answer questions, speak in complete sentences).
C. Discuss (suggested length 2–3 paragraphs) how to support the development of listening and oral communication skills for all students.
D. Discuss (suggested length of 1–2 pages) why listening and oral communication skills are important to the development of language.
E. When you use sources, include all in-text citations and references in APA format.
Note: When bulleted points are present in the task prompt, the level of detail or support called for in the rubric refers to those bulleted points.
Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.
Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.
Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the General Instructions sectionRELT_Task_3_Primary_Listening_Speaking_Rubric (1).pdf