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Listening and Speaking ELPS

Listening and Speaking ELPS. How to incorporate these into meaningful classroom activities. Find Someone Who Can…. Describe a strategy to encourage students to use academic vocabulary more frequently. Distinguish between hearing and listening.

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Listening and Speaking ELPS

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  1. Listening and Speaking ELPS How to incorporate these into meaningful classroom activities.

  2. Find Someone Who Can… • Describe a strategy to encourage students to use academic vocabulary more frequently. • Distinguish between hearing and listening. • Explain the purpose for students using metacognitive strategies while listening.

  3. Script for “Find Someone Who Can…” Student A: Can you describe a strategy to encourage students to use academic vocabulary more frequently? Student B: Yes, a strategy to encourage students to use academic vocabulary more frequently is…. or No, I do not know a strategy to encourage students to use academic vocabulary more frequently. (student B then needs to look this up or ask another student) The first time you use a conversation script with students, model it for them, and give them a very structured script. As students get used to it, you can give them less and less structure. The goal is for them to eventually use the questions you give them and form their own formal conversation, using complete sentences and academic language.

  4. Listening for LearningTeacher’s Task List Before listening: Plan for the listening task • Set a purpose or decide in advance what to listen for • Decide if more linguistic or background knowledge is needed • Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases) During and After Listening: Monitor Comprehension • Verify predictions and check for inaccurate guesses • Decide what is and is not important to understand • Listen/view again to check comprehension • Ask for help After listening: Evaluate comprehension strategy and use • Evaluate comprehension in a particular task or area • Evaluate overall progress in listening and in particular types of listening tasks • Decide if the strategies used were appropriate for the purpose and for the task • Modify strategies if necessary http://www.nclrc.org/essentials/listening/goalslisten.htm

  5. Evaluate Listening Lessons (Think, Pair, Share) • With a partner, pick one of the three lessons provided. • Read the lesson independently • Think about the following three questions and jot down your answers in your “journal” • What do you like about the lesson? • What don’t you understand or do you need more clarification about? • What might you do differently to make it “fit” in your own classroom? • Discuss your answers to these questions with your partner. • Share with the group (teacher picks randomly, student shares partner’s answer)

  6. Create your own lessons • You will use the rest of the workshop time to work listening and speaking strategies into your own lessons. • This is a time for you to brainstorm and bounce ideas off of each other. You can discuss activities that you’ve used before, and you can investigate the list of strategies provided.

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