Evaluate the results of your speaking and listening activity

Create the environments, both physical and psychological that promote

talking in the classroom.

Provide opportunities and encourage students to tell stories, report

information, and describe experiences and events (e.g., news time).

Give students opportunities to express feelings (e.g., responding to

literature and music; talking about things that make them happy and

sad).

Give students opportunities to talk in partners, a non-threatening way

to give less confident students practice in speaking and listening.

Students might interview one another asking questions, such as What

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 experiences.

Invite students to share journal entries and share ideas and opinions

orally. Ask other students to respond by commenting on and asking

questions.

1, 4, and 5 are all conflicts