CapFLP Listening/Speaking Day 3

Day 3 Objectives Share results from homework Share results from homework Develop awareness of the stages of oral production in the Language Learning Continuum Develop awareness of the stages of oral production in the Language Learning Continuum Participate in various interpersonal and presentational communication activities Participate in various interpersonal and presentational communication activities

Have you checked out the Wiki? Create an account, then search our site Create an account, then search our site –“Capflplisteningspeaking” For Day 4, post at least one of your activities (listening or speaking) For Day 4, post at least one of your activities (listening or speaking)

All about me… On an index card, please write 3 things that you believe are unique about yourself On an index card, please write 3 things that you believe are unique about yourself Give card to Christine Give card to Christine

Homework sharing & reflection

LLC Review Turn to page 10 of Framework Turn to page 10 of Framework Review Language Learning Continuum as it relates to speaking proficiency Review Language Learning Continuum as it relates to speaking proficiency Capture your thoughts about speaking at each stage on the graphic organizer Capture your thoughts about speaking at each stage on the graphic organizer Debrief Debrief

Study of Current Research Teaching Language in Context, Chapter 6 “Developing Oral Proficiency” (Omaggio Hadley) Teaching Language in Context, Chapter 6 “Developing Oral Proficiency” (Omaggio Hadley) Reading Processes (hybrid) Reading Processes (hybrid) –Jigsaw –Numbered Heads Together

Reading Process Number off 1-4 Number off 1-4 Read assigned section silently Read assigned section silently Form groups composed of a 1, 2, 3, and 4 Form groups composed of a 1, 2, 3, and 4 Each member “teaches” the others about their section (Note: ANYONE can be asked a question about any part of the reading!) Each member “teaches” the others about their section (Note: ANYONE can be asked a question about any part of the reading!) Comprehension questions Comprehension questions

BREAK!

Interpersonal Speaking Definition Definition –National Standards

Why Questions? Individual brainstorming Individual brainstorming Debrief, discussion Debrief, discussion Training students to question Training students to question –Think/Pair/Share

Question Practice Write 3 questions about listening or speaking activities (fact or opinion) Write 3 questions about listening or speaking activities (fact or opinion) “Mingle to music” “Mingle to music” –Each time the music stops, find a different partner and ask one of your questions. Debrief Debrief

Cootie Catchers 1. Start with a square sheet of paper 2. Fold the four corners towards the center 3. Flip over the folded paper. Draw lines on paper to show horizontal, vertical and diagonal axes 4. With folded paper still flipped over, fold corners towards center. 5. Now, you have one side with triangles and one with squares. Looking at the side with the triangles, fold in half once each way. Continue to unfold and refold and “bend” (makes paper flexible).

Now for the activity … 1. On each square, write a different color. 2. Flip over the paper and on each half triangle, write the name of a different animal (8 total) 3. Open the triangles and in each designated space, write a different question (8 total). 4. Inner outer circles: take turns using cootie catchers to select question to be asked. 5. After asking, outer circle shifts one step clockwise. Continue shifting… 6. Switch sides.

Debrief Cootie Catchers Variations on prompts for the “squares” and the “triangles” Variations on prompts for the “squares” and the “triangles” Activities for all levels with cootie catchers Activities for all levels with cootie catchers –Handout Participant thoughts/questions Participant thoughts/questions

Data Questioning (Survey) Objective: gather information from one or many people Objective: gather information from one or many people Intelligences: Bodily-Kinesthetic, Visual- Spatial, Mathematical-Logical, Interpersonal Intelligences: Bodily-Kinesthetic, Visual- Spatial, Mathematical-Logical, Interpersonal Choose a “topic” card and create a chart to record answers to the question Choose a “topic” card and create a chart to record answers to the question Circulate, interviewing maximum number of people possible. Record answers. Circulate, interviewing maximum number of people possible. Record answers.

Data analysis & reporting Skills to teach/review: percentage calculation, construct pie chart (or bar graph, etc.) Skills to teach/review: percentage calculation, construct pie chart (or bar graph, etc.) Calculate percentage responses to your question Calculate percentage responses to your question Create pie chart to illustrate the varied response groups Create pie chart to illustrate the varied response groups Report findings to group Report findings to group

Human Bingo: preparation Grid prepared by teacher (options) Grid prepared by teacher (options) –Random elements –Elements prepared by students (Day 1) and transferred by teacher to grid (Day 2) Rule variants Rule variants –Limit each person to 1 signature –Repeated signatures allowed

Human Bingo: activity Circulate with grid, asking questions Circulate with grid, asking questions If partner responds affirmatively, they may sign the box. If negatively, ask another question. If partner responds affirmatively, they may sign the box. If negatively, ask another question. Each person may sign up to 2 times on your paper Each person may sign up to 2 times on your paper First person to complete all boxes wins! First person to complete all boxes wins!

Human Bingo: extensions After initial mixer, students “report” information they have learned After initial mixer, students “report” information they have learned –“Betty plays golf on Sunday” Any student who has “Betty’s” signature anywhere on their paper, gets to cross that box off Any student who has “Betty’s” signature anywhere on their paper, gets to cross that box off Repeat until someone has “Bingo” Repeat until someone has “Bingo”

LUNCH!

Presentational Speaking Definition Definition –National Standards

Poster Session Choose a topic from the hat Choose a topic from the hat Work with your partner to prepare a two-minute presentation of that topic Work with your partner to prepare a two-minute presentation of that topic –Must include a poster with both text and graphics to assist the speaker and to inform the audience Attend the “conference”: one partner visits the sessions, the other presents. Then switch. Attend the “conference”: one partner visits the sessions, the other presents. Then switch.

Debrief Why a “poster session”? Why a “poster session”? How did it feel to “visit the conference”? How did it feel to “visit the conference”? How did it feel to be a presenter? How did it feel to be a presenter?

“How to…” activities Objective: to tell classmates how to do something – not showing Objective: to tell classmates how to do something – not showing –Crafts –Cooking –Build or assemble an object Intelligences: Bodily-Kinesthetic, Verbal-Linguistic, Visual-Spatial, Mathematical-Logical, Interpersonal Intelligences: Bodily-Kinesthetic, Verbal-Linguistic, Visual-Spatial, Mathematical-Logical, Interpersonal

Mystery Drawing Give step-by-step instructions to draw an image without telling the result Give step-by-step instructions to draw an image without telling the result Materials Materials –graph paper (with center point marked) –Pencils Demonstration Demonstration

Mystery Drawing: practice With a partner, chart a simple design on graph paper that you can break into sequential steps With a partner, chart a simple design on graph paper that you can break into sequential steps Change partners and take turns giving instructions to replicate your design Change partners and take turns giving instructions to replicate your design

Speaking activities Debrief discussion Debrief discussion –How did the teacher prepare students to have success with speaking? (i.e.: into, through, beyond) –What tools were provided to guide students as they spoke? –What was the context for each speaking task? Why did they need to speak?

Work Time Based on your observations today, design a new speaking activity aligned to a functional objective for a unit you already teach Based on your observations today, design a new speaking activity aligned to a functional objective for a unit you already teach –This activity could become part of your final project –Be prepared to discuss your planning ideas and share questions or concerns

Reflective Writing Based on what you have seen and read today, what are the characteristics of a well-designed speaking activity for students? Based on what you have seen and read today, what are the characteristics of a well-designed speaking activity for students? What considerations are important in setting the students up for success in speaking? What considerations are important in setting the students up for success in speaking?

Homework: Day 3 Finish the design of a new speaking activity aligned to a functional objective for a unit you already teach. Try this activity in your classroom and be prepared to share the results on Day 4. Finish the design of a new speaking activity aligned to a functional objective for a unit you already teach. Try this activity in your classroom and be prepared to share the results on Day 4. Post at least 1 listening or speaking activity you have developed on the Wiki! Post at least 1 listening or speaking activity you have developed on the Wiki!

Daily Evaluation Thank you for your participation today. Thank you for your participation today. Your conscientious feedback will help us meet your needs and refine future trainings. Your conscientious feedback will help us meet your needs and refine future trainings.