Teaching IELTS Assignment - listening and speaking

Know that listening and speaking are more than the aural and oral aspects of _______ - ANS communication Understand that these two processes are closely _____ & they are _____ to language acquisition and to all aspects of literacy development - ANS interrelated; foundational Assess listening and speaking skills and the ____ for learning these skills - ANS strategies Assess listening and speaking separately, in connection with each other and in _____ with the other language arts - ANS combination Realize that listening and speaking are an essential part of a rich, robust language arts curriculum and should ____ throughout the content curricula - ANS extend Aware that oral language is the foundation for ____ literacy skills - AND all Understand the literature that examines the _____ between oral language development and the acquisition of reading and writing skills, both for native English speakers and for students learning English as a new language - ANS connection Understand speaking and listening are the primary means by which many children make _____ of the world and communicate with others and that development of oral language supports further development in reading, writing, listening and viewing - ANS sense Recognize that the activities of speaking and listening help students develop auditory ______, construct meaning and develop relationships - ANS discrimination Realize that listening is more than the _____ act of hearing - AND physical Understand that listening is a process that involves receiving, attending to, understanding, analyzing, evaluating, and _____ to sounds and messages - ANS reacting Are knowledgeable about the various types of listening such as informational, _____, and social - ANS critical Recognize that students need to communicate _____ through speaking - ANS effectively Know that effective speaking involves such factors as fluency, clarity, appropriate volume and speed and awareness of ______, purpose, and context - ANS audience Know that children initially ______ the rules of English grammar and need explicit instruction in words that are exceptions to those rules, such as irregular past tense verb forms, irregular plural nouns and irregular comparative adjectives and adverbs such as better and well. - ANS overgeneralize Provide students with opportunities to assess their ____ progress in listening and speaking as well as progress of their peers - ANS own Teach students to discriminate between listening as a conversational courtesy and listening as a vital ______ skill - ANS comprehension Deliberately structure developmentally appropriate learning activities to promote students' playful discovery of language, their sense of oral language ______, and their ability to interpret the world through oral language - ANS conventions Know the types of spoken language that are appropriate in various situations and they are aware of the conventions of _____ and informal language - ANS formal Know children acquire and use oral language as a way to navigate their world in order to make their needs ____, to ask questions, and to interpret and ____ their environment - ANS known; control Understand oral language acquisition is a natural development process and they are deeply familiar with the ____ of typical oral language development - ANS stages Comprehend that individuals acquire oral language skills at different ____ and with varying degrees of ease or difficulty - ANS paces Know that in order to expand students' facility with and appreciation of oral language, they must be provided with ____ instruction and rich language experiences geared to their individual needs - ANS explicit Have knowledge of the _____ cues, such as body language and facial expressions, that children need to interpret and use to be effective speakers and listeners - ANS nonverbal Are aware of some of the common _____ associated with oral language development and access interventions for addressing them - ANS problems Understand different cultures apply different ______ to verbal and nonverbal communication - ANS conventions Actively seek to understand each student's ______ of verbal and nonverbal communication and to help students communicate well with their peers and with adults - ANS background Create a mutually supportive classroom environment in which all students feel safe to take part in classroom ______ and other exchanges of oral language, and frequently plan for small-group conversations to ensure that all students have opportunities to express themselves - ANS discussions Model and explicitly teach group communication skills such as how to "_____ agreeably" how to respond to one another's ______, and how to take turns - ANS disagree; comments Recognize and make accommodations for students to use _____ and listening to enhance their learning - ANS speaking Design their classrooms in ways that foster _____ participation for all learners - ANS active Ensure all students can see each other during morning or community meetings and are ____ the learning activity for demonstrations, speakers, or presentations - ANS facing Are sensitive to the effects that background ____ and other sounds may have on students' listening and speaking & work to provide an optimum learning environment - ANS noises Are themselves articulate speakers and _____ listeners who demonstrate excellent oral language skills in their day-to-day leadership in the classroom and throughout the school community - ANS sensitive Deliberately teach students the ______ criteria ahead of time & may extend to work in other classrooms and to speaking and listening activities within their families and greater communities - ANS assessment Student may be invited to apply ____ communication skills in multiple ways that are appropriate for the classroom setting - ANS oral Understand the progression of oral language from playground conversations to more sophisticated ____ language usage - ANS academic Help students understand the ________ of listening and speaking - ANS importance Purposely model how to use language in a variety of _____ related to learning activities and social interactions - ANS settings Demonstrate how to make ____ between previous and new oral language experiences and encourage students to do the same - ANS connections Deliberate and _____ in their teaching of listening skills throughout the early and middle childhood levels - ANS purposeful Teach students skills such as following single- and _____-____ directions, drawing conclusions about what they have heard, showing respect for a speaker, and knowing when they need to respond to a question - ANS multi-step Emphasizes comprehension and meaning-making as an essential part of ____ listening - ANS active Provide opportunities for students to develop higher-level thinking skills as they ____ for specific purposes - AND listen Intervene to increase students' oral language proficiency by modeling standard English without _____ the student's error to help students become more capable, confident users of conventional language - ANS criticizing Always mindful to respect students' home languages and ____ in speaking and listening development - ANS stages Instruct students in the technique of formal and informal speaking, such as identifying their audience and _____, using eye contact and talking at an appropriate volume and speed - ANS purpose Assist students in understanding how _____ and tone impact speech and model and provide explicit instruction on how students can ____ these aspects of speech in order to become more effective communicators - ANS phrasing; control Provide opportunities for students to develop and practice both formal and informal _______ skills, increasing the public and performance aspects as students gain knowledge and proficiency - ANS presentation Offer many opportunities for students to ____ with and listen to one another and their teachers in the whole class, small groups, and pairs - ANS speak Carefully scaffold their teaching of listening and speaking in order to _____ instruction and meet the needs of all students. Including but not limited to students with language and speech impairments, ELLs and students with other communication challenges - ANS differentiate Accommodate for differences in the ways students learn & understand that some students _____ and easily process information through listening and speaking whereas other students need to be taught listening and speaking processing skills - ANS naturally Use assessment data and student records from school and home when developing instructional _____ to support students' speaking and listening development - ANS plans Take advantage of variations in dialect, language background and personal experiences within their learning communities as ____ for teaching students about linguistic and cultural diversity - ANS resources Adept at meeting the dual goals of respecting language diversity and helping students _____ the necessary skills for speaking standard English - ANS acquire Help students understand and respect cultural differences in _____ communication systems as well - ANS nonverbal Model for students how body language and ____ are powerful communicative skills that add to the spoken message - ANS gestures Understand the evolving role that ____ plays in assisting students in learning how to listen and speak and they employ such technology when it's possible and appropriate to do so - ANS technology Aware of language programs that allow students to _____ listening and speaking with engaging, interactive computer software - ANS practice Realize that computer-mediated programs are used to _____ the modeling, interacting, and instruction that happens in the classroom and are parts of a language-rich, socially mediated classroom learning community - ANS enhance Employ a variety of formal and informal _____ processes and tools that capture the essence of students' developing skills in the areas of speaking and listening - ANS evaluation Construct their classrooms environments, _____, and schedules in ways that allow them to seamlessly conduct ongoing assessments of individuals and groups - ANS routines Use a variety of tools to assess students' oral languages uses, such as anecdotal records, language samples, _____, developmental growth indicators, retelling and digital recordings of students' speech - ANS rubrics Design assignments such as book talks and project presentations that include embedded opportunities to _____ speaking and listening skills - ANS assess Collaborate with students to create ______ related to listening and speaking skills - ANS rubrics Use a ______ of assessment forms when evaluating student speaking and listening skills as well as when using speaking and listening to assess other content areas - ANS combination Create opportunities for student-to-student and student-to-teacher talks and are skilled at assessing student speech _____, word usage and use of sentence structure - ANS patterns Use oral assessments, knowing that some students can express their understandings better through the _____ word than the written word - ANS spoken When students demonstrate difficulty with oral and aural skills, confer with _____ to find the most appropriate and effective interventions - ANS experts Support students listening and speaking beyond the classroom by collaborating with other teachers and find ____ connections that will celebrate and support listening and speaking - ANS community Recognize the connections that emerging ______ bring to the classroom by listening to podcasts, creating podcasts, etc - ANS technologies Draw on students' listening and speaking when designing digital stories that will be shared with an audience _____ the classroom - AND beyond Are aware of the impact that new technologies have on students' abilities to use listening and speaking in the ____ world - ANS real Ensure listening and speaking opportunities ______ the learning in other content areas - ANS enhance Realize that listening and speaking skills are a _____ foundation of a rich language arts curriculum - ANS critical