A. Interpret verbal messages, selections and other cues

1. focus on the speaker
2. interpret nonverbal messages of speaker (facial expressions, gestures)
3. ask appropriate questions to gain and clarify information
4. retell information in sequence
5. recognize effects of pause, volume, pitch and tone

School News
Using a video camcorder, students will create a news report of events occurring at their school.

Developing Expression and Fluency Through Recognition of Punctuation
The purpose of this lesson is to help students recognize the importance of punctuation marks and what they are used for, so that their fluency and expression in oral reading will improve.

Today I Feel . . .
This lesson discusses how themes in a book can be explored by embodying a character through storytelling.

Retelling Folktales
Step by step instructions to turn your students into storytellers.

Interview Project
Students develop interviewing, writing and word processing skills and how to insert a picture taken by a digital camera into a document upon completion of this task.

Can You Follow My Directions?
Students will place coins on a grid and will write clear directions to help other students find the coins.

Cyber Guides
Complete literature units include writing, reading comprehensions, speaking, and listening activities.  
 

Story Arts:  All kinds of things to support storytelling in the classroom.

Robert Munsch Stories:  Listen to author Robert Munsch read his stories online.  The stories are great examples of how to use pause, volume, pitch, and tone.

Storytellers on Tour:  Students practice retelling folktales in their classroom. 

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding)

E/B: Identify the emotion conveyed by a speaker and express with simple spoken words, phrases, or sentences.
E/B: Answer simple factual questions about a presentation and represent nonverbally (i.e. gestures, pictures, graphic organizers) or with simple spoken words or phrases; D: Retell with simple spoken sentences what another speaker has presented; E: Retell and explain what a speaker has presented.
E/B: Prepare and deliver a simple narrative that follows a model provided by the teacher and express with simple spoken words, phrases, or sentences; D: Deliver simple narrative, descriptive, and dramatic presentations with a main idea and some supporting details and express with simple spoken sentences.
E/B: Prepare an oral presentation with a main idea and use gestures, pictures, tables, graphs, or charts and express with simple spoken sentences; D: Prepare and deliver an oral presentation with a main idea, use props to support main idea, and express with simple spoken sentences; E: Prepare and deliver an organized oral presentation with a main idea, coordinating props, and changes in tone and voice.
D: Identify true and false statements asserted by the speaker and express with simple spoken phrases and sentences; E: Identify speaker's opinions and facts asserted.
D: Deliver simple narrative, descriptive, and dramatic presentations with a main idea and some supporting details and express with simple spoken sentences; E: Deliver simple narrative, descriptive, and dramatic presentations with main ideas and supporting details.
 

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