Introducing Practical Speaking Skills

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Objective

SWBAT practice routines to help them speak audibly and express thoughts, feelings, and ideas clearly.

Big Idea

If you really speak WELL, people will love to listen!

Setting Up

1 minutes

I teach this lesson within the first few days of school to the whole group.  I teach it early so I can draw my students into using these best practices from the beginning. I believe that setting expectations early avoids future problems! I also think it is important for me to look at my Common Core Speaking Checklist to plan ahead!

Students need to be grouped in partnerships for this lesson.  There are a variety of ways to form partnerships and any are appropriate for this lesson.  Since I teach this lesson so early, I do not have intentional partnering yet, and that is okay; however, I need to assign students #1's and #2's.  (I do this ahead of time.)

Before teaching this lesson, I did a lot of researching.  I think it's important to provide my students with a real speaking experience in Kindergarten so they will be prepared for their educational adventures moving forward.  I took notes while watching this very informative video and planned my lesson(s) accordingly.  Also, I used this fantastic video to help me plan little brain breaks that would get my kids speaking in a meaningful way!  In the end, I really had a lot of information going into this!

Set (Drawing them in)

3 minutes

I introduce the students to the speaking side of Speaking and Listening.

At this time, I would have students all seated on the carpet, facing me.

"Today, we are going to talk about some rules for our classroom!  We are going to discuss what it really means to be a good speaker when we are with a partner or group."
"Raise your hand if you think you can speak." (Students will raise hands again.) 
"Alright, so all of us CAN indeed speak...  Well, since we all know we can; let's learn how to do it correctly!  By the end of our discussion today, you will be able to describe what it means to speak in a way that is best for the others who will be listening to you.  Are you ready?  Turn your listening ears on, and let's get to it!"

I like to hang up my good speaking poster to ensure daily practice!

I Do (Teacher Models)

10 minutes

"I am so glad you've turned your listening ears on; that is one step you have learned to help you  be a good listener!  Now, let’s talk about what all it takes to be a good speaker!"
I tilt my head down and begin to whisper. 
Say, "If you wanted to hear me, and I was doing this, would you be able to understand me?"  (Students will say "no" or shake their heads.)
"You're right, you wouldn't really be able to hear what I was saying.  When we are really talking well, we raise our voices to a good level so we know our listeners can hear us.  We don’t whisper… but we don’t yell either!  We use a good, strong, inside voice."
"So, who can tell me what we just said makes a good speaker?"  (Call on a student to answer and guide them to the correct answer if they didn't give you a complete sentence correctly conveying your message.)
"Rule number 1 for speaking is to use a good, strong inside voice!  GREAT!"
"Now, I would like for everyone to turn to their partner..."
"and #1's, tell #2's the rule..... "(take 5-7 seconds to let them share.)
"Now, #2's, tell #1's the rule..... "(take 5-7 seconds to let them share.)"
"Great everyone, let's keep moving."
I begin staring down at my feet while I talk.
Say, "If you were listening to me and I was doing this, would you think I was talking to you?"
(Students will say "no" or shake their heads.)
"You're right again, you wouldn't think I was talking to you- you would wonder what I was doing!  When we are really speaking to someone, we respect the people who are listening to us.  That way, they want to keep listening to what we have to say!"
"So, who can tell me the second thing we just said makes a good speaker?"  (Call on a student to answer and guide them to the correct answer if they didn't give you a complete sentence correctly conveying your message.)
"Rule number 2 for speaking is to respect the people who are listening!  GREAT!"
"Now, I would like for everyone to turn to their partner..."
"and #1's, tell #2's the rule..... "(take 5-7 seconds to let them share.)
"Now, #2's, tell #1's the rule..... "(take 5-7 seconds to let them share.)"
"Great everyone, we are almost to our last rule!"
I start talking while I'm moving around and shaking, playing with my hands and feet.
Say, "If you were listening to me and I was talking to you while I was moving around like this, would you think I was really trying my best to share my ideas with you?"
(Students will say "no" or shake their heads.)
"You're right again, you wouldn't think I was trying my best to share with you.  When we are really speaking, we work hard to be confident and speak well."
"So, who can tell me the last thing we just said makes a good speaker?"  (Call on a student to answer and guide them to the correct answer if they didn't give you a complete sentence correctly conveying your message.)
"Rule number 3 for speaking is to be confident and speak well! GREAT!"
"Now, I would like for everyone to turn to their partner..."
"and #1's, tell #2's the rule..... "(take 5-7 seconds to let them share.)
"Now, #2's, tell #1's the rule..... "(take 5-7 seconds to let them share.)"
"Good job, everyone!  Now, let's go over all of the rules together."
I sit and stare and say nothing.
Say, "If you were waiting to hear something from me and I was just looking at you, not moving or anything, would you think I was interested in sharing with you?"
(Students will say "no" or shake their heads.)
"You're right again, you wouldn't think I was interested in speaking to you.  When we are really speaking, we pay attention to the people who are listening the whole time.  That’s how we keep their attention."
"So, who can tell me the last thing we just said makes a good speaker?"  (Call on a student to answer and guide them to the correct answer if they didn't give you a complete sentence correctly conveying your message.)
"Rule number 3 for speaking is to pay attention to the people who are listening the whole time!  GREAT!"
"Now, I would like for everyone to turn to their partner..."
"and #1's, tell #2's the rule..... "(take 5-7 seconds to let them share.)
"Now, #2's, tell #1's the rule..... "(take 5-7 seconds to let them share.)"
"Good job, everyone!  Now, let's go over all of the rules together."
Review all of the rules where Teacher Says It, Then Students Repeat.  Do this two times.

You Do (Students Practice)

15 minutes

I have the students pair off and move to a new spot in the room.  (I use the same #1's and #2's that they have been using.)

Once they are in their spots, I have students repeat the rules to each other.  I guide them through each rule by prompting.  By doing this, I will have the time to walk around and monitor each group and hear them talking to each other.  At this time, I should monitor the talking and make sure everyone knows the rules.
"If your partner did not tell you one of the rules or accidentally mixed up one of the rules, please take this time to help them out!"  (I give students about 30 seconds.)

"Great!  Now that we know the rules, we are going to put them into practice.  I want you to look at me and follow all of the rules for speaking.  Now, we are going to work on being great speakers together!  So, here's your mission: you are going to tell your partner who you are and one thing that is special about you. You are going to be confident, use your proper inside voice and pay attention to your listener. After that, you are going to practice your listening skills while they tell you who they are and one thing that is special about them.  If you are a #1, you will go first.  If you are a #2, you will go second."
"As #2 listens, I want #1’s to speak well!  What are #1’s going to do?”
(They will respond, “speak well!”
"GREAT!  And, as #2 talks, what are you #2's going to do?  (They will respond, "speak well!")
"Alright, then... It sounds like we are ready!  You have about 5 minutes.  I will tell you when it is time to switch listeners.  GO!"
This is the time I take to walk around, monitor the students who are listening and redirect those students who are not.  I give productive feedback, such as, "I love how you are looking at your partner and smiling confidently as you speak!"
I switch half-way through and repeat this process again with the other half of the class.
When the conversation is finished, I ring a bell/timer and call attention back to myself.
I call out a few students who were really listening well and share with the other students, "I loved how ____ was speaking because I saw ____ do _____."  This helps to reinforce my point to those students who may have not been the best listeners through this exercise.  Also, I can't forget to cheer for those students who I called out for excellent listening.

Then, I call everyone back to the whole group!

Closure and Congrats (Summary by Teacher and Students)

5 minutes

When all of the students are facing me again, I begin speaking in my normal manner- the one in which I expect them to speak.  This is a great time for me to reinforce that these are MY expectations for not only partners and groups but for me as well.

"I am so pleased with the good speaking skills I saw coming from you guys today!  I feel like you really owned the rules for speaking and made it fun for your partner to listen to you because you were speaking so well!  Congratulations!  Do you think we can always speak this well?" (Students will say yes.)
"I am really looking forward to seeing all of you speak to each other!  When we practice good speaking skills, we learn more and we work so much better together!  When we really speak with respect, we can talk to all different partners about all different things... and that is what I want you to remember for the day.  I will say it one more time and then I want you to say it with me; so listen well for what you’re going to say!"
I say, "When we really speak well, we can talk to all different partners about all different things."
"Now, help me say what we can do." Students will chorally say this with me, "When we really speak well, we can talk to all different partners about all different things."
"Great job.  Now, you tell me what you can do!"
Students will chorally say this without guidance, "When we really speak well, we can talk to all different partners about all different things."

"That is fabulous!  Yes!  When we really speak well, so many things are possible because we can keep peoples’ attention and they will want to hear from us!  I look forward to watching you all speak to each other as we talk about all different sorts of things this year!  Thank you for working so well with your partner today!  Everybody, give me an air-high-five!"

To give a grade or to provide academic feedback, I use my Speaking and Listening Assessment Sheet!  I think it's important to use this for guidance!