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Listening and Speaking (text from survey in November 2008)

By Dan Ruiz,2014-04-24 16:30
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Listening and Speaking (text from survey in November 2008)

    Listening and Speaking (text from survey in November 2008)

    Rationale: The systematic progression of instruction and application to develop listening and speaking strategies and speaking applications (Genre

    and their characteristics, Oral English Language Conventions) that parallel and reinforce instruction in reading and writing.

    FoundatioThe Reading Specialist will demonstrate knowledge of: support other educators, collaborate with other school nal The nature and stages of language development and personnel, be able to provide leadership and give inservice to Knowledgacquisition whether primary or second language. teachers, have more varied experiences with it, critically e (content) Providing opportunities to develop and practice receptive and examine and support other people’s practices and evaluate

     expressive language in the following areas: listening comprehension, materials,

    vocabulary (conversational and academic), syntax and grammar,

    pronunciation, and oral presentations depending on level of

    development (e.g., re-telling, summarizing, clarifying, informative and

    persuasive speaking, etc.).

     Analysis and evaluation of oral and media communications.

    Incorporate RICA

    Include academic language and background knowledge

    Instruction; Understand, select and incorporate various instructional strategies ; Facilitate and support teachers’ understanding, selection and al and approaches for developing listening and speaking, including, incorporation of various instructional strategies and Strategies and the rationale for their use based on student needs. approaches, including questioning, summarizing, supporting and conclusions, following oral directions, and the rationale for ; Know about, select, and implement quality instructional materials

    Curriculutheir use. for supporting the development of listening and speaking, including m online and offline sources/resources based on student needs. ; Support the evaluation, selection and implementation of Materials quality instructional materials for the development of

    listening and speaking, including online and offline Other ideas to consider including:

    Listen for the errors in conventions in oral language. sources/resources, based on student needs

    Use the conventions and genre of writing and speaking

    interchangeably

    Oral language both precedes and follows written language.

    Ask thoughtful questions, summarize major ideas, and use evidence to

    support conclusions

    Use language in academic interaction with peers and adults

    Emphasis on producing language in a variety of contexts

    Teachers create an environment in which students feel comfortable

    risking the use of new and unfamiliar language.

    Teachers apply the understanding of similarities and differences

    among languages in planning instruction

    Teachers use strategies to foster substantive student discussion and

    participation

    Assessme; Understand the rationale, selection and administration of various ; Facilitate and support teachers’ understanding of the nt, types of assessments. rationale, selection and administration of various Diagnosis, assessments, based on student needs ; Use the data to diagnose, monitor and evaluate student progress.

    and ; Facilitate and support the use of data to diagnose, monitor Evaluation and evaluate student progress.

Students: ; Demonstrate an understanding of the needs of second language ; Facilitate and build an understanding of ways to support

    special learners in developing listening and speaking skills in English. the needs of second language learners in developing needs, listening and speaking skills in English. ; Demonstrate an understanding of the needs of special needs

    different students in developing listening and speaking skills. ; Facilitate and build an understanding of ways to support levels of the needs of students with special needs in developing ;

    RtI, listening and speaking skills in English. Build upon a child’s primary language if appropriate

    GATE, Role of primary language acquisition in the development of literacy in EL, SES, the secondary language.

    and other Understand the needs of second language learners

    cultural Follow oral directions that are progressively more complex

    and English language development should be intensive and should

    linguistic emphasize the language that students need to know to benefit from

    diversities instruction.

    Fieldwork ; Apply various instructional approaches to create an environment in ; Facilitate and build an understanding of ways to create an demonstrawhich students feel comfortable risking the use of new and environment in which students feel comfortable risking the tion unfamiliar language. use of new and unfamiliar language.

    ; Demonstrate the use of clear and thoughtful questions to facilitate ; Facilitate and build an understanding of the use of clear and

    discussion in a variety of contexts thoughtful questions to facilitate discussion in a variety of

    contexts. ; Demonstrate an understanding of the role of primary language

    acquisition in the role of literacy in the secondary language. ; Facilitate and build an understanding of the role of primary

    language acquisition in the role of literacy in the secondary ; Demonstrate an understanding of instructional approaches to

    language. encourage the use of academic language with peers and adults.

     ; Facilitate and build an understanding of instructional

    approaches to encourage the use of academic language with

    peers and adults.

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