Elm 580 T4 Speaking Writing Listening Activities

Description

Part 1: Listening, Speaking and Writing Activities

Use the “Listening, Speaking, and Writing Activities” template and “Class Profile” to complete this assignment.

Using the same grade level you selected for your previous lesson plans or from your field experiences, select a state standard that focuses on listening, writing, and speaking skills to develop three listening, speaking, and writing activities Elm 580 T4 Speaking Writing Listening Activities.

Below are examples of possible activities:

Persuasive writing, speech writing, debates, class discussions, presentations on topics of student interest, persuasive advertisement, or advertisement campaign

Your learning activities should be appropriate for students detailed within the “Class Profile” and include the following:

Strategies that encourage students to apply personal opinions toward the interpretation of texts Various forms of communication (verbal, nonverbal, media, etc.) techniques to foster elementary students’ active inquiry, collaboration, and supportive interaction

Accommodations related to assessment and testing conditions to meet diverse needs of students

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Part 2: Rationale

In 250-500 words, rationalize your instructional choices explaining why the activities chosen are appropriate for all ”Class Profile” students and clearly focuses on creativity and student engagement.

In addition, explain the elements of effective speaking. Additionally, discuss how verbal and nonverbal communication affects the persuasive aspect of having students advertise and/or present an id

Speaking, Listening, and Writing Activities

Part 1: Template

The activities will be applied on grade 4 students

ELA State Standard(s): Standard CCSS.ELA-LITERACY.SL.4.2 stipulates that the students should learn to paraphrase and write main ideas from spoken information that is presented in various formats and media, including orally, quantitatively and visually.
Learning Objective(s): By the end of activity, the students should be able to locate main ideas from spoken information and write them in their own words. They should also be able to read loud amidst colleagues the content of different texts and other sources.
Activity: The activity is called reading tag. I will read loud a small section of text and ask the students to write the main ideas from it. I will also use a listening center to repeat the information and a combination of visual and oral presentation using a minicomputer. I will put the students in groups in which some of them read passages as the others take notes.
Differentiation: I will support the students in Tier 2 RTI for Reading and the emotionally disturbed through repetition of the information using computer and listening center and providing encouragement. I will spend more time supporting the students with learning disability using the above approaches and in case of a need, seek support from professionals specializing with such students. I will strive to interpret the information to the English Language learners where possible and also seek the support of the teacher dealing with such students. I will ask the student with hearing problems to use hearing aids. I will encourage the struggling students to participate in reading as the others take notes.

Example 2

ELA State Standard(s): Standard CCSS.ELA-LITERACY.SL.4.4 states that the students are expected to learn to report information from text or other media, recount or tell a story and present their own ideas and experiences.
Learning Objective(s): By the end of the activity, the students should be able to gather main points from stories derived from various sources and write them down. They should be able to tell their own stories and experiences and to distinguish when to use formal and informal language.
Activity: The activity is speech writing. I will read out a part of one of the speeches of Dr. Martin Luther King, Jr. I repeat the presentation in a video using a minicomputer. I will ask the students to write what they have learned from the speech. I will then ask the students to write down speeches of the own on any issue they feel that they are passionate with.
Differentiation: The visual presentation of the speech will be used to support students with learning disabilities. I will repeat the visual presentation to facilitate understanding by the students in Tier 2 RTI for Reading and the emotionally disturbed. I will provide additional support to the above two groups to write their speeches Elm 580 T4 Speaking Writing Listening Activities. I will ask the gifted students and early finishers to support the struggling students. I will ask the student with hearing problems to use hearing aids.

Example 3

ELA State Standard(s): Standard CCSS.ELA-LITERACY.SL.4.1, which stipulates that the students should learn to engage in collaborative discussions in groups and one-on-one with guidance from the teacher. The collaborative discussions should be based on grade 4 topics and texts. During the discussions, the students should learn to give their opinions of the topics and texts and also grasp the ideas of others. Standard CCSS.ELA-LITERACY.SL.4.2 is also applicable, which requires application of the skills involving writing main points from texts and other forms of media

Learning Objective(s): By the end of the activity, the students are expected to be able to engage in discussions in groups and express their ideas and opinions regarding the information they have understood from topics or texts. The students should be able to pose questions on the topics of discussion. They should also be able to respond to the questions asked by the colleagues Elm 580 T4 Speaking Writing Listening Activities. The students should be able to adhere to discussion rules. Last, the students should be able to write down points from texts, spoken information, visual media and other forms of media.
Activity: The activity is class discussions. When implementing the activity, I will ask the students to read a passage on a specific topic from a course text. I will then ask them to listen to the passage from a listening center. I will then put the students into groups and then ask them to discuss the main points they have understood from the passage and write them down.
Differentiation: The student with hearing problem will be asked to use hearing aids. Second, I will give the students in Tier 2 RTI for Reading and the emotionally disturbed ample time to read repeatedly, and listen to the passage while giving the necessary encouragement even during the discussion process. I will take more time on the students on supporting the students with learning disabilities and present the passage in the on a mini computer with a combination of audio. I will ask the quick learners and gifted students to give ideas and guide the students in need of support. I will strive to support the English language learners through making interpretations using local languages where possible and through seeking support from the teachers specializing in supporting such students.
Part 2: Reflection

When writing the activities, one of the challenges I encountered is the selection of activities that will facilitate the ability to meet the state standard and the different learning needs of the students at the same time. However, I found the use of various technologies as an effective way of enhancing differentiation strategies in order to increase the chance of meeting the needs of the students. The three activities selected are essential and appropriate for the students described on the class profile irrespective of their varying learning needs Elm 580 T4 Speaking Writing Listening Activities. All students, including those in Tier 2 RTI for Reading, emotionally disturbed, English language learners and with learning disabilities, need to learn to gather ideas and write them from written, oral or visual information. They also need to learn to present their own ideas using formal and informal languages. Repetitions and the use of technologies such as the listening center and minicomputer to present information orally and visually are effective in facilitating engagement of the struggling students. Support from teachers dealing with English language learners enhances the ability to interpret content to the local languages of such students, hence facilitating understanding (Bateman and Bateman 42). Hearing aids are meant to solve the hearing problems of the student with hearing problems. Putting students in groups provides an opportunity for the early finishers and gifted students to support the struggling students.

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        The key elements of effective speaking are what a person says and how they say it. Depending on the context, the elements may also include message, voice, body language, grabber, call to action, objective, usefulness of information to the audience and overall presentation (Moore and Hansen, 76). The verbal communication enhances the ability of the students to communicate a persuasive idea in various ways. This can be achieving, for instance, through the use of informal language and speak clearly. Further, effective use of nonverbal communication aspects such as eye contact, dress, facial expressions and gestures can increase the ability to convey persuasive ideas (Moore and Hansen, 76). The failure to communicate clearly and use the right nonverbal cues reduces the ability to convey persuasive ideas.

Works Cited

Bateman, David F. and C. Fred Bateman. A Principal’s Guide to Special Education (3rd

Edition). Arlington: Council for Exceptional Children, 2014. Print.

Moore, Kenneth D. and Jacqueline Hansen. Effective Strategies for Teaching in K-8 Classrooms.

London: SAGE, 2011. Print Elm 580 T4 Speaking Writing Listening Activities .

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