Language Arts
Grade 4: Oral Communication |
Planning: Term # Tracking: Ach. Level |
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Overall Expectations |
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1.
listen in order to understand and respond appropriately in a variety of
situations for a variety of purposes; |
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2.
use speaking skills and strategies appropriately to communicate with
different audiences for a variety of purposes; |
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3.
reflect on and identify their strengths as listeners and speakers, areas for improvement,
and the strategies they found most helpful in oral communication situations. |
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Specific Expectations
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1.
Listening to Understand |
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Purpose:
1.1 identify purposes for listening in a variety of situations, formal and
informal, and set goals related to specific listening tasks (e.g., to
summarize the theme of a small-group drama presentation; to record important
details about an upcoming event announced on the radio; to clarify
suggestions for improvements in a peer writing conference) |
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Active
Listening Strategies: 1.2 demonstrate an understanding of appropriate
listening behaviour by adapting active listening strategies to suit a variety
of situations, including work in groups (e.g., demonstrate an understanding
of when to speak, when to listen, and how much to say; summarize information
and ideas from a small-group meeting; ask relevant questions to clarify
meaning and link responses appropriately to the topic of conversation; adapt
listening behaviour to the requirements of informal social settings and more
formal settings) |
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Comprehension
Strategies: 1.3 identify a variety of listening comprehension strategies and
use them appropriately before, during, and after listening in order to
understand and clarify the meaning of oral texts (e.g., make notes to
summarize what has been heard; use graphic organizers, diagrams, or sketches
to record information or ideas presented orally; prepare for a visit to the
theatre by activating prior knowledge of the structure of a play and
discussing the subject of the play with peers) |
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Demonstrating
Understanding: 1.4 demonstrate an understanding of the information and ideas
in a variety of oral texts by summarizing important ideas and citing
important details (e.g., present an oral report to the class after listening
to a guest speaker; use a graphic organizer to map the important ideas in a
text; represent the important ideas of an oral text through visual art,
music, or drama) |
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Making
Inferences/Interpreting Texts: 1.5 make inferences using stated and implied
ideas in oral texts (e.g., listen "between the lines" to detect
bias in an oral text) |
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Extending
Understanding: 1.6 extend understanding of oral texts by connecting the ideas
in them to their own knowledge, experience, and insights; to other texts,
including print and visual texts; and to the world around them (e.g., relate
the topic of an oral presentation to prior knowledge and information from
personal experiences, articles, movies, stories, or television shows; ask
questions about relevant stated and implied details; relate the ideas of
other speakers in a dialogue group to their own experiences; use role play
and drama to connect the themes and emotions depicted in an oral text to
real-life situations) |
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Analysing
Texts: 1.7 analyse oral texts and explain how specific elements in them
contribute to meaning (e.g., ideas and information, body language, tone of
voice). Teacher prompt: "How did the speaker's body language and tone of
voice contribute to the meaning?" |
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Point
of View: 1.8 identify the point of view presented in oral texts and ask
questions about possible bias (e.g., identify the use of words and/or phrases
that signal generalizations or stereotypes about gender, culture, ability, or
age). Teacher prompts: "Whose point of view is presented in this
poem?" "Whose point of view is excluded?" "Does this
reflect the way the world is today?" "How might this text be
different if another point of view were presented?" |
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Presentation
Strategies: 1.9 identify the presentation strategies used in oral texts and
analyse their effect on the audience (e.g., the use of emotive language).
Teacher prompt: "Do you think this type of emotive language influences
the audience in the way the speaker intends?" |
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2.
Speaking to Communicate |
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Purpose:
2.1 identify a variety of purposes for speaking (e.g., to entertain a wider
school audience; to establish positive personal and learning relationships
with peers; to ask questions or explore solutions to problems in small-group
and paired activities; to solicit opinions and react to information and ideas
in a discussion or dialogue group; to explain to another person how something
works; to summarize and comment on an event or oral text for the class; to
clarify and organize thinking in order to contribute to understanding in
large and small groups) |
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Interactive
Strategies: 2.2 demonstrate an understanding of appropriate speaking
behaviour in a variety of situations, including paired sharing and small- and
large-group discussions (e.g., acknowledge and extend other group members'
contributions; make relevant and constructive comments on the contributions
of other group members) |
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Clarity
and Coherence: 2.3 communicate in a clear, coherent manner, presenting ideas,
opinions, and information in a readily understandable form (e.g., respond in
an appropriate order to multi-part, higher-level questions in a
student-teacher conference or a group discussion; explain the results of
research in an oral presentation, including a statement of the research
focus, the procedures followed, and the conclusions reached; use an
organizational pattern such as chronological order or cause and effect to
present ideas in a dialogue or discussion) |
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Appropriate
Language: 2.4 use appropriate words and phrases from the full range of their
vocabulary, including inclusive and non-discriminatory terms, and appropriate
elements of style, to communicate their meaning accurately and engage the
interest of their audience (e.g., use evaluative terms to clarify opinions
and for emphasis; use descriptive words to give specificity and detail to
personal anecdotes; use humour or emotive language to engage the audience's
interest or sympathy) |
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Vocal
Skills and Strategies: 2.5 identify some vocal effects, including tone, pace,
pitch, volume, and a range of sound effects, and use them appropriately and
with sensitivity towards cultural differences to help communicate their
meaning (e.g., adjust the pace of speaking for effect and to hold the
listener's attention) |
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Non-Verbal
Cues: 2.6 identify some non-verbal cues, including facial expression,
gestures, and eye contact, and use them in oral communications, appropriately
and with sensitivity towards cultural differences, to help convey their
meaning (e.g., use body language, such as moving closer, leaning forward,
nodding or shaking their head for emphasis, to connect with their audience) |
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Visual
Aids: 2.7 use a variety of appropriate visual aids (e.g., CDs or DVDs, computer-generated
graphic organizers, concrete materials, artefacts) to support or enhance oral
presentations (e.g., use pictures or samples of different kites to illustrate
a talk on how to build a kite) |
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3.
Reflecting on Oral Communication Skills and Strategies |
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Metacognition:
3.1 identify, in conversation with the teacher and peers, what strategies
they found most helpful before, during, and after listening and speaking and what
steps they can take to improve their oral communication skills. Teacher
prompts: "What strategies do you use to monitor your listening to be
sure that you are understanding the speaker?" "If, after listening,
you think you don't understand, what steps do you take to clear up your
confusion?" "How do you identify the things that you do well as a
speaker and what you would like to improve upon?" |
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Interconnected
Skills: 3.2 identify, in conversation with the teacher and peers, how their skills
as viewers, representers, readers, and writers help them improve their oral
communication skills. Teacher prompts: "How can viewing media texts help
you as a listener or speaker?" "How can reading texts from
different cultures help you connect to your audience as a speaker?" |
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Expectations: Copyright The Queen's Printer for Ontario, 2006. Format: Copyright B.Phillips, 1998.