St 22-2 writing and speaking skills

Frankenberg-Garcia — Integrating corpora with everyday language teaching 33 Integrating corpora with everyday language teaching Ana Frankenberg-Garcia ISLA-Campus Lisboa Despite the growing number of books on how to use corpora in language teaching, little has been written about integrating corpus-based activities with the reality of the classroom.

St 22-2 writing and speaking skills

Bit by a dog, burnt by hot tea, I stand tall, no one can knock me down, I stand tall, st 22-2 writing and speaking skills, I stand tall.

In that moment during our poetry reading, a day celebrating our 3rd grade students' published poetry at the local art gallery, I witnessed the importance of teaching speaking skills and providing students opportunities to express themselves authentically.

After attending the Philadelphia Writing Project Summer Institute for teachers, I began exploring the idea of student voice, embarking on a yearlong professional inquiry project on what it looks like to incorporate Common Core speaking standards across the curriculum.

Which teaching moments, cultural assets, and learning experiences helped Kareem deliver his poetry? How do I encourage all students to speak in class, including English language learners? How do I use assessments to effectively coach my students on their speaking and listening skills?

In exploring these questions, I will share four key ways I have integrated speaking standards across the curriculum in my elementary classroom. Provide authentic purposes for speaking. To prepare students to speak in class or in public, it was important for me to communicate clearly to students the value and relevance of being a good speaker, whether it is to interview for a job, influence and persuade parents, or instruct siblings.

When possible, I created opportunities for students to share their work with peers, teachers, families, and their communities. By watching videos of famous orators, reflecting on the effectiveness of their speeches, and discussing expectations and real-world experiences, students were able to authentically explore and practice speaking skills.

Assess often with student-friendly checklists aligned to standards. To support frequent formative assessments, I created a one-page class grid that listed the speaking standards at the top of the paper in student-friendly language. The targets for 3rd grade include these: Speaks in an audible volume Speaks in complete sentences Speaks at an understandable pace Speaks clearly Stays on topic I used interactive modeling to share the speaking criteria with students.

This criteria and checklist made it easy to assess skills students exhibited during morning meeting and content-area presentations. At times during the week, I would give individual students feedback, and we would set goals together based on the checklist.

For book club discussions, student-friendly rubrics guided students' self-assessments and peer assessment, and helped me track how often the student exhibited the following speaking skills always, most of the time, some of the time, never: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

I read the assigned pages, completed sticky notes, and prepared questions. Follow agreed-upon rules for discussions e. I spoke when someone else was not speaking. I used a quiet indoor voice when I talked.

I kept my hands to myself. I looked at the speaker. I leaned in close to hear my book club members. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. I used sentence starters and prompts to ask questions and connect comments.

Explain their own ideas and understanding in light of the discussion. I stayed on topic while explaining my ideas and understanding related to the discussion The student-friendly language allowed students to reflect on their performance and behavior and set the expectations for "accountable talk" defined by Fisher, Frey, and Rothenberg as classroom discourse where "students ask one another about their thinking and build on the responses of others.

They cite evidence, ask for elaborations and clarifications, and extend understandings by using the statements they have heard from their classmates to form new ideas. How to Plan Discussion-Based Lessons for Diverse Language Learners for a poster on how to structure accountable talk in your classroom.

Develop clear discussion guidelines and protocols. To encourage students to take charge of classroom or small-group discussions, I provided clear guidelines and discussion leaders that also ensured all students participated, especially the quietest ones.

I also considered the speaking norms and cultural backgrounds of my students so that I could respond to their needs during group discussion. For example, I work with a large Asian American and English language learner student population.

Ideas from the Field

For some of the book club talks, I was able to record the small group discussion on an iPad and then host a debriefing session with students to set goals and coach them on their speaking skills.

Students of different backgrounds responded well to student-led small group discussions. One student remarked, "I love this book club because in 1st and 2nd grade, people don't let me talk. Like I wanted to talk but then when I was about to talk, like, people interrupted me.Writing instruction integrates the skills and knowledge that students learn and 21st Century Skills Technology on Scott Foresman Reading Street can be used both for enhancing student experiences and preparing them for the future.

st 22-2 writing and speaking skills

Throughout the year, research-based 22, , EI•22; 2. * For IELTS, no section scores less than , accounting already for the SEM. Likewise, scores for Writing and Speaking on the MELAB, and all final band .

After attending the Philadelphia Writing Project Summer Institute for teachers, I began exploring the idea of student voice, embarking on a yearlong professional inquiry project on what it looks like to incorporate Common Core speaking standards across the curriculum.

BUILDING A LEVEL PLAYING FIELD As the 21st century begins, well-developed reading, writing, and math skills and a basic foundation of know-ledge about these matters. In addition, schools are setting the bar higher for children. speaking skills. Some of these adults are in the workforce and some are not, but.

Commit to a conceptual framework of learning by doing.

speaking, reading, and writing in both English and a second language. 3 students with skills to succeed in the 21st century. 4 (2) It is fitting to commend the dedication of 22 (2) SECOND LANGUAGE.—The term ‘‘second 23 language’’ means any language other than English.

TEKS Requirement (Languages Other than English) Sem. A Lesson # Textbook Chapter/Page # Bloom's Taxonomy (3) Students of classical languages use the skills of listening, speaking, and writing .

Sri Lankan Old obituaries and death notices of Sri Lankans in UK