DOCUMENT RESUME

ED 082 265 CS 500 430.

AUTHOR Wolf, Richard Anthony

TITLE A Curriculum Guide for the Teaching of Listening and
Speaking Skills to the Primary Grades in the Public
SchOols of Madison, Connecticut.
PUB DATE Jul
NOTE 17115.; M.S. Thesis, Southern Connecticut State
College
AVAILABLE .FROM Interlibrary Loan Dept., Southern Connecticut State
College Library, New Haven, Conn. 06515 (Interlibrary
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DESCRIPTORS *Behavioral Objectives; *Curriculum Guides; Language
Arts; *Listening Skills; *Primary Grades; Speech
Curridulum; Speech Instruction; *Speech Skills
IDENTIFIERS *Madison (Connecticut)

ABSTRACT
Contained in this curriculum guide are a rationale,
performance objectives, techniques, and activities for the teaching
of listening and speaking skills in the primary grades. In an
introductory chapter basic terms are defined' and the -need for a study
of listening and speaking skills is. emphasized. Chapter two review
the literature on.the nature and on the. reaching of speech and
listening. Chapter three provides a taxonomy of listening and
speaking performance levels. Chapter four is composed of tables of
performance objectives in listening and speaking. The bulk of the
guide is then devoted to individual lessons which contain performance
objectives,. instructional aids, teaching techniques, and additional
activities. (DD)
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A CURRICULUM GUIDE FOR THE TEACHING OF LISTENING

1.n
kt0 AND SPEAKING SKILLS TO THE PRIMARY GRADES
ces
C\J IN THE PUBLIC SCHOOLS OF
fly,
C) MADISON, CONNECTICUT
CM

A Thesis

Presented to

Southern. Connecticut State College

In Partial Fulfillment

of the Requirements for the Degree

Master of Science

by
-PERMISSION TO RE PRODUCE THIS
COPYRIGHTED MATERIAL BY MICRO.
Richard Anthony Wolf FICHE ONLY HAS BEEN GRANTED BY
Richard Anthony Wolf
July, 1973 TO ERIC AND ORGANIZATIONS OPERAT
ANG UNDER AGREEMENTS WITH THE NA.
O TIONAL INSTITUTE OF EDUCATION.
FURTHER REPRODUCTION OUTSIDE
THE ERIC SYSTEM REQUIRES PERMIS
SION OF THE COPYRIGHT OWNER.-
\r)

cJ
 To my wife Janice:

Who demonstrated patience; stamina, and encouragement in

the preparation of this manual.

To my advisor Ella Erway, Ph.D.:

For her guidance and reassurance,.

I
 TABLE OF CONTENTS

Page,

Chapter

1.. INTRODUCTION 1

Statement of the Problem 2

Definition of Terms

Curriculum Guide

Listening 2

Speaking 2

Language Arts

Communication

Basic Assumptions

Delimitations 3

Need for the Study 3

2. RELATIVE) LITERATURE 6

Listening 6

Kinds of Listening 10

Purposes of Listening 11 .

The Capacity to Listen 13

Teaching the Listening Skills -16

.Speaking 20

Oral versus Written. Language 22

Why Teach Speech? 23

Teaching Speaking Skills 23

3.. PROCEDURE 'IN COLLECTING EVALUATING AND ARRANGING DATA. . . 26

Taxonomy of Listening Performance Levels 27

Taxonomy of Speaking Performance Levels 28

 11

Page
Chapter
32
4. THE THESIS

Listening Performance Levels '33

Speaking Performance Levels 38

5...SUMMARY, CONCLUSIONS and RECC1fNENDATIONS 159

163'
APPENDIX A - Letter to Cities or Towns
1614
APPENDIX B - Taxonomy of Educational Objectives
165
BIBLIOGRAPHY
 A CURRICULUM GUIDE FOR THE TEACHING.OF LISTENING

AND SPEAKING SKILLS TO THE PRIMARY GRADES

IN THE PUBLIC SCHOOLS OF

MADISON, CONNECTICUT

Chapter 1.

introduction.

The field of larquage is a broad one, encompassing a number of skills

and activities that form the basis for human communication. Reading and

writing are two lngage arts taught mot.consistently in the schools,

'beginning in first grade and, in varying degrees, continuing through college.

Yet there aretwo other language arts which are used much earlier and are.

necessary much later in life that receive little or no emphasis in the

modern school curriculum. These are listening and speaking, both basic

tools of communication and therefore both language arts.

Language arts theoretically provide major avenues for learning in

all areas of the curriculuM.. Today pupils are expected to listen and to

speak well,.yet rarely are they taught listening and speaking skills, per se,

within the curriculum. The-eye.. has thus become the "favored Son" of

educators, with the visual skills of reading and writing receiving the chief.

attention while listening and speaking have 'becbme. the "neglected children"

of the language arts family. This becomes obvious when the typical ele-

mentary-school schedule is examined. Reading periods and writing periods,

social studies periodsmath and science periods, .art periods, and gym

periods are provided for, but the only thing resembling a.listening period

is the period for music appreciation.

 2

'Statetent..of the Problem.

It is the purpose of the writer to develop a curriculum guide in-

cluding: rationale, performance. objectives, techniques and activities for

the teaching of listening and speaking skills in the primary grades in

Madison, Connecticut. Suggestions will be included for the correlation of

listening and speaking skills.

Definition of Terms.

Curriculum Guide - A curriculum guide is a.plan or direction fora

course of study offered in a particular school system including both general

and Specific objectives and suggested approaches for achieVing these goals.

Listening.- Listening is the process of hearing, recognizing, and

interpreting or comprehending language.

Speaking - The act.of expressing thoughts or ideas through articu-

late words or sound patterns is considered speaking.

Language Arts - The term language, arts is defined as the synthesis

of many language skills into one broad area in which the related phases of

expressive and receptive communication are taught in relationship tu, one

another. For the purpose of this thesis, the language arts include the

receptive language skills, of listening and reading and the expressive skills

of speaking and writing.

Communication - Communication is the process whereby a thought,

ideaOr opinion is transmitted by the speaker with word or gesture:and

received by the listener. Some form of feedback must exist for communi-

cation to take place.

Basic Assumptions.

It is assumed that the Classroom teacher need not be a specialist

 3

in speech correction to make use of this guide.

It is assumed that this curriculum will be used with normal

children with 'normal' hearing acuity and 'normal' speech development'for

their chronological age.

Finally, itis assumed that inadequate emphasis is placed on the

teaching of certain language arts in the Madison school curriculums.

Delimitations.

For the purposes of this thesis the primary Thcludo

garten and grades one and two. .Grades three through twelve are riot con-

sidered.
I

The curriculum guide i.s not a te: I_Dok for use in the claSsroom

but is intended as a reference or resource book for the teacher who wishes

to include the teaching of listening and speaking skills in his language

program.

Normal children are those stUdentsin a regular classroom whose

hearing acuity is sufficient to pass a pure tone audioMetric sweep test

administered by the state examiner, and whose, speech Is 'inconspicuous and.

does not draw attention to itself when compared with members of their peer

group.

Need for the Study.

Successful communication depends upon the cooperation of at least

two or more people. In effective communication, the responsibility must be

shared by both speaker'and listener. Both bear the respOnsibility of keep-

ing the communicative process alive. In today's society, such scientific

developments as the telephone, radio, television, satellite, and current

modes of transportation have put more emphasis on face to face transactions

and the spoken word. The nature of government, politics, entertainment,

business and education in our society p3aces demands on our skills of oral

communication. Miller (1968, p. :071) points out:

A society that depends heavily upon What is heard on radio and

television and on reading news items garnered by reporters, who,'
supposedly, listened well to the reporting of it; a society that
literally puts the lives of people into the hands (ears?) of
twelve jurists and trusts them to listen accurately and critically
in order to make a judgement; a so.ciety that is being constantly
bombarded with oral communication of the propaganda type needs to
be well- trained in listening.

In the past, listening training has often consisted of a series of

admonitions extending from the first grade through college: "Pay attention!"

"Now get this!" '"Open up your ears!" "Listen!" The same is true about

improving speaking. "Speak up!" ."Slow down!" "Think before you speak!"

"Stop mumbling!" "Look at the person you are talking to!"

In other words, both listening and speaking have been taught in-

consistently without organization or continuity. Success in these areas

has been limited and differences in abilities vary greatly from one child

to the next.. Listening and speaking require knowledge and effort because

both are mental skills which require, and are developed through, training

and practice.

The increasing importance of oral communication in today's society

demands that emphasis be placed on teaching listening and speaking in the

elementary school. This will be substantiated in the review of the liter-

ature. Therefore, systematic instruction in listening and speaking should

be incorporated into the curriculum.

The current curriculum guide for language arts published by the

Madison Board of Education (1963, p. 3) auci entitled A Sequential Program

For The Language Arts, Kindergarten Through Grade Eight, enumerates the

followingattitudesin its first section entitled "Usage and Grammar":

 5

1. Develop in the child the ability to express himself

through oral language easily and effectively.

2. Increase the child's ability to listen.

3. Develop in the child a consciousness of the respon-

sibilities of both speaker and listener.

Although these objectives head the list of desired attitudes, the

guide does not provide a section for the teaching of listening and speaking

skills. Thus, the writer has constructed a curriculuM guide for the teach-

ing of listening and speaking skills by synthesizing guidelines and

techniques of existing guides on listening, speaking and the language arts.

 Chapter 2

- RELATED LITERATURE

i
7--In-a-guide-for listening and speaking instruction, basic questions

should be answered before a program of instruction 'is designed. What is

listeninT.indwhy do')we listen? What is speaking and why _do we sneak? Will

children benefit from specific listening and speaking instruction? What

must:we know and do to. teach listening and speaking skills?'

Listening

The author of this guide he-.: defined listening as the process of

hearing, recognizing, and intc.:preting or comprehending language. The

Commission on the'Eng':sh Curriculum of the National Council of Teachers of

English. (1956, pp. 77-78), stated that:

Listening is. more than hearing. It involves following

attentively the thread,of conversation, the development of
an idea, the points of an argument. Like reading, it requires
comprehension In terms of past experience of the listener and
often involves critical examination of what is heard. 'Whenever
attention wonders, a portion. of what is being presented is
lost...In comprehending ideas given orally or, in print the
learner is actively engaged in perceiving these ideas and
weighing them against his experience and in'deciding his actions
in response to them.

Barbara (1958, pp. 379 -81), notes that successful listening pre-

supposes hearing and precedes understanding. He lists discipline, con-

.

centration and comprehension as factors most essential for effective

listening. He describes listening as an active rather thn a passive act,

where not only the'speaker but also the listener, bears the responsibility

for keeping the commuml,:ative process alive.

The relationship of listening to the other language arts provides

insight into the importance of listening; it cannot properly be considered

apart from the balance of these skillS. Barbara (1958, pp. 379-.81), por-

trays this. balance as a pyramid:

writing

Reading

SPEAKING

LISTENING
Listening is the foundation for the other language arts. It is the first

skill to be developed in point of time, and is fundamental to the develop-

Tient of speech and to the later development of reading and writing. Al-

though_ non-oral methods of reading instruction have been developed, they

have proven to be less efficient than those in which listening and hearing
(--
are involved.

In comparing listening with reading, there is one major similarity;

they are the two major avenues for. the acquisition of information, the

receptive language arts. Many-of the characteristics peculiar to reading

and reading instruction parallel,those which distinguish listening. Both _

general and specific readiness are important to effective listening, as

well as reading. The speech pattern to which the learner is attending

relates to the effectiyeness of listening. The establishment of purpose

increases the effectiveness of both listening and reading. Review of what

al

has been read or heard tends to increase retention. Attention should be

directed toward the thought or main idea rather than toward single words.

There are various types of listening which should be employed in terms of

the established. purpose. Context is the most important key to the meaning

of unfamiliar words.

Margaret Early (Staiger, 1967, p. 64), suggests relationships among

listening, writing and reading skills:

 8

Reading ability is strongly related, to listening, the develop-

ment of oral language, the knowledge of grammatical.terms, the
ability to manipulate the syntactic structures of lLguage, the
-breadth of vocabulary, spelling ability and success in written
composition.

Early points out that tests in listening comprehension often give useful

clues in estimating the levels at which students may be expected to read.

This assertion is based on a stateramt that a student's achievement is

reading and writing cannot exceed his ability to comprehend and use the

spoken language.

Early suggests that a student has four major vocabularies: speak-

ing, writing, listening, and reading. By the seventh grade, Early states

that most students' reading vocabularies exceed their listening, speaking

and writing vocabularies. Just because a student can read a word does not

mean that he will use it freely when writing or speaking. Early also

suggests that as reading skills improve, listening skills often deteriorate.

This point was substantiated in a study of listening abilities conducted in

the Nashville Public Schools (1950, p. 4), which indicated that in the

elementary grades, the results of listening abilities tests tend tole some-

what higher than reading abilities test scores; in the junior high, they are

.approximately the same; while in the senior high, results of listening drop..

below reading.

Certain differences between listening and reading are.also.apparent.

Number one among these is the element of time. In reading the 'child can

proceed at his on rate. He can go back when he wants to. He may even

stop to daydream, for the page is always before him. Ideas that appear in

print are likely'to be pUt in a .clear, well-organized style. The learner

may review at will. Listening is different. The listener has no control

over the rate at which he must listen. A speaker determines that. In most
 . 9

listening experiences, a lapse of attention causes, the listener to lose

that portion of the content. This is apparent to anyone who has sat through

a boring lecture and allowed his attention to wander for even a few short

moments. This loss cannot be recouped by rereading. More than likely, the

r-- loss will be permanent.

Listening is a more personal form of communication than reading and

one is required to "read between the lines" to a greater extent. The

listener often has the added advantage of facial expression and intonation

to assist him in the accurate apprehension of meaning. Few speakers are as

precise and well organized as they would be if they were writing down their

ideas. In certain listening experiences, visual aids are not always

available.

The act of listening does not teach a child to listen effectively,

just as the act of reading does not teach a child to read effectively.

Since effective reading techniques must be taught, the same conclusion could

be drawn about learning effective listening techniques. Most authorities

will agree that instruction in listening and speaking skills is vital, but

the relative importance of teaching these skills to students in the ele-

mentary grades is difficult to establish. Strickland (1951, p. 135),points

out that, in the primary grades, listening is the major tool for learning.

As the skill of reading is, acquired, the percentage of information gained

through listening decreases. This does not mean. that the importance of

listehing is deminishing however; for as one progresses'through secondary

school and college the nature. of its application to clasSroom and general

educational activity undergoes a change which parallels the.changing

relationships and processes on the levels of the educational program.

 10

Kinds of Listening

In order to teach listening, we must be aware of the kinds of

listening (Fort Worth, no date, p. 1), that the average student engages in

to successfully complete his education.

Passive or marginal listening takes place when children study with

the radio or television on or when several groups are functioning within one

classroom. There is often a deliberate "tuning out" of what is heard with

just enough consciousness of the voice or sound to bring the child back to.

attention when a favorite song or personality comes on. In a classroom or

in the home, the tone of voice of the teacher or a parent may flash the

danger signal which alerts the child whose attention has been wandering.

The way one listens to background music while reading is quite different

from the type of listening required to evaluate critically a proposed plan

of action which affects one personally or professionally.

Attentive listening is needed in situations in which accuracy of

coMprehension is involved, as in directions, announcements, and introductions.

Responsive listening, while quite similar to attentive listening,

requireS a different mind set as in situations in which the listener

participates, such as conversation and discussion.

.Selective listening is necessary when the teacher explains parts of

a-process or material from which individual students choose certain parts.

Appreciative listening is involved when the listener settles down

to enjoy a dramatization, a story, or a poem. The process usually results

in some sort of.emotional reaction.

Creative listening is the process of developing new and originaY.

solutions to problems presented through the spoken word. It is also the

act of entering imaginatively into the experiences, the setting and the
feelings of the characters in a story being told or read aloud, radio,

screen, or stage.

Analytical or critical listening makes the greatest demands on the

pupil for thinking as he listens. A critical listener is a careful, accurate,

attentive listener.. He is selective and on the alert for authorizati-7e

bases for judgements. The critical listener weighs what is heard against

personal experience and is alert to attempts of the speaker to sway his

opinion by the devices of propaganda. This kind,of listening must be

developed by older elementary and high school pupils in order that they

may evaluate what they hear.

Purposes of Listening

The reasons for listening are almost as numerous as the range of

iidi.vidual interests and curiosities. This discussion however, will be re-

stricted to those purposes which relate to the educational program and is

focused upon classroom activities. The increasing need for self-disciplined

use of adequate listening skills and the responsibility placed upon the

school for the development of these skills and of their habitual use are

evident.

Historically, the educational importance of"listening has not always

been recognized. Nichols and Stevens (1957, p. 6) report the results of a

study by Rankin conducted in the Detroit public schools, which revealed

that reading received 52 per cent of the emphasis in classroom instruction

while listening received only 8 per cent. Witty and Sizemore (1958, pp.

297-301), reported in a more recent study that 57.5 per cent of the ele-

mentary school child's time is speht in listening.

Nichols and Stevens (1957, p. 6), report another study by Rankin

carried out with sixty-eight adults of different occupations which'indicated

 12

that on the average, 70 per cent of his subjects' waking day was spent in

verbal communicating time, the sixty-eight adults spend. an average of 9

per cent in writing, 16 per cent in reading, 30 per cent in talking and

45 per cent in listening. In schools, the authors discovered that reading

received more than its share of emphasis while listening appeared to be the

missing "1".in learning.

Current literature emphasizes the importance -of effective listening

at all educational levels, although the kinds of listening situations which

are cited differ. Present and increasing interest and research in listening

indicate a belated recognition of its importance among the language skills.

Listening is of major importance in our culture. Our increasing

population and changing technology have caused person -to- person relationships

to become an ever more important part of our lives. Since more than 80 per

cent of the population resides in non-rural areas., close and continuing

interpersonal relationships typify our lives. Tb increase his level of

Vocational skills, a person must have an increased. ability to communicate.

Hartshorn (1958, p. 261)/, in emphasizing the need for, skillful

listening, reports that "listening to music is one of the most significant

and rapidly expanding cultural activities in present-day society...."

The expansion of which he speaks cannot be limited to music. The importance

of television as an entertainment medium, for example, is emphasized by the

findings of Theodore Jacobs cited by Schalit (1973, P. 10), who reports that

"Preschool children between. the ages of 3-5, watch an average of 51 hours

of TV each week. The only activity taking more of their time is sleeping."

Dorathy Bracken 0.970, 9, 21, sheds some lighton the current

intereat in listening with her statement:

 13

Perhaps teachers are just beginning to realize the true

significance of list_tning as the receptive element of oral
language - the ba4e of reading. It is true, also that 'today
a more definate relationship is perceived between listening
and reading than has ever been understood before.

Duker (1961, pp. 170-174), lists ;.en qualities which should be the

outgrowth of teaching or development of listening skills:

1. A listener who listens. Pupils must not only know how

to listen but actually do listen in their daily lives.
2. Selective listening. Be able to identify the.main ideas,
the details, and determine whether they are illustrative,
essential or irrelevant. He must be able to follow the structure
of a discourse, and be able to supply that structure himself if
the speaker does not. He must be able to change pace as the .

speaker does.
4. Critical.listening. Concern with the speaker's purposes
and motives; is not swayed by emotive language.
5. Courteous listening. Not only pays attention, but is
accepting and(tolerant of the speaker's mannerisms and peculiar-
ities, and is_willingtO hear, but not' necessarily' always to
accept, ideas, contrary to his own. Shows consideration.
6. Attentive listening. Requires concentration. Ability
to shut out extraneous sounds, disturbances, and distractions.
PutE, aside personal consideration of his problems and devotes
himself to the speaker.
7. Retentive listening. Remembers what he has heard and
adds it to knowledge previously acquired. Must be able to
organize the content of what-he is listening to in such a way
that he is able to distqrn what parts of it confirm that which
he already knows; what parts, add new facts and ideas; and:what
parts are in conflict with his previously obtained information
on the subject at hand. Training in notetaking is important in
the natte of retention. Jot down salient' points.
8. C rious listener. Asks questions of himself as he
listens. Takes advantage of the speed of the mind over the
speed of speech. Evaluates what he hears, equates it against
his experience, questions the motives of the speaker.
.9. Reactive listening. Listens and actively reacts and
changes his course of action when this seems to be desireable
as a result of listening. Seeks additional information on the
subject he has heard about.
10. Reflective and creative listener. Brings to bear on
his listening his philosophy as well as his experience and his
reasoning powers.

The Capacity to Listen

Until recent years, a high proportion of the studies regarding the

individual's capacity to listen involved students in secondary schools or

 114

colleges. Recent studies dealing with the teaching of listening skills in

the primary grades support the theory that improvement in listening skills

viii-result from specific and appropriate instruction. A Title III project

conducted in the Alameda County Schools in California, (Lasnik, 1970, p. 12),

had as its main objective "to raise the student's cognitive and linguistic

development under controlled conditions." They conclude from the data

analysis of the field-testing of materials phase and from the demonstration

year's work with approximately 9,000 students and 260 teachers (training and

control groups), that training helped most students who were- part of the

study (grades 2,5,8,and 11) to read and listen more'effectively. Detailed

analysis further showed that comprehension skills and auditory perception

skills were very-effective at the elementary level, if used in a classroom

situation, and were effective at the secondary level if used on an individual

student basis. The program can be used in grades one through twelve.

Purdom, (1968), in a study involving the analysis of listening

skill development concludes that "listening skills can be improved through

systamatic instruction." Penfield (1970), reporting the results of Alamedia

County's broad study on learning to listen states: "...training in listen-

,-
ing was most effective at grades two and five, with little impact at grades

eight and eleven." Freshley (1966), in a paper presented to a teacher

group in Georgia makes the following statement:

A compelling reason for increasing the listening training

of first grade and preschool children lies in their 'listening.
readiness.' They are required to listen for information in
order to learn, follow directions, participate in discussion
and planning, etc.

Strickland 01951, p. 135), held this same point of view twenty years ago.

Strickland was one of the first to point out the importance of instruction

at this level. She points out that in. the primary grades, listening and
 15

speaking are the major methods of communication, for children can neither

read ncr write until late in their primary experience. Language is 'both

an end and a meRns to an end in almost all of the work of the day. The

entire ':.urriculum is a lmguage curriculum and listening and speaking are

of first importance in the primary school for they are the aspects of

language the child needs first.:

Dorsey (19691 explores the need fcr listening instruction in a

guide for teachers on "Increasing Listening. Abilities of Children." She

.
notes that schools are reluctant to teach listening due to the problem in

measuring and evaluating listening.

Farrel (1966, pp. 39-45)i suggests in an article entitled, "Listen,

My Children and You Shall Read..." that reading literature aloud to students

is not only educationally sound, but for many youngsters' necessary. He

points cut that listening comprehension in slow-learning children far

exceeds r,..rding comprehension for the following reason: the speaking voice

brings to interpretation pitch, stress, pause, rhythm, and tone, audible

clues to meaning which slow youngsters are unable to infer from print alone.

It is suggested that television and film be used more often than they are

to_ help slow learner:., as these media combine visual and auditory clues to

meaning:

A pTnphlet on "Listening" from. Fort North, Texas, (no date, p. 2),

lists the factors that influence listening and divides them into four

groups; pl4Tralbonditions, psYchological factors, experiential background,

and listening vocabulary.

Among the physical conditions listed that can affect listening are

hearing faulta, fatigue, pain or illness, temperature and humidity, distract-

ing noises inside or outside and distracting movements of fellow listeners

or mannerisms of the speaker.

 16

Some of the psychological factors listed include boredom or a lack

of interest in the subject, improper attitude toward school or teacher, and

prejudice and misconceptions.

Regarding experiential background, the pamphlet points out that

attitudes are the outgrowth of experience. Lack of interest is likely to be

the result of meager or no experience in'the area in which listening is to

take place. They point out that antagonistic attitudes grow out, of un-

happy experiences.

The fourth group is listening vocabulary. Children do not "hear"

ideas that are beyond their understanding. Just as children need training

and guidance in mastering a sight vocabulary, so do they need instruction

that will build up a,wide and meaningful listening. vocabulary.

Teaching the Listening. Skills

The importance of listening is no longer questioned, and therefore

efforts to improve listening skills must be made. We can no longer leave

listening instruction to chance, it, must be taught.

Duker (1961, pp. 110-74),..ciLes four principles to be utilized in

the development of listening skills. They are:

1. A teacher must keep in mind that any listening activity

in the claSsroom should be a pleasurable rather than a threating'.
experience. Very often, listening on the part of the children'is
demanded rather than motivated.-
2.. Daily 'class activities should be so planned that the
amount of listening required of children is mot over = poweringly
and impossibly great. (This will involve planning for non-
listening activities during a greater portion of the day.)
3.' It is extremely important that listening in a classroom
situation not be confined to listening by the children to the
teacher. It is quite essential that pupils learn to listen to
each other and, above all, that.the teacher show, by her example,
in listening to her pupils, that she regards listening as a
valuable and important activity;
4. Classroom listening should be 'for' rather than 'at'.
When the emphasis is on sitting up straight and looking at the.
speaker, and I do not imply that such activities are., good or
 bad, rather than on the effort to get ideas, facts,. and ether
data, the-tendencY is to emphasize the 'listening at' rather than
the 'listening for' character of the activity.

The Commission on the English Curriculum in the book SerondarV

School (1956), points out that listening skills are needed by pupils,

throughout the total school program, although the process differs on each

educational level.. Thi-s is equally true in the elementary school, where

the teacher has an opportunity to assess the strengths and weaknesses of

tae pupil in many and varied listening situations. Most observers report

that no particular element in the sequence of skills can be assigned to a

specific. grade level. Strickland .(1951, pp. 183-84), typifies the opinions.

expressed by many writers on this subject as follows:

.
Developing skills, in speaking and listening is a continuous
prograM. No element can be assigned to the course of study for
a given gr.:,a.e.level to be attacked, practiced, and mastered at
that grade level. Each of the needed elements of skill must be
introduced whenever children have need for it and are in-
tellectually and emotionally ready to work on it. Work must be
continued from level'to level, and life situations where it
really functions, until children have reached the point of
confident and effective use of the skill in all situations in
which it is needed. At times it is profitable to examine a
skill, discusS it, work on it through direct attack and
practice, then fit it back into the total program of use.

The concept of taking the pupil where he is and leading him as far as he'

can go supports the assumption that listening instruction can and should be

individualized to meet the needs of each child.

Nichols and Cashman (1960, pp. 268-71), emphasize the roles of

teachers and parents in the establishment of listening skills. They state:

"The approval of listening efforts by the teacher may, well

be the most significant factor of improved performance."

They report that two elements closely related to the development of listen-

ing habits are (a) opinions toward listening expressed by adults to the

children with whom they are associated and (b) the observable listening

habits of adults.
 Parents and teachers often make listening unpopular, these authors.

continue. Statements of boredom on one hand and injunctions to listen on

the other are both negative influences. Other undesirable habits demon-

strated by adults include (a) nodding and smiling'as a way of cutting off a

speaker, (b) doing other work while allegedly "listening", and (c) inter-

rupting the speaker. Additional school-oriented negative influences include

repeated interruptions of normal and regular classroom activity by bells,

announcements, etc.; failure of the teacher to observe listening standards

adopted for the entire class (whether in relation to an individual pre-

sentation, a panel, a recording, or a radio or television program) and

failure of theteacher to provide appropriate instructions and assignments.

When pupils, cannot execute instructions or assignments, they develop a

tendency not to listen, in order to help avoid the tension created when

work cannot be completed because they do not understand what is expected

of them. Nichols and Cashman state that parents hurt the cause of listen-
_
ing when they (a) avoid taking notes in situations which demand notetaking

and (b) when theymutter "uh-huh" from behind a newspaper..

Bird, (1960, pp. 31-33), suggests four approaches to the teaching

of listening:

The Direct Approach. Teach the importance of listening,

describe the listening Process, and enumerate the characteristics
of good and poor listening.
2. The Integrated Process. Reorientation of reading and
writing to tie in with the teaching of listening. Identify the
skills needed in each field.
3. The Incidental Approach. The most common and the least
satisfactory.
4. The Eclectic Approach. This approach recommended by Bird,
combines approaches number one and two.

The Commission on the English Curriculum (1956, pp. 267-69),

suggests the following fourteen provisions for improving listening habits.

The authors state that

 In general, listening habits of children will improve through-
out the elementary schoolto the extent that the follOwing pro-
visions are made:
The atmosphere is an accepting one.
The seating arrangement is comfortable and informal.
Children who have hearing losses are advantageously;seated.
All opportunities that occur during the day are used to en-
courage children to listen.
The children have real purposes for listening.
The children are prepared for special listening experiences.
The content of material presented is appropriate to the
phildren'.s interests and 'maturity.
The length of presentation is kept within the interest span
of a given'age.
The speaker; child or adult, is natural in manner, speaks
clearly, and watches children's faces and. behavior for signs of
flagging 'interest or lack of understanding.
When the teacher presents a story or poem, there are frequent
opportunities for children to participate by chanting the refrain
or other names.
Children. are given opportunity to use what they have heard.
Frequent opportunity is given to "t.alk over" what has been
heard.
.Provision is made for children to give some personal expression
to what they have heard.
.Children are encouraged to inprove their listening habits
through setting up standards for good listening and through
evaluating the effectiveness of results.

The one factor that seems to be implied by each of these provisions for

improving listening habits is that the teacher must be'enthusiastic about

listening to achieve success.' Often this enthusiasm can be reflected. in

the teacher's ability to be a "good" listener as a teacher. Many teachers

overlook one of the most successful teaching techniques available to them

when attempting to inprovd listening, teaching thru example. This may be the

key to success foranentire listening and speaking program.'.

The following suggestions .a.re offered by the authors. of The English

Language Arts in the Secondary Schools, (1956, pp. 267-69), as the seven

.essentials of a developmental listening program':

1. The entire faculty should provide listening experiences

of graduated. difficulty.
2. ,Listening should not be considered a thing apart. It
should be taught in relation to all the listening situations
in the classroom, auditorium, and club activities, a listing of
which should'be a first step in curriculum planning.
 2Q

3. A careful analysis should be made of'the skills in

listening needed in each of these situations.
h. Students should be' given special preparation for
listening needed in each of these-situations.
5. The interrelationships of.speech and listening should
be explored so that the two may be taught in mutually helpful
_ fashion.
C. What is taught should be related to the uses of listen -
ing in the home and the community as well as to the classroom
and other school activities.
7.. A program of evaluation should be set up to discover as
objectively as possible what progress students have made in the
improvement of their listening.

Thus, we can see that a program for the teaching of listening skills

depends heavily upon teacher attitude, teacher enthusiasm, teacher example,

the integration of listening with the other language arts, and with other

areas of the curriculum, the- introduction of specific skills at opportune

times and at the appropriate degree of difi'iculty, the need for individual=

ization of a listening program and finally, the necessity of performance

objectives to satisfy the need for evaluation.

Speaking

Several references to speaking were made in the review of the

literature pertaining to listening.

,
Speaking is next in the line of develop-

ment of language arts after listening. Speaking is developmental in nature

and it is. used more than any other language art with the exception. of

listening. Speech is oral language,-, the principal means of self expression.

Speaking is defined as the act of expressing thoughts or ideas

through articulate words or sound patterns. Fessenden (1968,.p. 21), points

out that the spoken word is basic. He states that the word language itself

means tongue. Thus, the derivation of the word emphasizes the physical, or

organic nature of language. ,The written word has evolved as a translation

of, the oral_symbolinto a different medium. The written word has made it

possible to preserve and 'transmit ideas!' through time ".

 21

In the past feW years, the teaching of .listening has experienced

a rebirth. People are-suddenly placing emphasis on the teaching of listen-

ing. The teclung of speaking has not enjoyed the same popularity, even

though few would deny the importance role speech plays in everyone's life

today. Most people can not express ideas verbally as clearly or precisely

as they can in writing, yet the need for improving speaking skills has not

been recognized to the extent that the need for improving listening skills

has.

Oral communication plays a major part in a-normal child's everyday

world. At anearly age the child learnsto express-his heeds, wants, and

thoughts orally. By experience through feedback, and latertthrough imitation,

the child develops his initial language skills. Even after other methods of

thought communication have opened up to the child, his oral language ability

remain important not only as a means for interchange of ideas but as a

way of relating himself to others. Growth in oral language is the foundation

for growth in all other language learnings and determines progress toward

social and emotional adjustment, fulfilling civic responsibilities, and

achieving vocational success. Once teachers understand language (oral) as

a vital part of all human experience and inseparable from that experience,

the teaching of speaking will begin to receive some of the attention it

deserves.

According to the Baltimore gaide,"A Guide to Elementary Education,

C1967, p. 131),' the effective use of oral communication depends upon having

(11 something to say of interest or importance, (2) a tattern of grammatical

usage that nakes the speech meaningful, and (3) control of the speech

mechanism. Occasionally, variations in speech patterns occur for a variety

of reasons; many attributable to individual-differences. The teacher needs

 22

to acquire a realistic picture of the child's personal needs as they affect

ais ability to speak... Even the simple speech problem is a personal problem

to the child. Correct usage also plays an important role in the child's

ability to communicate. The teacher should devote the major portion of his

interest to the quality of thought communicated through oral language, to

the ease of expression and to the child's growing confidence.in his ability

to communicate with others through speaking.

Oral versus Written Language

Oral expressidn precedes and is. the foundation for written expression.

When we compare the two, the similarities appear obvious. Both speaking and

writing are forms of expressive language. .Both are vital communication

tools. Fessenden (1968, p. 22), provides us with a comparison of these two

media.

The writer usually has more time in which to phrase his

thoughts exactly.
The writer can erase, correct, reword his ideas without a
feeling of embarrassment or awkwardness.
The written word is likely to be impersonal, unless one
knows the writer and can visualize his: mood or manner.
The spOken word is more personal and therefore more
colorful-. It tends to command attention more readily because
of the presence of the speaker.
The spoken word carries overtones of meaning. It reveals
the mood of the speaker. It may indicate, urgency, stress,
excitement, or displeasure.
The speaker's inflection, his pauses for emphasis,, his
facial expression, and his gestures add meaning to what he says.
Face-to-face conversation invites mutual response and inter-
change of ideas.

Writing has made possible the preservation and the transmission of ideas

from one generation to those that follow. Yet speech continues as the major

medium Of communication in day-to-day experience. It is the-tool for the

development of mutual understandings and appreciations.

If one were to examine the amount of time he himself spends speaking

as compared to- listening, reading and writing, it is. obvious that listening
 23

and speaking dominate far more time than does reading or writing. The act

of speaking is basic, it fills a life need of man: Ecroyd (1969, p. 174), -

points out that speech is not a narrow academic discipline but an aspect of

human behavior. Moreover, he states, speech is a learned behavior; there-

fore we are all living, breathing proof that speech can be taught. This

leads to the question, should speech be taught?

Why Teach Speech?

Ecroyd (1969, pp. 174-75), presents an excellent argument that speech

should be taught. He.points out that thought itself is subvocal speech.

Speech not only reflects, but in some cases even determines personality.

points to speech as a valuable means of self-expression, as a safety valve

for the pressures of our time, and as influencing the behavior of those

around us. Speech is our primary personal means of communication. "Can

there be any real doubt", concludes Ecroyd,"that any aspect of human be-

havior so common, so vita', so often badly used, should be an integral part

of the training offered by our schools ?"

If speech.can be taught and should be taught, why is it that very

few students receive specific instruction in this vital area? It is im-

possible to find a satisfactory answer to this question. Energy might

better be devoted to the question, What can be done to correct this error

in educational planning and/or judgment?

Teaching Speaking Skills

Every teacher is a speech teacher. Since children learn by imi-

tation and since children emulate their teacher, the teacher needs to be a

model speaker. He should speak in a well modulated voice, use fitting

posture, demonstrate correct usage, fitting enthusiasm, courtesy and poise.

 24

Fessenden (1968, p. 108), discusses the role of the classroom teacher

pertaining. to speech.

No matter what subject or subjects you teach, you are always

a speech teacher. Your manner of speaking is an important part
of your total personality.. It repels or it attracks; it invites
friendly response or it generates negative attitudes. It de-
termines, to a great extent, the speech pattern that will prevail
in the classroom - as well as the rapport of the pupils and their
response to teacher guidance.... Good communication, through good
speech, is basic to good human relations and is therefore basic to
the teacher's professional success.

A teacher with good speech creates a favorable environment for learn-

ing. As the teach:r listens and observes the speech of his class, he will

discover the special needs of. the individual studentS'in his class. He must

provide the help necessary or make the proper.referralS for corrective

treatment. As Ecroyd states, (1969, p. 176), "Speech training is not a

'Frill', it is basic to all learning, and all teaching." Although the

teacher is not an expert,. he should be expected to have some effect on the

speech development of his pupils. If the effect is to be meaningful and

positiVe, it will require special thought and planning to assure that

positive speaking behaviors are demonstrated and reinforced and that negative

speaking behaviors are discouraged and eliminated.

The Baltimore guide, "A Guide to Elementary Education," (1967, pp.

131-33), lists three elements of oral expression; vocabulary, diction and

sentence sense. It is growth and development of these three areas that

should be a prime responsibility of the elementary school curriculum. These

areas need not be developed exclusively during a language period, but are

necessary and can be improved in conjunction with almost every area of the

curriculum. Many writers believe that the more meaningful the experience,

the more rapid the growth will be in vocabulary and sentence sense. Improved

diction will often result by the teacher providing a good speech model. If
 25

a severe deviation is discovered in this area, special help should be sought

from the school speech therapist.

The current status of speech instruction in the primary grades was

investigated by Walwick. In his dissertation, "The Status of Speech In-

'struction in the Elementary Schools," (1967), he relates six major responses

to. a questionnaire which required a review of instructional materials.

1. The. term "speech" is vaguely defined but interpreted mostly

within the remedial and developmental context'.
2. Provision of speech experiences does not preclude the
presence of speech training.
3. The importance given to personal development tends to
focus attention on the. pupil'as a performer rather than as a
communicator.
4. Although teachers express a concern for the child with a
speech problem, a systematic sequence of instruction similar to
that directed toward reading is needed.
5. A spirit of, readiness for inclusion of formal speech
education is expressed.
6. Training in oral language arts methods should be a part
of teacher preparation programs.

These insights into the status of speech instruction paint a clear picture

of speech education as it exists today in our public schools and establish

the.fact that a need and a readiness for speech instruction exist. A

suggested form for speech instruction is set down in Chapter III, as are

guidelines for a listening program. Both progiams should be integrated and

sequential.
 Chapter 3

PROCEDURE IN COLLECTING EVALUATING AND ARRANGING DATA

Curriculum guides for the teaching of listening and speaking skills

to primary grade children were solicited from selected towns and cities. A

letter (see Appendix A) requesting copies of available guides was sent to

New York City, Nashville, Phoenix, Cincinnati, Minneapolis, Baltimore, Los

Angeles and other selected cities and towns where guides were or might have

been available.

Based on the general objectives of the language arts program described

in the language arts curriculum guide for grades 1 through 8 in Madison,--

Connecticut, the following overall objectives for this guide were established.

The first and primary objective is to increase the child's ability to listen.

The second is to develop in the child the ability to express himself through

oral language easily and effectively. Finally, while working toward these

two objectives, the child will develop a consciousness of the responsibilities

of both_ listener and speaker.

To achieve these goals, the areas of listening and speaking are

treated separately and yet parallel each other. Organization is most import-

ant when creating a guide such as this, for it makes good educational sense

to teach skills sequentially and at a level where a need and an ability to

grasp the skill exists.

Listening skills range from hearing or the perception of auditory

stimuli at an elementary level to critical and creative thinking as the most

complex behavior. Auditory perception is the level above perceiving auditory

stimuli and is a prerequisite to understanding the literal meaning of what

is heard. Listening skillS are closely related and are needed at all levels
 27

of development. Certain listening skills develop simultaneously, and

attention must be given to a specific skill when a need arises and when the

child is intellectually capable of working on it. The important fact to

remember however, is that these skills develop at different rates as the

child experiences success in meeting his language needs.

The same is true for speaking skills; all speaking skills are related

and develop simultaneously. It is also true that these skills develop at

different rates. The child's oral language is his first avenue of thought

communication. Even after other avenues of thought communication have opened .

up to him, his oral language ability will remain important not only as a means

for interchange of thought and as away of relating himself to others but also

as the foundation for other language activities. As the power to express

increases, the power to think also improves. Thesame Ski:Le are needed in

organizing thinking as are needed in organizing speech.

A comprehensive listing of growth levels of listening is. found in the

Baltimore guide, "A Guide to Elementary Education", (1967, p. 95). This

writer has placed them under the present title, and has added the'numbering

to aid in later comparison.

TAXONOMY OF LISTENING PERFORMANCE LEVELS

1.0 Perceiving Auditory Stimuli (Hearing)

1.1 Recognizing and identifying sounds.
1.2 Reproducing sounds.
1.3 Discriminating rhythm, pitch, intensity,,and patl:erns of
sound.
1.4 Identifying likenesses and differences in word sounds.

.2.0 Understanding Ideas - Literal Meaning Skills

2.1 Getting literal meaning of sentences, phrases, and words.
2.2 Determining the main idea.
2.3 Noting details.
2.4 Determining sequence of events.
2.5 Following directions.
 28

3.0 Interpreting Ideas -.Interpretive Thinking Skills

3.1 Seeing relationships and forming associations.
3.2 Anticipating outcomes.
:3.3 Organizing ideas.
3.4 Forming sensory images.
3.5 Sensing character traits.
3.6 Interpreting the feelings of the characters.
3.7 Inferring motives of characters.

4.0 Evaluating Ideas - Critical Thinking Skills

4.1 Distinguishing between fact and opinion, real and
fanciful, truth and untruth.
4.2 'Judging the purpose of the speaker.
4.3 Drawing conconclusions. .

4.4 Determining the quality and value of information.

4.5,- Making generalizations.

5.0 Responding Creatively to Ideas - Creative Thinking Skills

5.1 Expressing in art, language, or music ideas stimulated
by listening.
5.2 Developing original ideas to solve probleM.s, strengthen
concepts, extend present knowledge.

Careful examination of this taxonomy indicates that the arrangement

of levels is hierarchical in nature with a sequencing of objectives from

the simple to the complex. Each classification involves behavior whichis

more complex and abstract than the previous category.

Based on those mental processes necessary at each performance level

of listening, and using this taxonomy and the taxonomy of educational ob-

jectives for the cognitive domain as organized by Bloom and others (see.

Appendix B), the present writer has constructed the following taxonomy of

speaking-performance levels.

TAXONOMY OF SPEAKING PERFORMANCE LEVELS

1.0 Producing Oral Language (Talking)

1.1 Producing audible sounds.
1.2 Producing sounds clearly and accurately.
1.3 Imitating sounds and patterns of sounds.
1.4 Matching sounds and patterns of sounds.

2.0 Communicating Simple Ideas - Literal Meaning Skills

'2,1 Labeling.
2.2 Identifying.
2.3 Stating simple sentences.
2.4 Telling simple details; describing, sequencing.
2.5 Giving simple directions.
 29

3.0 Expressing Ideas-- Interpretive Thinking Skills

3.1 Organizing ideas..
3.2 Predicting outcomes.
3.3 Stating relationships.
3.4 Identifying characteristics.

4.o Relating Opinions - Critical Thinking Skills.

4.1 Making evaluations.
-t.2 Drawing conclusions.
4.3 Making generalizations.
4.4 Summarizing.
4.5 Establishing priorities.

5.0 Responding Creatively - .Creative Thinking Skills

5.1 Making value jud&ments.
5.2 Contributing new and worthwhile ideas.
5.3 Brainstorming.
5.4 Extempbraneous-speaking.

The organization of perfOrmance levels into a taxonomy is signifi-'

cant, for much more is implied by this than simple classification. -A

taxonomy is a classification of educational outcomes. Bloom points, out

C1969,10. 171, that strictly speaking, these terms are not interchangeable.

He states that taxonomies have certain structural rules which exceed in

complexity the rules Of a classification system. While a classification

system may have many-arbitrary elements, Bloom points out that-a taxonomy,

scheme may not. A taxonomy must be so constructed that, the order of terms

will correspond to some "real". order among phenomena represented by the

terms. A taxonomy must be validated by demonstrating its consistency with

the theoretical views in research findings of the field it attempts. to

order.

Both taxonomies presented above begin with simple educational be-

haviors requiring beginning cognitive skills and progress to complex

educational behavior requiring complex cognitive skills. It is clear that

the taxonomies are by definition sequential, with some proficiency required

in a skill at the lower levels before skills at higher levels can be

developed. Krathwohl CLindvall, 1969, p. 21), shows this with reference to

 30

the Taxonomy of Educational Objectives - The Cognitive'Domain (see

Appendix Bl.

I "Ferhaps the idea of the continum is most easily gained from

loOking at the major headings of the cognitive domain, which in
elude knowledge, comprehension (ability to restate knowledge. in new
words', application (understanding it well enough to apply it),
analysis (understanding it well enough to break it apart into its
parts and make'the relations among ideas explicit), synthetis (the
ability to produce wholes from parts, to produce a plan of operation,
to derive a set of abstracts relations)., and evaluation (be able to
judge the value of material for:given purposes). An objective may
include many elementary behaviors, but. it is properly clasified
at the highest level of behavior involved."

The-validity of the Taxonomy of-Listening Performance Levels as

proposed by Baltimore and of the Taxonomy of Speaking Performance Levels as

Constructed by thi,writer can only be judged by comparison of these lists

with the definition of "taxonomy".to verify that they meet the criteria

implied by the definition and by comparison with the Taxonomy of Educational

Objectives - The Cognitive Domain (see Appendix B). In the opinion of this

writer, both lists satisfy the definition and are therefore taxonomies

rather than simple lists for classification. Although it is possible to

conceive of the major classes of each taxonomy in several different arrange-

ments, the present arrangements represent a hierarchical order of performance

leyelS. As listed, the performance in one class is likely to make use of

and be built on the performance level found in the preceeding classes in

the lists.

Krathwohl (Lindvall, 1969, p. 21), points out that one test of a

taxonomy is that of inclusiveness. He asks the question, "Could one classify

all kinds of educational objectives (if stated as student behaviors) in

the framework?" These taxonomies are valid if such is the case.

The interrelatedness of listening and speaking is clear, with

sophistication in listening required for each skill before that skill can
 31

be developed at the same level for speaking It is the opinion of this

writer that the three taxonomies parallel one another, both vertically and

horizontally-. Each taxonomy clearly-provides a developmental picture of the

.way in Which each-level is reached, From simple hearing or talking through

creative thinking Skills. It makes clear the beginnings of complex levels

of performance such as understanding, interpreting and evaluating.. The

teacher's attention must focus on the development of simple behaviors which

are the building blocks out of which the more complex behaviors grow. Many

of these simple behaviors are neglected or taken for granted by a vast

majority of teachers.

The deyelopment of those performance levels listed in the taxonomies

are stressed in this guide and. these taxonomies are the criteria for

material to be included in this curriculum guide. Material and data which

do not foster development of these performance levels are not included'in

this guide.
 Chapter 4

THE THESIS

Listening and speaking skills have been stated inbehaviOral terms

by-the present writer to indicate what is expected of the student, and for

evaluation. Each skill to be taught isstated -separately, as a performance

objective, and is followed by. instructional aids,' a technique or techniques'

directly.related to the performance objective, and activities when available

to, provide alternative approaches and assist in reinforcement.

Many of the instructional activities in this guide come from exist-

ing solicited guides. All instructional strategies for the teaching of

each skill were considered and evaluated on the basis of which appeared with

the greatest frequency and met the criteria set up by the present writer.

The strategies judged most relevant appear in this guide.

Behaviors in listening and speaking were arranged-to conform with

the taxonomies of listening and speaking performance levels. Although each

performance objective might require the use of many levels of behavior,

each is classified at the highest level of behavior involved or required.

Most of the behaviors presented are developed spirally, and although this

guide is specifically for children in grades K-2, the teacher is expected

to adapt the activities to meet the child's individual neeTS and proficien-

cies.
 33

TABLE OF PERFORMANCE OBJECTIVES

Listening Performance Levels

1.0 Perceiving Auditory Stimuli (Hearing)

1.1 Recognizing and identifying sounds.

L 111 Given a familiar gross environmental sound, the child will identify a picture'
of its source from a choice of four (4) pictures.

L 112 Given an established familiar sound while, heads are down on desktops, the
students will indicate by pointing which direction the sound originated
from.

L 113 Given' environmental sounds the child will distinguish among those-which are
part of the pupil environment, voices of people, and sounds of nature.

L 114 Upon returning from a walk, each child will identify three different sounds
he heard during the walk.

1.2 Reproducing sounds.

L 121 While taking a "listening walk", the child will identify gross environmental
sounds. The child will discuss what has been heard by recalling three
separate stimuli and identifying their sources.

L 122 Given a rhythmic pattern of up to three seconds duration, the child will be
able to duplicate the pattern through clapping or using a drum.

1.3 Discriminating rhythm, pitch, intensity, and patterns

. of sound.

L 131 Given samples of recorded music the child will respond to intensity (loud -
soft), frequency (high-low), and pace (fast-slow). These responses will be
expressed through demonstrated movement.

L 132 Given a series of speech models, the listener will differentiate between
"whispering", "talking", "shouting", and "singing" voices.

L 133 Given two cvc words (consonant-vowel-consonant) with the initial consonant
miarticulated in one of the words, the child will be able to identify which
word was articulated correctly, the first or the, second.

L 131. Given two simple sentences, one with correct usage and the other with poor
or incorrect usage, the child will identify which sentence has correct, usage,
the first or the second.

1.4 Identifying likenesses and differences in word sounds.

L 141 Given pairs of words or sounds which are either the same or similar but
different, the child will demonstrate his ability to hear likenesses and
differences by correctly identifying each pair as either the same or
different (S or D).
 34

L 142 Given two words presented simultaneously on tape, the student will, be able
to retain and repeat both words spoken by the speaker.

L 143 Given a group of four words, the children will listen to hear likenesses
and differences in speech sounds and patterns, and in rhyme. The child will
be able to explain or demonstrate that likeness or difference.

L 144 After listening to a passage recorded on tape containing poor usage, pro-
nunciation and enunciation, the student will identify up to five errors and
make appropriate corrections.

2.0 Understanding Ideas - Literal Meaning skills

2.1 Getting literal meaning of sentences, phrases, and words.

L 211 Given a list-of standards for good listening, the child will reproduce this
list from memory upon request.

L 212 Given an opportunity to listen to 'short story, the Child will use words
from the story in his summary or an event in the story.

L 213 While another child is relating a personal experience, the listener will
listen without interruption and will ask relevant questions when the speaker
has finished.

L 214 Given specific directions on what information to listen for, the student
will demonstrate his ability to listen purposely and selectively by respond-
ing correctly to questions calling for specific information presented
orally.

2.2 Determining the main idea.

L 221 The child will listen to a short, recorded paragraph for information and
will summarize the main idea of the paragraph in one simple sentence.

L 222 After listening to a short story with one central idea, the child will be
asked to choose a sentence from 3 alternatives that tells its main idea.

2.3 Noting details.

L 231 After listening to a snort story, the child will, identify a sentence that
states the main idea and support his answer by citing parts of the story.
He will clarify the relationship between specific detailS and.the main idea.

L 232 After listening to an oral passage, the student will demonstrate that he .

has listened to get information and to understand instructions by answering

questions on the material.

L 233 Given a short passage or story and.four sentences, three of which tell
about things that happened in the story and one which tells something that
did not happen, the child will circle the number of the sentence that tells
something that the child did not hear in the story.
 35

2.4 Determining sequence of. events.

L 211 After listening to a story of not more than 60 seconds duration, the child
will deMonstrate his ability to place a series of up to six pictures in
correct sequende and then retell the story, referring at least once to each
picture in the sequence.

L 242 Given a short story containing a sequence of three,or four events, the child
will identify what happened before or after a specific event in the story.

L 213 Given a short story read orally, followed by four sentences, the student
will circle the.number of the sentence that tells what happened after a
specific event in the story, reinstating sequences cf ideas.

2.5 Following directions.

L 251 The student will respond quickly and qUietly to a request for attention by
stopping all activities immediately and listening.

L 252 When directed to.perform a specific task within his capabilities,--the

student will stop.what he is doing, listen quietly .ta the directions, and
demonstrate comprehension by successfully completing the task.

L 253 Given a series of two or more directions involving specific actions, items,
people, places, and/or times, the child will demonstrate understanding by
successfully completing the directions.

L 254 Given specific rules for attentive and courteous listening, the student
will adhere to the specific standards during specified listening situations.

3.0 Interpreting Ideas - Interpretive Thinking Skills

3.1 Seeing relationships and forming associations.

L 311 Given oral clues describing specific details, the child will organize theSe
. clues and identify the object that the clues (details) fit.

L .312 Given up to six pictures of objects that could be related, the child will
classify the objects after listening to clues of likenesses and differences..

-3.2 Anticipating outcomes

L 321 After listening to a passage, the student will explain relationships of

ideas discussed in the passage, and successfully predict outcomes based on
information contained in the passage.

3.3 Organizing ideas.

L 331' Given specific examples of things disorganized yet related, the child will
discover appropriate organization or relationships and will correct problems
of disorganization where they exist.
 36

L 332 After a story has been read:orally during "story time", the child will
demonstrate comprehension of the story by taking a large, white sheet of
unlined paper and after foldinE. the paper into four boxes, will draw a
picture of what happened first in the first box. In the second box, he will
draw or write about what happened next, and so on.

3.4 Forming sensory images.

L 341 After listening to a short untitled poem read by the teacher, the student
will demonstrate his understanding of the central theme of the poem by
suggesting an appropriate title pertinent to the-main idea and dramatize a
situation related to The main idea of the poem.

3.5 Sensing character traits.

L.351 After having listened to a guest speaker, attended an assembly program, or

gone on a guided field trip, each child will tell one way his listening
behavior affected the communication process.

3.6 Interpreting the feelings of the. characters.

L 361 Given .a statement spoken in a specific tone of voice, the listener will
deduce the mood of the speaker and the meaning of the statement based on
the tone of voice.

L 362 After listening to a sentence spoken with specific intonation to convey

meaning, the child will select a word that best describes the meaning the
speaker intended or the mood of the speaker, or both.

3.7 Inferring motives of characters.

L 371 After listening to a story about how people try to talk others into doing
something or into believing something, the student will identify a sentence
that tells the way that was used to persuade someone else.

L 372 Given a specific -phrase or sentence read aloud with various voice inflections,
the listener will recognize changes in voice inflection by describing effects
on meaning.

4.0 Evaluating Ideas_- Critical Thinking Skills

4.1 Distinguishing between fact and opinion, real and fanciful,
truth and untruth.

L'411 During discussions and conversations the child will listen to distinguish
between fact and opinion, real and fanciful, truth and untruth. The child
will classify statements as fact or opinion, real or unreal, true or untrue.

4.2 JudginE the purpose of the speaker.

L 4 1 Given a simple statement or a simple question, the student will distinguish

between sentences that tell and sentences that ask.

L 422 Given a complete sentence, the learner will demonstrate his understanding
of what is expected of him by classifying the sentence as either a question
or a statement.
 37

4.3 Drawing conclusions.

L 431 Given a short story that is not finished, the student will be given four
endings to the story and will circle the number of the ending which best
tells what would happen next in the story.

L 432 Given situations where certain factors interfer with listening, the child
will identify which factors are interfering with the listening process in
each situation.

4.4 Determining the quality and value of information.

L 441 Given a short story of four sentences, the child will listen for the sentence
that does not belong in the story. The child will circle the number of the
sentence that does not belong.

L 44 After listening to a short passage or story followed by four related sentences,

the listener will be asked to choose the idea that makes the most sense
based on the content of the story.

4.5 Making generalizations.

L 451 Given a list of three to five familiar items, the student will listen for
the one item that does not belong with the other items. He will demonstrate
his ability to classify information and to form generalizations by identify-
ing the item that does not belong, with the other items on the list.

L 452 The student will identify a specific picture after listening to a series of
questions and their responses.

5.0 Responding Creatively to Ideas - Creative Thinking Skills

5.1 Expressing in art, language, or music ideas stimulated
by listening.

L 511 The student will identify familiar gross environmental sounds by listening
to recorded sounds and drawing a picture of the object or thing that created
the sound.

L 512 After listening to a musical selection, the student will respond to the
mood of the selection by drawing a picture of his mental thoughts and
impressions.

L 513 After liening_to. music that suggests rhythmicmovementS such as swaying

like the trees in the wind, dramatizations, or stories, the listener will
respond to the question, "What dikyou see while you were listening?" The
response may be in the form of an acted out response, an oral response, or
the child may wish to illustrate the music, dramatization,,or story, this
giving evidence of mental images they developed during listening.

5.2 Developing original ideas to solve problems, strengthen

concepts, extend present knowledge.

L 521 After a particular classroom activity has been completed that required
listening, the student will answer the question, "Why did you listen" (For
what information?).
 38

Speaking Performance Levels

1.0 Producing Oral Language (Talking)

1.1 Producing audible sounds.

S 111 Given a situation with a familiar environment and props, the child will
participate in dramatic play without the use of plot or sequence. Through
conversation and activity, the child plays at being an adult, an animal, or
an inanimate object in his imaginary world.

1.2 Producing sounds clearly and accurately.

S 121 Given a list of ten (ing) words, the child will produce all ten words
correctly, using appropriate pronounciation and enunciation.

S 122 Given a specific word to pronounce or picture to describe, the child will
use clear and distinct speech so that others will understand what is being
said.

1.3 Imitating sounds and patterns of sounds.

S 131 The child will pretend to be a toy, animal, character from storyland,
circus performer, etc. The child'will move about and imitate the sound or
pattern of sounds of the thing, animal or person they represent.

S 132 Given a specific 'situation which provides opportunity for courteous ex-
pression,the child will respond selecting phrases appropriate to the
situation and conforming to social courtesies.

1.4 Matching sounds and patterns of sounds.

S 141 Given practice in reciting verses together, either in unison or in dialogue

form,: the timil child will speak out, while the aggressive child will restrain
tendencies to dominate. Al children will participate and no child will
control of th2 exercise.

2,0 Communicating Simple Ideas - Literal Meaning Skills

2.1 Labeling.

S 211. During a "Show and Tell" period, the chili will sh e news or objects brought
to school using simple spontaneous sentence hi- adhering to established
standards for speaking.

2.2 Identifying.

S 2.21 Given a variety of playthings, the child will identify an item correctly and
then use the words May I and Thank you when asking permission to play with
the. item.

S 222 The child will identify self satisfactorily by giving first name and last
name; age; month and day of birth; address and telephone number; name of
father, school, teacher and principal; grade.
 39

2.3 Stating simple sentences.

S 231 Given a familiar picture or object as a stimulus, the child will construct
and recite a simple sentence spontaneously.

S 232 While greeting people, making introductions or sitting at the table, the
child will demonstrate acceptable speech patterns and appropriate vocal
characteristics by using complete sentences and speaking loud enough to be
heard and understood.

S 233 While practicing complete sentence pattern drills, the student will differ-
entiate between appropriate and inappropriate language by constructing
sentences of their own using similar and appropriate language patterns.

Telling simple details; describing; sequencing.

S 241 Given a verbal message, the child will store the message for a specified
period of time and then repeat the message without substantially altering .

its content.

S 242 After listening to a story of not more than 60 seconds duration, the child
will demonstrate the ability to place a series of up to six pictures in
correct sequence snd then retell the story, referring at least once to each
picture in the sequence.

S 21t3 During.a "Show and Tell" period, the student will describe an object brought
to school using standard grammatical.usage. He will entertain questions
from his audience and answer them using standard grammatical usage.

S 2I4 ,Given a specific picture or object, the student will describe that object
to a listener who has not seen the object, using words without gestures or
visual aids to describe the object accurately. The listener will in turn,
be called upon to identify the object based on its description from amongst
several similar objects.

2.5 Giving simple directions.

S 251 When giving announcements, explanations, directions, descriptions or in-

formation, the student will:
1. Wait until everyone is ready to listen.
2. Speak loudly and clearly.
3. Look at the person he is talking to.

S 252 Given practice telephones, the student, will use the telephones efficiently,,
introducing self, giving reason for calling and proper conclusion.

3.0 ExpreSsing Ideas "= Interpreting Thinking Skills

3.1 Organizing ideas.

S 311 During a discussion period within a small group, the child will express his
personal thoughts on specific topics in a way that can be understood by his
listeners,. Success can be measured by the types of ouestions asked.
 .to
S 312 In a three to five sentence talk, the student will express ideas in an
orderly sequence using words such as first, next, then, after, finally, etc.

S 313 The student will hold the attention of the group using visual cr audio
supports while telling stories or relating incidents seen or heard, as
measured by a list of given standards.

S 314 The child will deliver a short talk or announcement related to an assigned
subject or interest or to information to be shared with the group, telling
who, what, where, when, why and/or how, when they apply.

S 315 The student will prer,ae and give a one minute_ personal experience talk
without notes, describing who, what, when, Where, why, and how.

S 316 The student will prepare and ,3ive a one minute talk about a specific topic,
using a beginning sentence that states the main idea, sequential develop-
. ment, and a closing sentence.

3.2 Predicting outcomes.

S 321 After listening to part of a passage, the student will relate the sequence
of events expressed in the passage and successfully predict outcomes based
on that sequence of events.

3.3 Stating relationships.

S 331 The child will relate an incident or per,$onal experience using appropriate
ideas expressed in simple spontaneous sentences.

S 332 Given a specific topic the speaker will limit his discussion to that topic
and related, supportive data, avoiding the introduction of new unrelated
topics or ideas.

3.4 Identifying characteristics.

S 341 Given three specific rules for speaking behavior, the child will list these
rules in any order and demonstrate comprehension through adherence to the
rules when speaking in large group or small group situations.

S 342 Given a particular object or picture as a stimulus, the child will discuss
the stimulus using complete sentences in small group situations.

S 343 Given a suggested activity, the child will act out or pantomime that
activity using body control, movement, and gestUre so that the observer can
identify the activity being pantomimed.

11.0 Relating Opinions - Critical Thinking Skills

4.1 Making evaluations.

S 1111 During specifically structured discussions, the child will express dis-
agreement with the teacher and his classmates whenever he objects to what
has been said and/or will express agreement with the teacher or his class-
mates whenever he supports what has been said. He will do this by holding
up the appropriately colored card.
 la
S 412 Given a taped sample of a child's own speech, the student will detect mis-
pronounced words" and will correct confused sounds, omitted and extra
sounds.

S 413 Given a taped sample of the student's sneech, the student will recognize
errors (if they exist) made in the articulation of specific speech sounds.

4.2 Drawing conclusions.

S 421 Given a specificAoplc for discussion, the children will recognize and
utilize patterns of organization. The student will compare and contrast,
classify, use time order, spatial order or,analyze cause and effect, which-
ever process is most appropriate for the situations described in the
activities.

S 422 Given fifteen different items, the st:adent will identify a si,ecific item
through questioning. The responses to the questions can be only "yes" 4.
or
"no".

S 423 Given a picture of a situation depicting a definite mood, the childwill

communicate the mood of the person in the Tacture, using the tonal Quality .

of what the person in the picture might be saying as a clue.

4.3 Making generalizations.

S 431 The child will'resDond to specific role playing situations by improvising

dialogue and demonstrating appropriate language courtesies.

S 432 Given an opportunity to classify objects as pretty, funny or good, the

child will express his personal opinion and offer at least one reason to
justify his classification.

S 433 Given a structured situation for dramatic play, the standards to follow
dung participation, the child will participate in the dramatization and
adhere to the specified plot and standards.

4.4 Summarizing.

S 441 Using the Bell Telephone Systems special Teletrainer phones, the student
will use telephone courtesy by answering politely. He will demonstrate
his ability to..receive messages so that the main idea of the message
remains intact and can be repeated correctly when the conversation has
been completed.

S 442 Given a selected passage at an appropriate reading level and with a single
mood, the student will read the passage orally in an expressive way. The
child will express the main idea of the paragraph in one complete sentence.

S 443 Given a specific' phrase-or short paragraph, the student will restate the
main idea of the phrase or paragraph using different words.

S 444 After listening to a short story, the listener will relate two or three
incidents of the story in. proper sequence.
 42

S 445 After listening to a recorded short story, the student will retell the
story in his own words (with or without the aid of piCtures) Using accept-
able speech patterns and standard usage.

4.5 Establishing priorities.

S 451 During a conversation the child will wait his turn before entering the
conversation; he will not interrupt but will wait until another is finished
speaking.

S 452 Given two practice telephones, the student will make or receive calls while
adhering to specific standards for each activity.

S453 Given an opportunity to tell about a personal experience, the child will
determine a purpose and relate the sequence of events and pertinent in-
formation to this purpose.

5.0 Responding Creatively - Creative Thinking Skills.

5.1 Making value judgements.

S 511 Given the opportunity to help plan and evaluate the day's activities, the
child will make suggestions and value judgments as to which activities are
most worthwhile. The child will be able to offer at least one reason to
support his viewpoint.

S 512 Given an assignment to select a topic for a talk, the child will consider
the interests of the listeners when selecting something to tell. The
listeners will rate the choice of subject matter. The speaker Will rate
the choice of subject matter using the same rating scale. The ratings
should be similar.

5.2 Contributing new and worthwhile ideas.

S 521 Given a picture of an experience familiar to the child, the child will
create a story which will include additional characters, objects, and
sounds as well as placing the storyteller in the pretend situation. The
story should be one paragraph and between five and ten sentences in length.

S 522 Given the-opportunity to help plan'and evaluate his daily activities, the
child will make suggestions and value judgments based on his recognized
needs and desires. The child will be able to support his'plan or judgment
with at least one valid reason.

S 523 Given an opportunity within a structured situation, the student will

dramatize a favorite story, original story, play or social situation, using
appropriate movement anddialogue.

S 524 The student will offer suggestions_ or opinions during classroom discussions,
either voluntarily or when solicited by the teacher. No child will
dominate classroom activities and no child will remain reticent.

5.3 Brainstorming.

S-531 Using a picture, word, object, or experience as a stimulus, the child will
create a story using descriptive words that tell color, size or condition.
 43

S 532 Given a list of 14 desirable outcomes of a good speaking program, the child
will select eight outcomes and offer one reason why each outcome is
"desirable" and one suggestion on holei each outcome night be achieved.

5.1 Extemporaneous speaking.

S 541 Given a group of from three to five children and a topic of mutual concern
or understanding, each_ member will participate in a discussion of the topic
using both listening and speaking skills. No child will dominate the dis-
'cussion and no child will be reticent.

S'542 During classroom discussions, the child will-relate an incident seen or

heard that is relevant to the topic under discussion. The child will use
simple, complete sentences and varied vocal inflection.

S 543 Given a list of specific skills for discussion, the student will carry on
informal discussion demonstrating an understanding and the practical appli-
cation of those skills.

S 544 Given the four "W's" of good reporting; who or what, why, when and where,
the student will give a brief report in a content area stating information
accurately. Each of the elements listed. above will be represented in the
report.
L 111 44

Objective: Given a familiar grass environmental sound, the child will

identify a picture of its source from a choice of four (It)
pictures.

Instructional Aids: PictureS or actual objects such as hand bell, egg

beater, pencil, spoon and bowl, hammer, rattle,
paper, squeaking toy, horn, blocks, harmonica, glass,
tape recorder.

Technique:
The teacher asks the children to close their eYes-. He makes familiar
sounds and asks them to identify each. If the children have trouble, narrow
down the possibilities and demonstrate each sound before the children close
their eyes. If one, has only pictures for props, the sounds may be taped in__
advance. The following things might be done and the sounds identified:
crushing of paper, ringing a bell, shaking a rattle, tapping a glass, tapp-
ing a desk with a pencil, writing. on chalkboard, etc. (Fort Worth, No
Date, p. 5)

Additional Activities:
1. Play a "sound detective" game. Choose one child to be leader and
. another who is blindfolded to be the "sound detective". The leader
points to a member of the class who asks in a normal voice, "What is
my name?" If the blindfolded child makes the proper identification,
the person identified becomes the new "sound detective." (N.Y.U.,
1969, p. 40)

In conjunction with a music lesson, play records or tapes of musical

selections involving different instruments. Ask children to differ-
entiate between sounds of the individual instruments. If possible in-
struments of the various sections of the orchestra may be brought
into the classroom and demonstrated (Ask fourth or fifth grade students
taking lessons to come in and demonstrate their instruments). Pictures
of the various instruments should be readily available. (N.Y.U., 1969,
p. 4o)
L112 115

Objective: 'Given an established familiar sound while heads are down

on desktops, the students will indicate by pointing which
direction the sound originEted from.

Instructional Aids: Toy that squeaks or object which can be used to make
an easily distinguishable sound,

.Technique:
Instruct the children to put their heads down on their desk tops with their
eyeS closed.
Ask one child to make a sound with a squeaking toy.
The other children in the clas will identify the direction from which the
sound cane by pointing.
ChOose one child to stand and listen carefully.
Allow that pupil three chances to try to place the exact location from which
the sound came.
Touch one child.
Have that child say, "Good morning, Class" in his natural voice.
Ask a child on the other side of the room to identify the direction from
which the voice came. (District of Columbia, 1968,. p. 122)

Additional Activities:

1. Play "Little Duck." One child is the "farmer". He stands in front of

the room with his back turned toward the group. The others are little
"ducks". When the teacher or another child points to one duck Who says,
"Quack, quack," the farmer turns and tries tc guess. who spoke. This
game helps the child concentrate on the'direction of sound. (Cincinnati,
1963, p. 48)

2. Play "Hen and Chickens ". A child is selected to be the Mother Hen. She
leaves the room temporarily. The leader then taps several children
(3 or 41 on the shoulder thus designating them as chickens. All.
children place their heads on their desks. (They will remain interested
for a longer time if they can see, therefore they may sit with their
heads down and only their mouths covered by their arm.) Mother Hen
comes into the room and says, "Cluck, Cluck." The children designated
as chickens reply, "Peep, Peep." Mother Hen listens and taps a child'
on the head if she thinks he is a chicken. If he is, he sits up in
his seat: When Mother Hen has found all of her chickens she.selects
a child to take her place. (Fort Worth, No Date, p. 1)
L 113 16

Objective: Given environmental sounds the child will distinguish among

those which are part of the pupil environment, voices of people,
and sounds of nature.

Instructional Aids: Tape Recorder, Tape.

Technique:
Record various sounds on tape recorder and play back to children, having
them tell the sounds they hear.
(Example: Sharpening a pencil, knocking on the windowpane, beating a drum).
The child should be able to distinguish between those Which are part of his
environment, voices of people, and sounds of nature.
The child should be able to identify the exact origin of the sound once the
category is determined. (Birmingham, 1968, p. 61)

rti .
.L 114 47

Objective: Upon returning from a walk, each child will identify three
different sounds he heard during the walk.

Instructional Aids: None required.

Technique:
Without giving any instructions for listening, take the children for a walk.
When they have returned to the classroom, have them identify the various
sounds they heard during the walk and list them on the chalkboard. Then
discuss with them the nature and sources of the sounds around them. Does
identification of the source of the sound have a significance? Point out
to the children that those children who have nothing to contribute may have
poor listening skills or habits. (U.Y.U., 1969, p. 24)

Additional Activities:
1. Repeat the above activity, preferably visiting various areas, so that
the children will become increasingly aware of what they are listening
to and will be able to identify certain areas by the sounds they
remember having heard there that are peculiar to the area. E.g., factory
whistle, truck sounds, expressway traffic. (N.Y.U., 1969, p. 24)

2. Repeat this activity, telling children that they must listen for and
remember three different sounds while*on the walk. Ask the children
why they did better the second time? (With a purpose for listening,
this activity is much easier).
L 121 48

Objective: While taking a "listening walk", the child will identify gross
environmental sounds. The child will discuss what has been
heard by recalling three separate, stimuli and identifying their
sources.

Instructional Aids: None required.

Technique:
Take the children on a Short walk around the school and school grounds. At
first, the teacher should point out sounds and their origins. to the students.
Later, ask the students to identify sounds that they hear. It should be
clear to all of the children that the purpose of this walk is to listen.
When you return to the classroom, ask different children to identify and
imitate various sounds they heard.

Additional Activities:
1. Take the class on a field trip to a farm or zoo or bring animals such
as kittens, puppies, chickens, parakeets, or crickets into the class-
room. Direct the children to listen to the. sounds they make. Then
play a record or tape recording of animal and bird sounds and have the
children identify them. Large pictures of the various animals and
birds should accompany the tape or record. (N.Y.U., 1968, p. 4o)

2. Choose a period of the day when pupils can hear sounds in the street,
the halls, or the classroom. The teacher may say, "Let's all sit as
quietly as we can. Now what different sounds can you hear?" Another
time she may say, "I hear a sound in the hall. What is it?" "I hear
the sound of the clock. Can you make that sound?", etc. (Fort Worth,
No Date, p. 5)
L 122. ),LQ

Objective: Given a rhythmic pattern of up to three seconds duration, the

child will be able to duplicate the pattern through clapping
or using a dram.

Instructional Aids: Drum; ball.

Technique:
The teacher or a pupil beats on the drum a certain number of times as all
the children listen. One child is called on to clap back the same number.
If he responds correctly, he may become the next drummer. Begin with simple
beats of one. second duration and work toward a sequence lasting approximately
three seconds. (Fort Worth, No Date, p. 1)

Additional Activities:
1. Children cover their eyes while the teacher or another child bounces a
ball, taps a drum, or claps hands several time. A child is then asked
to reproduce what he has heard. (Cincinnati, 1963, p. 1i8)

2. Two children play this game at a time. The child wearing a crown
labeled "Speaker"-says something in a clear, natural tone. The child
wearing the Crown labeled "Echo" repeats the words. Then each child,
passes his crown to another. (Fort Worth, No Date, p. 1)
L 131 50

Objective: Gien samples of recorded music the child will respond to

intensity (loud-soft), frequency (high-low), and pace.(fast-
slow). TheSe responses will be expressed through demonstrated
movement.

Instructional Aids: Tape recorder or record player, any musical instrument,

recorded music such as Saint-Sagns Carnival of the

Pictures of zoo animals:

kangaroo
elephant
deer
monkey

Technique:
Display pictures of a kangaroo, elephant, deer, and monkey.
Play music which could be suggestive of the movement of each.
Say: "Listen to the record.
Decide which animal would be more likely to Move well to the music.
Pretend to be the animal and move as he would." (District of.
Columbia, 1968, p. 39)

Additional Activities:
1. The teacher may play two notes on the piano (any instrument) and ask
"Which was the high note?" "Which was the low note?" The teacher may
use a pitch pipe, bells, autoharp, etc. (Fort Worth, No Date, p. 5)

2. Ask the children to identify familiar sounds that are very loud and
familiar sounds that are very soft: the bang of a hammer and a light
tap, a shrill whistle and whisper, a shout and a conversational tone.
The teacher may ask the children to make the sounds. For example:
What sound will a big (or small) bell make? (Fort Worth, No Date, p. 5)
L 132 51

Objective: Given a series of speech models, the listener will differ-

entiate between "whispering", "talking", "shouting", and
singing voices.

Instructional Aids: Tape Recorder, Pre-recorded tape with samples of

"whispering ",. "talking", "shouting", and "singing"
voices.

Technique:
The teacher plays a recorded sample of a person whispering, talking, shout-
ing,.singing, and defines each example.
Discuss with. the students when it is appropriate to whisper, to talk, to
shout, and to sing.
Ask, "When should we whisper?" "Why?"
Play samples of voices whispering, talking, shouting, and singing. Ask the
children to identify each sample. .

Ask, "What kind of voice is the speaker using?"

Ask different children to give examples of whispering,:talking, shouting,
and singing.
L 133 52

Objective: Given two cvc words (consonant-vowel-consonant), with the initial

consonant misarticulated in one of the words, the child will be
able to identify which word was articulated correctly, the first
.or the second.

Instructional Aids: List of cvc words.

Technique:
Each lesson should concentrate on one specific consonant sound. Say the
word rake twice, pronouncing the "r" correctly the first time and distort-1
ing the "r" the second time, (i.e., rake - wake). Ask the child, "Which
word had the good (r) sound, the first or the second." The same technique
can be used for-ear training on other consonant sounds.
L 134 53

Objective: Given two simple sentences, one with correct usage and the
other with poor or incorrect usage, the child will identify
which sentence has correct usage, the first or the second.

Instructional Aids: List of simple sentences that receive frequent usage

by children.

Technique:
Take a specific thought. Express that thought in a simple sentence,
grammatically correct. Express the same thought in a second sentence
using incorrect grammar. Ask the child, "Which sentence sounded better?"
"What was wrong with the other sentence?" i.e. (I went to the store.)
CI gone to the store.)
 C.

L 54

Objective; Given pairs of words or sounds which are either the same or
similar but different, the child will demonstrate his ability
to hear likenesses and differences by correctly identifying
each pair as either the same or different (S or D).

Instructional Aids: Word list with pairs of words. Each pair should be
either the same or similar but different.
Example:
sing - zing
fat - fat
pit - bit
think - sink

Technique:
Say aloud a pair of words which are either identical or simply similar in
sound. Have the children stand up or raise their hands if the words they
hear are the same, and remain seated or keep their hands down if the words
they hear are different. (N.Y.U., 1969, p. 42)

Additional Activities:
1. Read a group'of four words. Have children close their eyes and listen
to find the word that does not begin (or end) like the others.
Example:
1., boat 3. girl

2. box 4. baby (Kansas City, Mo., 1965, p. 24)

2. Help the students to discriminate aurally between voiced and unvoiced

consonants. Using nonsense syllables, say a pair of sounds and ask the
child to tell whether they were the same or different.
Example;
fah - fah
chee - jee
koh goh'
day - day
L142 55

Objective: Given two words preented simultaneously on tape, the student

will be able to retain and repeat both words spoken-by the
speaker.

Instructional Aids: Tape recorder; Pre- recorded tape; A series of pictures

that correspond to words on the tape.

Technique:
_Connect a series of pictures of items whose names are phonetically balanced;
i.e.., baseball, basket, football, toothbrush, ice cream. table, dust mop,
etc.
Prepare a tape with two speakers simultaneously speaking a different word
at approximately the same intensity into the microphone.
Before the tape is played, the children should be familiar with the pictures.
The two-words spoken will be two words chosen from a series of four pictures
that the listener has before him and both words will be of approximately the
same intensity and duration.
Show the child four pictures. Play the tape passage that has the speakers
naming two of these items. Ask the student to repeat the two words that
were spoken- Any order is correct. (Flowers, 1971)
L 143

Objective; Given a group of four words, the children will listen to hear
likenesses and differences in speech sounds and patterns, and
in rhyme. The child will be able to explain or demonstrate
that likeness or difference.

Instructional Aids: Wordlists with groups of four words, three of which

either start.or end with the same sound.

Technique:
Read a group of four words. Have children close their eyes and listen to
find the word that does not begin (or end) like the others.
Example; 1. bus 3. bird

2.. song 4. balloon

Ask the children to explain their answer. (Khnsas City, Mo., 1965, p. 24)

Additional Activities:
1. Write a letter on the chalkboard. Read a group of four words. One
word should begin with the letter on the chalkboard. Have children
listen for the word that begins with the letter on the board.

2. Say a word aloud and have the children volunteer words which rhyme with
it. Discussion should result as to why words rhyme.
) Read simple poems, eliminating the final rhyming word.
Invite the class to fill in the word. (N.Y.U., 1969, p. 47)
L 1114 57

Objective: After listening to a passage recorded ontape.containing poor

usage;pronunciation and enunciation, the student will identify
up to five errors and make appropriate corrections.

Instructional Aids: Tape recorder, prepared tape containing passages with

poor usage, pronunciation and/or enunciation.

Technique:
Play a short passage containing poor usage, pronunciation and/or enunciation.
Ask the children, "Did that story sound alright?"
Ask the children to explain what was wrong with the reading.
Play each sentence separately, asking the children to identify specific
errors and to make appropriate corrections.
Each passage should contain no more than five errors.

r-
 L 211 58

Objective: Given :a list of standards for good listening, the child will
reproduce this list from memory upon request.

Instructional Aids: Compile a list of standards for good listening.

The list might include such items as:
1. Know what you are listening for.
2. Sit quietly and look at the speaker.
_3. Listen to what he is saying.
4. Think about what he is saying.
5. .Respond courteously when response is appropriate.

Technique:
Early in the,year have the children compile a list of standards for good
, listening. After the list has been thoroughly discussed, the standards set
May .be made into an experience chart or become the subject for .a bulletin
board display.
Include in the discussion, but not necessarily on the libt; such.related
items as discussing a lesSon or a program as an aid to memory, and the
.importance of practicing listening 'skills. whenever pOssible in day-to-day
behavior. (N.X.U., 1969; p. 29)
L 212
59
Objective: Given an opportunity to listen to a short.story, the child will
use words from the story in his summary of an event in the
story.,

Instructional Aid: Selected short stories.

Technique:
Read a short story containing new words or concepts to the class.
Ask a student to tell one thing that happened in the story.
The student should use words contained in the story. to describe an event in
the story.
213

.Objective: While another child is relating .a personal experience, the

listener will listen without interruption and will ask relev-
ant questions when the speaker has finished:

Instructional Aids: Listening rules listed below.

Techniques:
EXplain'to the class that there are some simple rules of listening courtesy
that each member of the class is expected.co follow. These rules are:

We stop what we are doing and listen quietly.

We look at the person who is speaking.

We listen once and we listen well.

We wait for the speaker to stop speaking before we begin.

We ask questions when we don't understand the message or when we wish

'additional information.

DiScuss each rule with the class to be sure.each child understands what is
expected of him. Discuss the "why" of each of-these rules.

Put these rules into practice. These rules should apply when anyone, teacher
or student, is speaking in the classroom. The teacher should be a model
listener, following each rule carefully.
When children are relating personal experiences, watch to see that each
listener is adhering to the above stated rule's. Encourage the listeners
to ask intelligent questions.
L2111

Objective: Given specific directions on what information to listen for, the

student will demonstrate. his ability to listen purposely :rad
selectively by responding 'correctly to questions calling for
specific information presented orally.

InstruCtional Aids:' Prepared lists of numbers (See below).

Techniques:
Read to the children a list of numbers-and then ask them to select a particu-
lar one and respond orally.
Examples:
74-4-975 What was the third number?
11-8-3-7-10' Which number was the largest?
8-5-2-6-9 Which number is closest to the sum of two plus two?
Lead the children to understand that they must listen purposefully and
selectively. Give.t.1-le directions only once, and only after the series of
numbers has been given. Items other than numbers can be used in this
activity. For example; the children might be given a list or a sentence and
asked to listen for the action words, or the names of countries or of cities,
or the words which begin with a certain sound or letter. Give only enough
exercises for the child to see that,it is difficult to select the correct
answer when he doesn't know what he is listening for. Then, repeat the
activity; this time.telling the children what they are to do before they
hear the series or the sentence: Give enough exercises for the child.to see
that he is now able to select the correct answer nearly every time. Dis-
cuss with the children the reasons why they were more successful during the
second part of the activity.than they -were during the first,.eliciting from
them the conclusion that when one knows in advance what he is to listen for,
he usually listens more effectively.

Reinforce the development of this skill by'giving the children advance pre-
paration for almost all liStening situations relating to the classroom; by
asking them to listen for and report on specific information derived from
listening experiences outside of the classroom, such as a favorite television
program; and by giving frequent, very short, oral quizzes in a gamelike
atmosphere. The children might be more encouraged to listen attentively if
they scored themselves on these quizzes andl noted real progress in their
own records of listening achievement. (N.Y.U.'; 1969, p. 27)
 L 221 62

Objective: The child will listen to a short, recorded paragraph for in-
formation and will summarize the main idea of the paragraph
in one simple sentence.

Instructional Aids: Tape recorder; tape with recorded short stories.

Technique:
Play a record or a tape.vhich tells a story. ."after the children have,
listened to the entire story, allow time for discussion and then ask them
to tell in as few words as Possible what the story was about. Lead them
to state the main idea of the story in a simple sentence. (N.Y.U., 1969,
p. 3)

Additional Activities:
.1.. Invite a community helper, or the school secretary or custodian, into
the class to tell the children about his or her job. In the discussion
that follows the visit, help the children to. determine what this
person's job is. Have. them, draw a picture of this person at work and
make 4 titles for the pictures.., (W.Y.U., 1969, p..4)

2. Ask pupils whom they would choose for an out of school companion if
they wanted to have a good time.
Allow pupils to discuss preferences, giving reasons for choices.
Give children crayons and drawing paper.
Tell them to listen carefully to a poem to find out what company the
little boy in the poem chose..
Read "Puppy and I" (omitting the title).*
Have pupils draw the one that the little boy joined.
Check drawings to see that pupils drew a puppy.
Encourage pupils to tell what they think the title of the poem could be.
Let pupils compare their titles with the poet's.
Encourage discussion of how the puppy and little boy had fun.
Let children illustrate this. (District of Columbia, 1968, p. 60)

* Arbuthnot, May Hill. Time for Poetry. Fair Lawn, New Jersey: Scott,
Foresman and Co., 1961, 1952, ry. 45.
L P22 63

Objective: After listening to a short story with one central idea, the
child will be asked to choose a sentence from three alternatives
that tells its main idea.

Instructional Aids: Prepared short Stories of three or four lines and three
or fOur sentences related-to the story. One of these
sentences should state the main idea.

Technique:
Tell the students that the teacher will read some short stories to the class.
Say, "After each story you will be asked to choose a sentence that tells its
main idea. Here is the first story to help you learn what to do." Give a
demonstration story, followed by three or four related sentences. Ask the
child to say the sentence or the number of the sentence that tells the main
idea. The child may be asked to circle the number of the sentence on. his
paper if his reading level is high enough to read the sentences. (Alameda
County, 1969, p. 5Aa)

Additional Activities:
1. In order, to train thechild to detect the main idea brought out by a
story or movie, the teacher may write three statements on'the chalk-.
board. Through discussion, the group chooses the one which is the main
idea.
Questions may be asked and a summary sentence may be'developed.
Before listening, the teacher may announce, "After you have listened to
this story'(or whatever), rhope you will be .able to tell me the most
important idea." (Cincinnati, 1963, p. 49)

2. 'Read a short story and ask children to summarize in one sentence the
main idea of the story. They may suggest a title for the story.
(Birmingham; 1968, p. 61)
L 231 64

Objective: After listening to a short story, the child will identify a

sentence that states the main idea and support his answer by
citing parts of the story. He will clarify the relationship
between specific details and the main idea.

Instructional Aids: A series of short stories of three or four lines.

Technique:
Read a. story to the class. Ask what the main idea of the story is, and have
the pupil support his answer by citing parts of the story. Lead the pupil
to understand the relationship between the support and the main idea.
(N.Y.U., 1969, p. 5)

Additional Activity:
Sit in a circle with several other children. One child may begin a
story. After a few lines are given, the next child may continue the
story and add his thoughts. Each child continues the story until the
last child is reached; the last child must bring the story to a close
(Chicago, 1963, p. 35)
L 232. 65

Objective: Aftex listening to an oral passage, the student will lemonstrate

-ftat he has listened to get information and to understand in-
structions by answering questions on the material.

Instructional Aids: Selected material at appropriate grade level in any

subject matter area. Prepared questions which when
answered correctly will indicate comprehension or at
least digestion of material.

Technique:
Inform children that they are to listen for answers to specific questions.
The children or the teachex'should at first ideLtify the Questions they wish
to have answered.
These may be listed on the chalkboard or on a chart so they may be referred
to during the listening situation. (This will provide the children with a
guide and purpose for listening for answers).
Children will listen attentively, since they know what will be expected of
them.
After reading the material, ask the children to answer the questions in
writing or orally.
The activity may need to be repeated in order for the children to check their
answers. (Cincinnati, 1963, p. 48)

Additional Activities:
1. Have each child prepare a piece of Paper that is his "listening paper"
for the day. Give a specific.direction at intervals to the class, such
as "Put a small circle in the top left hand corner of your paper."
"Write the word 'go' by the numeral 'ten.'" At the end of the day each
child may see how many correct items he has on his paper. (Birmingham,
1968, p. 6o)
2. Read to the children a list of numbers and then ask them to select a
. particular one and respond orally.
Examples:
7-1-4-9-5 What was the third number?
11- 8- 3 -7 -10 Which number was the largest?
8-5-2-6-9 Which number is closest to the sum of two plus two?
Lead the Children to understand that they must listen_pUrnosefully
selectively. Give the directions only once, and only after the series
of numbers has been given. Give only enough exercises for the child to
see that it is difficult to select the correct answer when he doesn't
know what he is to listen for. Then, repeat the activity, this time
telling the children what they are to do before they hear the series.'
Give enough exercises for the child to see that he is now able to select
the correct answer nearly every time.
Items other than numbers can be used in this activity. (N.Y.U., 1969,
p. 27).
L 233 66

Objective: Given a short passage or story and four sentences, three of which
tell about things that happened in the story and one which tells
something that did not happen, the child will circle the number
of the'sentence that tells something that the child did not hear
in the story.

Instructional Aids: A series of short stories three or four sentences in

length.
Three or four sentences, all but one related to some-
thing that. happened in the story.

Technique:
Say to the class: "Boys and girls; today I am going*to tell you some more
little stories. After each one I will read four sentences to you. Three
of them will tell about things that happened in the story. One of them will
tell something that you did not hear in the story. You will be asked to
circle the number of that sentence.
Here is an example to help you learn what to do. The story is, about how
Jane is a good helper"

Jane is agood helper at home. She helps her mother cook.

After school she takes care of her little brother, Michael.

Sometimes Jane helps her mother with the dishes.

Circle the number of the sentence that tells something about Jane being a
good helper that you did not hear in the story.

1. Jane helps her mother cook.

2. Jane helps with dishes.

3. Jane like- to use the vacuum cleaner.

it. Jane takes care of her little brother.

Did you circle number three?" (Alameda County, 1969, Lesson 3Aa)
L2/41 67

Objective: After listening to a story of not more than 60 seconds duration,

the child will demonstrate his ability to place a series of up
to six pictures in correct seauence and then retell the story,
referring at least once to each picture in the sequence.

Instructional Aids: Prepared short stories of approximately 60 seconds

duration. Pictures that correlate with stories.

Techniques:
1. .Show sequential pictures from the story of "The Three Bears."
Check careful listening by having children tell just the part each picture
tells.
Let several children tell the whole story independently.
Ask: "Did each child tell the part shown in the picture?"
"Did the child retellithe whole story accurately?" (District of
Columbia, 1968, p. 10)

2. Tell the story of "The Old Woman and Her Pig."

(Arbuthnot, May Hill. Time for Fairy. Tales. New York: Scott,
Foresman and Co., 1952, p. 7)
Have. the children listen to recall each of the things that the old woman
met. .

Allow children to place flannel cut-outs of. each thing on the flannel
board.
Help pupils.use reasoning to rearrange. items in the order in which they
occurred in the story. ,/

Let eleven different children tell parts of the story represented by

the flannel cut-outs.
Materials Necessary:
Flannel board; Pictures of flannel cut-outs of: The Old Woman, Dog,
Stick, Fire, Water, Ox, Butcher, Rope, Rat, Cat, Cow. (District of
Columbia, 1968, p. 60)
L 2112. 68

Objective: Given a short .story containing a sequence of three or four

events, the child will identify That .happened before or after
a specific event in the story.

Instructional Aids: Prepared short stories of three or four lines. Prepared

questips related to, sequence.

Technique:
Read or play on tape a short story of three or. four lines describing three'
or four events that take place.
InStruct the children to listen for the order in whicheventstake place.
Askspecific.questions about what happened just before or.just after a
specific event in the story. .

In a variation, the children might be allowed to'divide a piece. of drawing

paper into three or four sections and to draw pictures of events in the
story in the order they took, place.

Additional Activities:
1. (Arbuthnot, Lay Hill,
TeJ...1 the story -of- "The Old Woman and Her Pig."
Time for Fairy Tales. New York: Scott, Foresnian and Co., 1952, p. 7)
Have children listen to recall each of the things that the old woman
met
Allow children to place flannel cut-outs of each thing on the flannel
board.
Helr pupils use reasoning to rearrange items in the order in which they
occurred in the story.
Let eleven different children. tell parts of the story represented by
the flannel cut-outs.
Pictures of flannel cut-outs of:
The Old Woman
Dog Ox Cat
Stick Butcher: Cow
Fire Rope
Water .
Rat
(District of Columbia, 1968, p. 60)

2. The first player says, "I'm going to take a trip, and I will take my
toothbrush." The next player says, "I'm going to take a trip, and I will
take my toothbrush and my toothpaste." Each succeeding player repeats
all articles which have been named and adds an article of his awn. Any
player who omits an article or names one out of sequence drops out of
the game. (Birmingham, 1968, p. 5)
L243 69

Objective: Givena short story read orally, followed by four sentences,

the student will circle the number of the sentence that tells
what happened after a speoifiC event in the story, reinstating
seouences of ideas..

Instructional Aids: Several short stories of three or four lines, each

with a clear sequence of events.
Three or four numbered sentences correspondingjto each
story listing the sequence of events.

Technique:
Say to the students, "Boys and girls, I am going to tell you some stories
today. After each I will read "four sentences to you about the stories. You
will circle the number of the sentence that tells when something happened in
the story. Give a sample story and sample sentences to be sure the child
knows what is expected of him."

Example:
Jimmy went into a store for a strawberry ice cream cone. When he

left, a man bumped into him. The ice cream fell and Jimmy's dog

caught itin his mouth. Then the man bought Jimmy some more ice

cream.

Listen to the next four sentences. Circle the number of the sentence that
tells what happened after Jimmy's ice cream dropped.`

1. Jimmy went into the store.

2. A man bumped into Jimmy.

3. The man bought Jimmy another ice cream cone.

4. Jimmy's dog caught the ice cream.

Did you circle number four? (Alameda County, 1969, p. 4Aa)

J
L 251 70

Objective_:_ Thp student will respond quickly and quietly to a request for
attention by stopping all activities immediately and listening.

Instructional Aids: Bell, buzzer, or some other attention getting device.

Technique:
The teacher should instruct the class that upon hearing a specific signal
(bell, etc.) everyone is to stop what they are doing amd listen auietly.
The signal should be demonstrated to the children to be sure each child
knows what he is to listen for.
Use the signal judiciously; only when it is important for the children to
stop-what they are doing and to listen% Children who respond quickly to the
signal should be complimented, those who do not should be reminded.
 L 252 71

Objective: When directed to nerforM a specific task within his capabilities,

the student will stop what he is doing, listen quietly to the
directions, and demonstrate comprehension by successfully
completing the task.

Instructional Aids: Various articles found around the classroom.

Technique:
Give simple one-step directions, such as:

Bring a book from the desk.

Bring me the apple.
Run to the window.
Get' the doll. .

Put the toy car on the table.

'.Vary by distributing a familiar object to each child.

Use a teacher-made tape or simple voice commands to tell children what
should be done with each .object.
Instruct pupils to watch'the teacher's lips to follow whispered directions.
Say alotd: "John, clOse the .

Whisper the word which belongs in the blink space. (District .of Columbia,
1968, p. 25)

AdditiOnal Activities:
1. Play the game "Giants." A leader is selected who calls out, "Men, Giants, .

or Dwarf." Children are to stand tall if the word "Giant" is called

out,'stand natural if-the word "menfl'is called, stand low if the word
"Dwarf",is called. (Fort Worth, No Date, p. 1)

2. Play the game "Bring Me." The teacher tells the groUp that today they
.
are to play .a game in which they must listen carefully. It's called
"Bring Me." Sometimes the. teacher will say the child's name and then
say, "Bring me the chalk" (or book), etc. Then the child must follow
the directions and bring the object to the teacher.' But if the teacher
says, "Bring me the window" or -"Bring .me the wall," the child must it
quietly in his chair. (Fort Worth, No Date, p. 1)
I, 253 72

Objective: Given a seriea of two or more directions involving specific

actions, items, people, places and times, the child will
demonstrate understanding by successfully completing the
directions.

Instructional Aids: Cards with pre-planned directions to be used by the

teacher in conjunction with specific items readily
available in the classroom.

Technique:
Give directions which indicate people, action, item and place or time.

Examples: John, put the red book on the desk.

Jane, get two blocks from the number table.
Richard, put the two yellow pencils in the pencil box.
Janice, draw six circles on the chalkboard.
The teacher may have a puppet give directions. (District of Columbia, 1968,
p. 62). )

Additional Activities:
1. To give praCtice.in folloWing simple' directions, have each child equipped
with a blank sheet of paper and primary color crayons. Then say, "Listen
carefully and do exactly what I'say." Then give three or four simple
directions, such as:
Draw a red line near the top of your paper.
Draw a blue tall near the bottom of the page, etc. (Fort
Worth, No. Date, p. 2)

2. Play "Simon Says." The teacher, or a child chosen to be Simon, stands

in front of the room. The children stand facing Simon. Simon gives and
executes gymnastic commands which are to be fbllowed by the players
only if prefaced by "Simon says." The children following a command not
prefaced by "SiMon says" must:take their seats. After a few minutes of
play, a new Simon may be chosen from the winners who are still standing.
(Birmingham, 1968, 5)
L 254 73

Objective: Given specific rules for attentive and courteous listening, the
student will adhere to the specific standards during specified
listening situations.

Instructional. Aids: Chart or bulletin board on good listening habits:

Good Listeners
1. Sit quietly.
2. Keep hands still.
3: Keep feet still.
4. Keep eyes on speaker.

Technique:
Using the bulletin board as a teaching bulletin board, discuss the rules for
good listeners. Discuss the reasons for sitting quietly when someone is
speaking.
Discuss with the children reasons for not interrupting.
Place emphasis on courtesy and "How would you like to be treated?" basis.
Praise children for their thoughtfulness. Usually raising hands to be
recognized regulates the questions and gives more people an opportunity to
be heard.
Require children to adhere to listening standards at specified times and
activities. (Kansas City, Mo., 1965, p. 23)

Additional Activities:
1. Prepare children to become part of a good audience by discussing:
listening attentively to .a program
refraining from conversation with a neighbor
remaining seated during the entire program
sitting in a chair. properly (Chicago, 1963, p. 32)

2. Hold the attention of the class by providing material at the interest

and level of maturity of the children, and by using carefully chosen
Yocabula.'y understandable to the pupils. .

Prepare pupils for That they are going 'to hear and for what use they are
to make of the information, thereby setting the stage and leading them
into a listening mood. Emphasize the importance of knowing the purpos
and things for which to listen. Allow time for questions, clarifying
ideas children do not understand. (Chicago, 1963, p. 32)

r,
 L 311 ,

T4

Objective: Given oral clues describing specific details, the child will
organize these clueS and identify the object that the clues
(details) fit.

Instructions Aids,;:'" None required.

Technique:
Invite three children to stand in the front of the room.
Ask members of the.class to listen carefully as the teacher describes or .

tells about one of 'the children.

Describe one child telling the following:
color of hair and eyes
color and design in clothing
any special features which would not be embarrassing to the child, if
pointed out
Permit a member of the .class to identify the one who was described.
Ask the children to recall the description given by the teacher.
Have the class check information given with the appearance of the'child
selected by his classmate.
Repeat the above, procedure several times until pupils are able, to remember.
features described with ease.
Allow some of the more capable students to assume the teacher's role'in the
above procedure. (District of Columbia, 1968, p. 64)

Additional Activities.:
..1. Give children little packages or pictures made to look like packages.
Allow each child to look at his picture or item in his package.
Say: "Here are some surprise packages.
You maylook at yours, but do not show it to anyone else.
I will tell three things.
If you think I am talking about your package, you may say, 'I have that
II
package. It is a
Give clues that will fit only one surprise.
Example: I am looking for something to wear.
You wear them on your feet.
You put thdm on before you put on your shoes.
Help children to understand that all sentences are helpful, but that the
last sentence makes them know that the surprise is a pair of socks - not-
the boots or the shoes.
Encourage children to-tell how they knew their surprisa.package was
''being described.
Later let pupils, 'create three-sentence riddles about the presents they
received. (District Of Columbia, 1968, p. 152)

-2. Plays "Telephone." Arrange the players in two lines.

The leader writes a sentence on each of two slips of paper and hands one
slip to the first player of each team. These players read the sentence
and return the papers to the leader. At a Signal,. the sentence is whisper-
ed from player to player. When the last player receives it he runs to
the leader aj.d repeats what he heard. The team whose sentence is more
nearly correct wins. En a tie, the team whoseiplayer reachea the leader
first wins.' (Birmingham, 1968, p.
 L _312 .

75

Objective: Given 1110 to six pictures of objects that could be related, the
child will classify the objects after listening to clues of
likenesses and differences.

Instructional Aids: Cut-outs: farmer, zoo keeper, boy

Pocket chart divided into three columns
Pictures for each child including:
farm animals
zoo animals
pets (for city children)
Cards with pre-written facts for the teacher to read
as clues.

Technique
Place cut-out figures representing a farmer, a zoo keeper, and a boy across
the top of a pocket chart.
Use strips to divide the pocket chart into three separate dreas
Identify. the figures at the tom of the chart and explain that each has lost
his animals and needs help in. finding them.
.Distribute pictures of farm animals, zoo animals, and pets among children.
Ask each,child to listen carefully, look at his animal, and think about it
as each descriptive clue is read. , -
Read descriptions including physical characteristics and /or habits of
animals, but-no names.
Ask children to listen carefully only as long as they feel that their animal
. could be the lost one.
Example: Clue one - This animal runs very fast.
Be sure all children with animals that. run fast continue listening. ---

Tell children if the description fits their animal, they may pretend that
they have found it and may return it to the proper owner. (District of
Columbia, 1968, p. 153)

Additional Activity:
Read a short statement and listen for aline which doesn't belong. Identify
the line that does not belong.
Example: Mary likes apples. Bob likes bananas. Jane likes oranges. Jack
likes to play ball. (Birmingham, 1968, p. 61)

I
L 321. 76

Objective: After liStening to a passage, the student will explain relation-,

ships-of ideas discussed in the passage, and successfully
predict outcomes based on information contained in the passage.

Instructional Aids: Selected passage involving a sequence of events leading

to a conclusion.

Technique:
Read to the class several short paragraphs involving a sequence of events.
At a climatic point in the passage invite the listeners to predict the next
event and the final outcome.
List all reasonable suggestions on the chalkboard.
Have the children discuss the relative possibilities of each suggestion
before deciding on the most probable turn of events.
Then conclude the activity by reading the rest of the passage and revealing
to the class what actually happened.- (N.Y.U., 1969 p. 4)

Additional Activities;
1. Begin a 'round robin" story. Point out how each event depends on the
preceding one for its growth, excitement, and suspense..(,chicago,1963,
P. 34)
2. Read a'short story, leaving out the beginning paragraphs, as well as the
ending ones. Ask the class if anything was wrong with the story. What
was wrong? What was needed to take the story easy to follow, as well
as easy to understand? Then, read the entire story, pointing out the
necessity of .a beginning, a middle, and an end. (N.Y.U., 1969, p. 4)
L 331 77

Objective: Given specific examples of things disorganized yet related, the

child will discOver appropriate organitation or relationships
and will .correct:problems of disorganization where they exist.

Instructional Aids: ..Series of pictures related to a story.

Technique:
Read'a story to the class. Then without reading the story a second time,
.show the children .a jumbled series of illustrations that depict Scenes,
characters, and events from the reading. Have the children arrange the
pictures in their proper order accordingto events in the. story. If such
a piCture file. s not available, pictures from old, to-be-discarded story
books. can be used for-this purpose. (N.Y.U., 1969, p. 5)

Additional Activities:
1. Read aloud the following:
"Johnny ate breakfast, went to school, woke ul, and got dressed."
"Ask: "What's wrong with the sentence? Why is it wrong?
How can it be fixed?" (N.Y :U., 1969, p. 5)

Write the following words on the chalkboard and read them to the
children:
ball, hit, the, Jack .

Ask the children to orally arrange the words so that they make sense.
The three best arrangements (Jack hit the ball.) (The ball hit Jack.)
(Hit the ball', Jack.) -should be discussed in terms of the relationship
between the word order and the meaning. (N.Y.U., 1969, p. 5)
 L 332 78

Objective: After a story has been read orally during "story time", the
child will demonstrate comprehension of the story by taking a
large, white sheet of unlined paper. and after folding the paper
into four boxes, will draw a Picture of what happened first in
the first box. In the second box, he will draw or write' about
what happened next and so on.

Instructional Aids: Selected story; Large white unlined paper; Crayons or

pens, etc.

Technique:*
Read a story to the class during !IStor:,- time." .Instruct the.children to
,listen carefully to what happens in the story and the order in which things
happen. Fold a sheet of large, :white, unlined paper into four coxes and
_number each box. Think of the story that has been read, and in the first
box, draw a picture of what happened first. LA the second box, draw or
. write about what hanper?.d next, and so on. (Chicago, 1963, p. 37)

Additional Activity:
Schedule a daily Story Hour, preferably the last fifteen or twenty minutes
of the day. Children may be on chairs or seated on the floor in front of
the teacher. Literature selcted.according to age andinterests should be
used. When reading a book, show the pictures by holding them high enough
for all to see. 'Discuss the parts the children liked best, thought the most
exciting or funniest. What -character they liked and why.. What "pictures"
the words painted, what sounds they heard. Maybe the story reminded them
of some other they had read. -(Kansas City, .1965, p.25)
L341 79

Objectiv'e: After li.stening to a' short, untitled poem read by the teacher,
the student will demonstrate his understanding; of the central
theme of the poem by suggesting an appropriate title pertinent
to the main idea and dramatize a situation related to the main
idea of the poem.

Instructional Aids: Pre-selected short poems with titles of one or two

short words.

Technique!
Read to the class some short poems with titles of one or'two simple words.
Do not reveal the actual titles of the poems to the class at this time.
Encourage the children to suggest titles for each selection that are ap-
propriate to the main idea.of the poem, List. the suggestions, on the board
as they are given. Evaluate each title as it is suggested. If there is a
difference of opinion among the children, ask the children to support their
choice by citing references to the content of.the poem. Allow-the class, to
make a decision. When only the most appropriate titles remain and a
decision has been made, reveal the real title of the poem to the class and
compare it to the one they chose.
A greater understanding may be achieved by all if' pupils are given the
opportunity to interpret or dramatize that which is heard. (N.Y.U., 1969,
p. 4)
L 351 8o

Objective: After having listenbd to a guest speaker, attended an assembly

program, or gone on a guided field trip, each child will tell
one way his listening behavior affected the communication
process.

Instructional. Aids: None specifically required.

Tect ique:
After having listened to a guest speaker, attended an assembly program, or
gone on a guided field trip, discuss with the childreii their attitudes and
behavior as listeners. What might have been the effect of such attitudes
and behavior on the speaker (actor, musician,, guide, etc.)? What impression
of the school or community might they have created? What effect did they
have on the children's degree of enjoyment and comprehension? (N.Y.U., 1969,
p 26)

Additional. Activities:
1. Recognize growth in the pupils' liStening skills'; praise frequently in
relation to specific evidence of good listening: For example, "You'
made the box exactly right, so I know you.listened carefully " CChicago,
1963, p. 30).

2. Emphasize courteous habits of listening by preparing children for what

they will hear and the reasons for attentive listening. "Set the stage."
CChicago, 1963, p.-30I
L361' 81

ObjeCtive: Given a statement spoken in a specific tone cf voice, the

listener will deduce the mood of the speaker and the meaning
of the statement based on the tone of voice.

Instructional Aids:. Drum, Small objct to hide.

Teehnique:
Have the pupils listepAo and read aloud sentences and passages which indicates
through changes invoice inflection, various emotional respOnses.
For example: "Who are you?" to show puzzlement, fear anger, indifference.
(N.Y.U., 1969, p. 45)

Additional Activities:
1. Have the children locate a hidden object by listening to a rhythmic torn-
torn beat which grows louder as the, child approaches the object and softer
as he'draws away from After the exercise is completed, discuss with
and demonstrate to the children the changes that can be made in intonation
when the volume and/or tempo of beats is increased.' (N,Y.U.', 1969, p. 44)

2. Have the children label as loud, mEdium, or soft such familiar sounds as
footsteps made with shoes, sneakers, high heels, or heavy boots; -a book/
dropping on a tabe or on the floor; a 'shout, a conversation, or a whisper;
a light tap or a bang of a hand on a desk. (N:Y.U., 1969, p. 44)
L 362 82

Objective.: After listening to a sentence spoken with specific intonation

to convey meaning, the child will select a word that best
describes the meaning the sneaker intended or the mood of the
speaker, or both.

Instructional Aids: Prepans.d sentences or phrases that may vary in meaning

if the intonation is changed.

Technique:
Introduce, vocal variations that indicate emotional content. Show how in-
flection may change the meaning of the word or phrase.
For Example: "Oh" with a rising inflection may indicate "is that so";
with a falling inflection it may indicate dismay; and with
-a flat intonation it may demonstrate understanding or de-
flation. (N.Y.U., 1969, p. 45)

Additional Activities:
1. Have the pupils listen to and read aloud sentences and passages which .

indicate through changes in voice inflection, various emotional re-

sponses.
)
For example: "Who are you?" to show puzzlement, fear, anger, indiff-
erence. (N.Y.U., 1969,.p. 45)

2. 'Ilave the pupils listen as the teacher reads aloud a passage of factual
material in a variety of ways:
monotone
average inflection
exaggerated inflection,
Discuss with the listeners the differences between the forms. Lead
them to the realization of the best way to use voice to get across the
idea to the person listening. The teacher might well listen to his own
. taped vocal inflection pattern before this exercise. (N.Y.U..,4 1969,
p. 451
 L 371 (S3

Objective: After listening to a story about how people try to talk others
into doing something or'into believing something, the,student .

will identify- a sentence that tells the way that was use-d,to
persuade someone else.

. Instructional Aids: Prepared short stories about hew people try to talk. \.%.
others into doing something or into believing something.

Technique:
Tell tLe children, "Today you are going td hear some stories about hoW
people try to talk others into doing something or into believing something.
That is what ha22p9ns when someone trys to persuade someone else. SCA.e-
times they tell only one side: they just tell the good things or had things
about someone or something. Another way to persuade is to use the name of
a famous person and tell others they should do what that.Derson does because
he is famous. Sometimes they call other people or things names,. One other
way is to tell all that is known to be true about why something should be
done."
Inform the students t,hat after they hear the Story,'they will be asked to
choose a sentence that tells the way.that-was.used to tall. someone into doing
something.
Read a short story as an example.
Read three or .four statements of how the person was influenced ih the story.
The pupil should identify the sentence that tells the exact way that was
used to persuade someone in the story. (Alameda County, 1969, p. 8Aa)
L 372 81;

Objective: Given a specific phrase or sentence read aloud with various

voice inflections, the listener will recognize changes in
voice inflection by describing effects on meaning.

Instructional Aids: Selected short passages that might vary in meaning if

voice inflections are altered.

Technique:
Recite the same word or sentence in a series -of different was .;(:) that the
children are able to see that one-can sometimes interpret the attitude of
a speaker by listening nct only to what he says, but also to how he says
it. FOr example, say the word "Mary" gently by reprovingly, sternly,
angrily, laughingly, excitedly, with dissapointment or with exasperation;
or recite the sentence, "Johnny has a pet monkey," as a statement of fact
with happy excitement, with disbelief, with disgust or annoyance, or in a
malicious, tattle-tale manner. Help the children to identify 'the attit'ides
or feelings presented. (N.Y.U.., 1969, p. 8)

Additional Activities:
Instruct the children to listen carefully during the day for words or
sentences which impress them pleasantly or unpleasantly because of
what was said or because of how it was said. At the end of the day,
have the children report what they heard, what effect it had on them,
and why it had that effect. (N.Y.U., 1969, p. 8)
2. Call a pupil up to the desk in a voice that will cause all of the
children to stop what they are doing and look up. Then tell him in a
pleasant voice, to sit down. Discuss the attitude which was conveyed
each time. How did Johnny feel the first time? The second?
How did the other pupils feel the first time? idhy? (N.Y.U., 1969,
p. 8)
 L 411
85
Objective: During discussions and conversations
distinguish between fact and opinion,the child will listen to
and untruth. The child will real and fanciful, truth
classify statements of fact or
opinion, real or unreal, true
or untrue.
InstrUctiOnal Aids: Series of prepared statements
opinion, real and'unreal, demonstrating fact,
truth and untruth.
Technique:
Discuss with the children the
difference between fact and opinion,
unreal, truth and untruth. real and
-

Cite examples of how you might

Provide the children with distinguish between fact and opinion,
a series of statements, etc.
classify the statements into asking the, students to
Ea.'1 'lad should be prepared appropriate categories.
to give one reason why he
sta.;ement as he did. classified the
 L 421 86

Object' . Given a simple statement. or a simple question, the 'student. will

distinguish between sentences that tell and sentences that ask.

Instructional Aids: Punctuation cards - (enough for each child); Half of .

the cards should contain (?) and.the rest .(.).

Technique:
Establish the idea that sentences that ask:something are questions.
Establish the idea that sentences that tell something are statements.
Show pupils the. symbol-( ?) by which they can identify sentences that ask
questions:
. Show a period C.) and help pupils associate it with a statement,
Give each pupil a C?) or a (.) card.
Ask children with question marks.to think of ,one question which they can
ask a friend with a period.
SuggeSt that children can gain a partner if they are successful in asking
a questiOn and receiving an appropriate answer.
Explain that when we give information, even though no question is asked, we
make a statement or give a sentence that tells.
Ask each child to thin f one idea which he would like to share with the
class.
Ask those istening to judge whether sentences given tell. something.
Read a series of simple statements that either tell 'something or ask
something.
Direct pupils to hold up (?) cards if the statement asks something and (.)
cards if the statement tells sc:aething. (District of Columbia, 1968, p.
i) o)
L h22_ 87

Objecti've: Given a'complete sentence, the learnEr will demonstrace h5s

understanding of what is expected of him by classifying the
sentence as either a question or a statement.

Instructional Aids: Series of prepared sentences that can be divided into

one'of two categories, questions or statement.

Technique:
Establish the idea,that sentences that ask something are questions.
Establish the idea'flat sentences that tell something are statements.
(Review lesson 141-l3j if necessa, J.)
The teacher will read a complete sentence and ask the children to classify'
the sentence as either a Question or L statement,..,-
Ask the children, "How 'should you react to the sentence you just heard?"
A question shoul6 be answered, a statement evaluated for understanding and
reliability.
L431 88

Objective: 'Given a short story that is not finiShed, the student will be
given four endings to the story and will cir.:le the number of
the ending which best tells what would hapPen next in the story,

Instructional Aids: A series of short stories without specific endings.

Three or four sentences, one of which tells better
than the otners what would happen next in the story.'

Technique:.
Say to the class: "Boyt and girls, today I am going to tell you some. short
stories that are not finished. After you-have heard each one, you will be
asked what could happen next in the story.
This first, story is an example t.7, uelp you to learn what to do. AiTher you
hear it, I Will read Tour sentercc. On youi'-paPer you will circle the
number of 'the sentence that tell; would happen next.

The rain 4as falling softly. Outdoors everything was dripping wet.

Jack was almost ready to leave for school.

- ,
Now, circle the number of the sentence which best tells what. would happen
next in tree story..

1. Jack got his kite.

2. Jack decided to take a nap.

3. Jack put on his raincoat.

4. Jack .decided to look fo" his skates.

Dis you circle number thr 2.?" (AlaTieda.CoUnty, 1969, Lesson 6Aa)

Additional Activi'ies:
1, Tell a story to the class. Then discuSs the ending of the story
with them and help them to understand the specific qualities of the
characters, the situations, and the events which brought about that
particular end. (N.Y.U., 1969, p. 9)

2. Read a story to the class. Evaluate the concluSion according to the

details in the story, the organization, th,.: specific use of various
forms of support, and the relation between points. Was the conclusion
valid'or invalid? Why? (N.Y.U., 1969, p. 10)
L 432 89

Objective.: Given situations where certain factors interfere with listening,

the child will identify'Which factors are interfering with the
listening process in each situation.
.3
Instructional Aids: of factors influencing -"1T skills. This
list might include:
1. Child's bodily comfort.
2. Child's ability to hear the speaker.
3. Child's knowledge of or interest in the subject.
.. 4. Child's ability to understand what is being said.
5.. The effects of the setting 'for the experience.
6. Teacher's expectations and clarity in enunciation
and pronounciati)n.;
7. How well other members of the group speak. or read.
8.. Ability of the child to concentrate.

Technique:
Discuss with the children those factors that affect or influence listening.
Discuss the how why of each factor.
Choose from several of the suggested activities listed below, carefully
structure the situation, and)then relate the breakdown in communication to
one or more of. the factors listed above. (Adapted from Birmingham, 1968, p. 94)

Activities:
1. Tell the children they are to be part of an experiment. Give them a
paper which asks them to list as many animals as they are able. While
they are doing.this,.speak to them on some other subject. After a
few minutes discuss what you have been speaking about pointing out that
you -.can not listen well when thinking about something else. (11.Y.U.,
1969, p. 26)

2. Read to the class a passage containing ideas and vocabUlary above-the

comprehension of the class. Continue reading until it is obvious that
the attentic of several class members is waning. At this point stop
reading and try to elicit from the class the idea that listening !_s
affected by comprehension. (N.Y.U., 1969, p. 27),

3. Present material other than in the usual classroom arrangement. Before

speaking do any one 6r combination of the following three things:,
Crowd the children close together, close the windows, or mov, far away
from the children and speak softly. After variations on.the above three
things, invite the class to discuss the various effects of these factors
on their listening ability. (N.Y.U., 1969, p. 26)
L 441 90
Objective: Given a short story ' four sentences, the child will listen
for the sentence that does not belong in the story. The child
will circle the humber of the sentence that does not belong.

Instructional Aids: A series of short four sentence stories with one

sentence that does not belong.
'our'sentences, all related to the story but one
identifying the item that -)es not belong.

Technique:
Say to the class: "Boys and girls, as you listen to each of today's stories,
you will hear one sentence that does nct belong in the story. On your paper
you will be asked to circle the number of the sentence that does not belong.
Here is an example so that you can learn what to do.

Mother asked Tommy to go to the store. She wanted him to buy some

eggs and bread. Mother liked her green dress. She gave Tommy some

money for the groceries.

Listen 'L.. the next four sentences. Circle the number that does not belong
in the story..

1. Mother asked Tommy. to go to the store.

2. 'Mother liked her green dress.

3. Mother wanted some eggs and bread.

3. Mother gave Tommy some money.

Did you circle number two? (Alameda County, 1969, Lesson 11Aa)
L 442 91

Objective: After listening to a short passage cr story followed by four

related sentences, the listener will be asked to choose the
idea that,makes the r sense based on the context of-.the story.

Instructional Aids: A series of short stories about a person, place or

happening. .

.Three or four sentences expressing ideas, one of which

will make sense because.of what was heard in the story.

Technique:
Say to. the class: "Boys and girls, today you will. hear some stories about
a person, place or happening. After each story, you will-be.asked to choose
an idea that makes sense because of what you heard 'in the story. nereis an
example so you will know what to do.

Bunny rabbits like to eat carrots and they like vegetable gardens

where carrots grow.

There was a bunny in our vegetable garden today.

Now circle the number of the sentence that makes sense beCause of what you
heard in the story.

1. The bunny was looking for a hiding place.

2. The bunny wanted to play'with boys and girls.

3. The bunny was looking for carrots to eat.

1:. None of these.

Did you circle number. three?" (Alameda County, 1969, Lesson 10Aa)

Additional. Activities:
1. Prepare slips of paper containing a silly or sensible question. Place
slips of paper in a container and have one child draw_a question and
read it alOud; another child answers the question in a complete sentence.
(Example: "Can dogs fly?" "NO, dogs cannot fly.") (Birminghami948,
p, 61)

2. Get pictures of two people arguing. Have the children discuss the
picture and tell who is winning the argument, what they are arguing
about, why they are arguing and how they could settle the argument.
"(Alameda County, Reticent Child, 1969, p. 22)
 .

L4+51 92

Objective: Given a list of three to five familiar items, the student will
listen for the one item that does not belong with the other
items. He will demonstrate his ability to classify information
and to form generalizations by identifying the item that does
not belong with the other items on the list.

Instructional Aids: Prepared list of similar items with one item that
obviously does not belong.
Examples:
carrot, radish, shirt.
baker, farmer ,dogs,-plumber.
chair, lamp, house, desk, table.

Technique:
The teacher will read a ].ist of three, four, or five items..
The student will listen for the one item that does not belong with the other
items. The student will identify the one item that does not belong with the
other items by saying his answer. Ask the student, "Why is this item
different from -all the others?"

Additional activities:
.1. Present the students with pictures or worksheets showing several items
in a row, With one item that does not belong with the rest. Ask the
pupils to circle the item that does not belong. (Several phonics work-
books have Pages and pages of this sort.) Check answers orally in class
from time to time discussing why certain items do not belong with the
rest.

2. Use a "picture' gallery" "(Peabody Language Development Kit, Level #1)

of foods, furniture, toys, and clothing.
Direct pupils' attention to the "gallery."
Ask them to study pictures carefully to find those which show foods,
furniture, toys, and clothing.
Give pupils time-to classify the entire collection.
Ask the pupils to tell what items they placed in each category.
Allow children to manipulate the cards as they classify. (District of
Columbia, 1968, p. 148)
L452 93

Objective: The student will identify a specific picture after listening to

. -Series of questions and their responses.

Instructional Aids: Fifteen pictures: several of animals, plants, appli-

ances, materials for use with paper, etc.

Technique:
With a group of 3-5 .children, have one child choose a picture from a group
of 15 and write down or mark what his choice is. The other childrenmust
try to guess what picture was chosen by asking in turn questions that will
lead to the guessing of the picture. The answers to the questions can only
be "yes" or "no". A limit should be placed on the number of questions that
can be asked, so that all questions asked are good, valid questions.

Additional Activities:
1. One player is selected to describe a familiar character in fiction, a
prominent present-day person or a historical figure. Players try to
guess who he is. The person guessing correctly' becomes the one to give
the next description. The class may be divided into teams and a point
given to the team whose member guessed correctly.' (Birmingham, 1948,
p.6)

2. Read to the class the introduction or the beginning of a story, and a

later portion-w-the ending. *Omit the circumstances that bring about
any singular incident or occurrence. Then have tha children suggest
conditions appropriate to the story which might have la.ovoked that
particular ending. Progress from short, simple almost obvious cause and
effect patterns and relationships to more complex ones.
L 511 94

Objective: The student will identify familiar gross environmental sounds

by listening to recorded sounds and drawing a picture of the
object or thing that created the sound.

Instructional Aids: Paper, Crayons, Recording of sounds c.round the school,

.playground, or town.
Pictures showing activities:
at school
on the playground
on a buly street
on a quietrstreet

Technique:
Take listening walk:
through the halls at school
in the office
on the playground
on the sidewalk of a busy or a quiet street
Ask the pupils to name sounds that they hear and list these sounds to aid
-in recall during the discussion.on return to the classroom.
Play recordings Of sounds heard on the listening walk.
Allow pupils to draw pictures of things they saw and heard. during the walk
and now hear on tape,or record.
The teacher may provide the pupils with pictures similar to their walk.
Encourage children to use the pictures to recall and describe things they
heard. (District' of Columbia, 1968, p, 125)

Additional Activities:
1. Record sounds and play them back for identification by the children:
the crumpling of paper
the rubbing of sand blocks together II;

the voices of children (guess who is speaking)

2. The teacher asks the children to cic6e their eyes.

She makes familiar sounds and asks them to identify each.
The following things night be done and the sounds identified:
crushing of paper
knocking on door
tapping a glass
tapping a desk with a pencil
writing on chalkboard
blowing a harmonica
clapping hands
(Fort Worth, No Date, p. 5)
L 512 95

Objective: After listening to a musical selection, the student will

respond to the mood of the selection by drawing a picture of
his mental thoughts and impressions.

Instructional Aids: Musical selections expressing various moods: Yankee.

Doodle, William Tell Overture, Tannenbaum.
Paper Crayons or Paint.
)

Technique:
Present a variety of types of music (see list above) to show that there are
different kinds of rhythm.
Discuss withthe children their feelings about certain forms of rhythm and
help them to understand that rhythm is one means of determining mood.
Allow the children to draw pictures of.his mental thoughts as he listens
to these and other selections. (N.Y.C., 1969, p. 46) .

Additional Activities:
1. Ask the children to respond to rhythm in music. They may tap their
feet, tap .the desk with their fingers, or clap their hands. Then tap
a rhythmic pattern on aninstrument or on a desk and ask the children
to repeat..it._;Maintaining\ a game-like atmosphere, vary the pattern
and increase its complexity. (N.Y.C., 1969, p. 46)

2. While playing a musical selection, allow portions of the class to react

physically to the music at their desks, standing, or in the front of
the, room. The movement should reflect the rhythm and mood of the music.
 L513 96

Objective: After listening to _music that suggests rhythmic movement's such

as swaying like the trees in the wind, dramatizations, or
stories, the listener will respondto the Question, "What did
you see while you were listening?4' The response may bein the
form of an acted out response, an oral response, or the child
may wish to illustrate the.music, dramatization, or story, thus
giving "evidence of mental images they developed during listen,-
ing.,

Instructional Aids: VarioUs musical selections designed to inspire mental

images.
Various stories containing appropriate descriptive
passages.
A variety of_art_materials from which to choose as
media for expressionr

Technique:
Play a musical selection or read a story to the class. Ask the children,
"What did you see while you were listening?"
Allow the children to respond in any one of three ways:
I. The child ma/ act out his response.
2. The child may respond orally.
3. The child may choose art materials-available and illustrate his
mental images. (Birmingham, 1968, p. 61)

Additional Activities:
1. Children enjoy making pictures in their minds while they listen. After
listening to a story real by the teacher, the. children should be asked
to illustrate the story, thus giving evidence of mental images they
developed during listening. (Cincinnati, 1963, p. 3)

2. Use verses from Mother Goose.

Select verses which clearly lend themselves to specific movements.
Read the verses so that pupils can easily maintain rhythmic movement
easily.
9 Ask pupils to listen to decide what movement the rhyme suggests as the
teacher reads some of the rhymes. (District of Columbia, 1968, p. 134)
L 521 97

Objective:. After a particular classroom activity has been completed that

required listening, the student will answer the question, "Wliy
did you listen?" (For what information?)

Instructional Aids: None specifically recuired.

Technique: 1

Show'the need to listen in relation to everyday situations:

following safety instructions
identifying initial, medial, and final sounds of words
becoming acquainted with people
enjoying stories and poems
gathering information and followilig direttions
taking part in conversations and listening for
acceptable speech patterns:
Show that success or lack of success in any of these activities can be traced
to either good or poor listening habits;
Ask children to tell what they listened for after each activity. (Chicago,
1963, p. 28)

Additional Activity:. .

Have the class, keep a listening chart which records all the'things they do
duringthe school day which specifically involve,listening, and the time
devoted to listening during each activity. HaVe'the pupils total the time
periods daily-and weekly, and calculate the percentage of time spent in
listening per school day and week. The activity can be varied by having
each pupil keep a chart of his own listening experience duringa given
Period.of time and having a chart on. the bulletin board which represents a
summary of the individual records. (N.Y.U., 1969, p. 25)
S. 00Q 98

Objective:. Given a situation with a familiar environment and props, the

child will participate in dramatic play without the use of
plotH)r seauende. Through conversation and activity, the child
plays at being an adult, an animal, or an inanimate object in
his imaginary world.

Instructional Aids:' Toy cash register,, empty boxes and cans of common
.

grocery products, table and chairs, toy dishes and

flatware, old clothes belbnging to adults.

Technique:
Discuss a shopping trip to the grocery store (Super Market) with the class.
Ask each child: "Who goes shopping in your family?"
"What kinds of food do you like to eat?"
Try to categorize food according to which meal one might eat.each food;
breakfast, lunch or dinner.(snack).
Ask each child to bring in one or two clean empty boxes or cans'for the
store.
When all of the equipment is assembled, merely suggest to the children that
some may wish to play "Store."
This activity should be unstructured from this point on..

Additional Adtivities:
1. Read or tell a short story.
Ask the group to name the. characters.
List them on the chalkboard.
Review the story, discussing when each character appears, what he says
an& how he would .say it.
Let the children choose parts or choose children for the parts, listing
their names_after the ones on the chalkboard.
The children proceed to act out the story, USING THEIR OWN WORDS.
When the play is completed, the audience should have time to evaluate
it, commenting on the strong points.
Better ways of presentation may. be suggested.
Then, a new set of. characters may be chosen. (Kansas Cicy, Mo., 1965,
p.. 34)
2. Provide the children with a situation for role playing.
Create situations to use social courtesies in a natural way.
Concentrate on the words May I and Thank vou.
Suggest that the rest of theclass listen for these expressions.
Follow through by using these expressions in daily classToom activities.
(District of Columbia, 1968, p. 54)
S.: 122. cv 99

Objective: Given a list.of ten(ing) words, the child will produce all ten
words correctly., using appropriate pronunciation, and-enunci-
ation.

InstruCtional Materials: Pictures-

children playing out-of-doors
child planing the piano
children acting in a clay
Individual pictures illustrating: running, jumping, waiing,.eating,
playing, looking (for something), working, riding, talking, drawing,
)reading, cutting.

Techniques:
Show pictures of children playing out-of-doors, of a child '1,0 piano,
of children acting in a play.
Let children discuss pictures.
Tell them the pictures will give them a clue .to ",:;e %,ord for.' 'ile.L1;;-.
Elicit the word play. -
Discuss the different ideas represented for the v.o.-q play.
Say the words play, playing.
Ask pupils to clap the words with the teacher.
Ask pupils to tell whether the word' are the same or different.'
Ask pupils to listen for the na s)un- as the teacher says, playing.
Have pupils'clap each word (play, Q.ing) and say them being sure to
give two clear sounds when they Fay the second word.
Have children clap and say other sets of words in order to enunciate the
(ing) ending clearly and naturally.
Give individual piCtures of action words.to each child.
Say: "Do hot show your card to anyone.
When you are called on, do the same thing that the child in the
picture is doing.
Say just the word that tells what you are doing., Be sure we hear the
two parts of your word." (District of Columbia, 1968., pp. 104-105)
Display five pictures illustrating a person running, looking, playing, eat-
ing, riding.
Have pupils tell what is happening in the pictures.
Ask the pupils to draw a picture showing some sort of action (something
happening).-
Ask each pupil to act out his picture br story and then to tell us what is _
happening.
Have the class evaluate how well pupils enunciated the_in sound. (Listrict
of Columbia, 1968, pp. 166-67)
 122_ 100

Objecive: Given a specific word to pronounce or picture to describe, the

child will use clear and distinct speech so that others will
understand what is being said..

Instructional Aids: Flash cards with words that differ only in'the vowel
such as inin, then.

Various pictures of a ba172shOwn in different relation-

ships to a box: on, under, beside, etc.

Techniques :.
Print on flash cards words which differ only in the vowel such as thin,
then; pin, pen; sit, sat.
Have variouschildren pronounce the words as they are shown.
Have the group decide whether or not the correct word was pronounced.
(N.Y.U., 1969, p, 85)
State the various positions of a:ball in relation to a box.
Tell how a-small rubber ball is like a beach ball and how'it is different.
(ChicagO% 1963; D. 63)

Additional Activities:
1. Explain what makes the following things "good," "fun;" orl"pretty":
candy, flowers, storybook, toys. (Chicag9, 1963, P.63)
2. When making introductions, speak slowly and distinctly so names of
people being introduced can be understood and reta(zed: (Birmingham,
1968, p. 97)
3. Read good literature and poetry to the'children to acquaint them with
the effectiveness of language. (Birmingham, 1968, p. 99)
it. Allow the children to speak together as a group, using nursery rhymes
and jingles. Also use poems which have sounds that are difficult for
some children.
5. Guide pupils in correct pronunciation and clear enunciation by providing
examples of good speech through:
personal example
sound films
records
tape recordings t

appropriate radio and television programs (Chicago, 1963, p. 74)

6. Determine the developmental level of each pupil's speech.. Observe the
speech of each pupil in situations which areIeacher-guided and those
that are self-motivated:
group discussion
planning and creative play
s-Jontaheous remarks
'casual conversation
free play (Chicago, 1963, p. 74)
7. !Keep simple records of each pupil's attitude toward, and achievement in,
thesequential development of clear.ennnciation and correct_pronunciation.
Acquaint sufficiently mature pupils with their speech problems so that
'they can work toward self-improvement. (Chicago, 1963, p. 74)
S 131 101

Objective: The child will pretend to be a tay, animal, character from

storyland, circus performer, etc. The child will move about
and imitate the sound or pattern of sounds of the thing, animal
or person they represent.

Instructional Aids: None required.

Technique:
1. Let pupils pretend to be toys, animals, characters from storyland,
circus people, etc. Have each child identify himself.
Ask children to move or sound like the thing, animal, or person they
represent.
Each child should have the some opportunity to participate. (District
of Columbia, 1968, p. h6)
5.132 102

'Objective: Given a specific situation which provides opportunity for

courteous expression, the child will respond selecting specific
phrases appropriate to the situation and conforming to social.
courtesies.

Irigtructional Aids: A chart showing the iChief rules of courtesy important

in the primary grades;
Speak so all may hear.
Use a pleasant, conversational voice.
Use polite forms'of.speech - (thank you, please, excuse me, im7, 1?) .
Greet friends. and guests.
Introduce a parent or friend.
Allow all members of the group to take part.
Let the speaker finish and not interrupt.
Show respect for others' feelings and opiniora.
Welcome guests to a program. .

Use simple rules of order when conducting a meeting.

Use the telephone.'
Answer the doorbell.
Differ with another's view tactfully and courteously.
Ask discriminating questions in good taste. (Kansas City Mo., 1965,
p. 37)

Technique.:
Use pictures c" situations which provide opportunity for courteous expression,
such.as: c.L.Lld being introduced to Mother's friend, boyleaving table before
rest of family is finished, boy at the table asking for butter, girl asking
to hqld another±sPet, boy picking up something. which another has' dropped.
Show pictureS.of children in situations which require courteous responses.
Lead children in a discussion of what is happening in the picture.
Ask pupils to suggest polite words to use in handling the situations.
Encourage use of such expressions as;.
Good morning. Please pass me the
How do you do? May I
May I be excused? Thank you
Excuse.me, please. Pardon me. .

Permit children to role-play the situations.- (District .of glumbia, 1968,

pp. 171-172)

Additional Activity:
Materials - Picture of a family .at dinner.
Suggested Situation - Mother and Father have given their son permission to
watch a special television program.
It is time for the program, but the family is still chatting at the table.
The boy has finished eating and is anxious to see the show.
Present the suggested situation.
Ask children what the boy in the situation should do.
Suggest that it would be polite for the boy to wait for an opportunity to
speak and then ask for permission to leave the table.
Suggest that the boy ask, "May I be excused?"
Permit children to role play the situation.
Encourage pupils to tell other times when they might wish to leave a group.
Guide pupils in realizing that they might use the expression when asking for
permission to leave the room.. (District of Columbia, 1968, p. 172)
 s 141 103.

Objective: Given practice in reciting verses together, either in unison

or in dialogue form, the timid child will speak out, whild
the aggressive child will restrain tendencies to dominate.
All children will narticipate and no child will sieze control
of the exercise.

Instructional Aids: ,Various materials as source material for choral.speak-

ing.

Technique: r
At early levels of the primary grades the teacher must build a readiness
for choral speaking by selecting poem6 which:
have'simple, metric patterns
suggest simple bodily movements
contain ideas which, children understand and enjoy.
Remember true unison in *choral speaking is too ,difficult to expect of
primary pupils.
Work to achieve deeper appreciation of poetry, better understanding and
interpretation, as well as pleasing, light voices .and. clear enunciation.
(Chicago, 1963, p. 72)

Additional Activities: .

1. Both shy and aggressive children may benefit through listening to an

accomplished oral reader. Then, they may join in and make the perform-
ance successful. (Birmingham, 1968, p. 98)
The teacher' artistic presentation, her enthusiasm, and sincere delight
in good poetry directly influence the children in her class.
In choral speaking, the children have excellent practice in working'
together.
There is much opportunity for discussing meaning and expression.
Relationships strengthen between pupils with this teamwork.
Memorization becomes automatic and pleasurable. (Kansas City Mo., 1965,
p. 36)

.2. Extend the pupils' abilities in the art of choral speaking.

Help a group of children interpret certain poems by having each one
speak a line of a poem. Encourage children with high, low, or average
voices to speak appropriate lines of poems. (Chicago,119630). 72)
S 211

Objective: During a "Show and Tell" period, the child will share news or
objects brought to school using simple spontaneous sentLnces
while adhering to established standards for speaking.

Instructional Aids: Camera; various other objects and materials.

Technique: Set up standards for speaking.

Speak so that all can hear.
Look at the children.
Tell something interesting.'
ProVide the opportunity for the children to apply the speaking standards.
Encourage children to bring toys and other objects to share.
Ask pupils totell about their toys. using such-words as:
I have I can-
This is Here is
Provide children with a model by saying :. "I have a camera.
I can push this button .and take a picture."'
Use the same idea and have pupils identify objects in the classroom.
(District of Columbia, 1968, p. 15)

Additional Activities:
1. Have pupils tell about trimslwhich they have taken. (District of
Columbia, 1968, p. 45)
. EncoUrage pupils to use the words I went and.I saw.

2. Introduce the children to. the useof visual aids by encouraging them to
bring items from home for "Shdy and Tell."
When the object is. small, have the child pass it around the class for
all to see or set it.in a special place to be. looked.at more carefully
after the child-has told about it. (N.Y.U., 1969,-p. 106)

3. During discussions and show and tell time, encourage the children to
Correctly name. objects and actions. If the child does not know the
correct word, give it to him and encourage him to use it. (N.Y.U.,
1968, p. 1011

4. Encourage the children to bring objects to s-chool to use in "Show and

Tell". Help the .children to understand how having the object in his
hand aids him in his delivery as well as being a visual aid for the
1969,.p. 86)
S 221 105

Objective: Given a variety of playthings, the child will identify an item

correctly and then use the 'words May I and Thank you when ask-
ing permission to play with the item.

Instructional Aids: Toys such as: rope, ball, toy car, airplane, telephone,
plastic ,saw., iron, broom, doll.

Technique:
Create situations to use the social courtesies ina natural way. Place a
variety of playthings on a table in front.Of the room .

Ask children to identify the toys.

Tell children they may play with the toys, but that they must use the -words
May I when agking permission and Thank you when given permission.
Suggest that the rest of the class listen-for these expressions.
Allow the, child to show the class how he plays with the toy if he remembers
to'be polite. (District of Columbia, 1968, p. 53)

Additional Activity:
Below are listed those rules of courtesy most important in the primary
grades., Discussion brings out the sense and reason behind most of our
rules of courtesy. The teacher should demonstrate these courtesies by her
everyday behavior and should create situations to use these social courtesies
in a natural way.
Speak so all may hear.

Use a pleasant; conversational- voice.

Use polite forms of speech - (thank you, please, excuse me,

may 13)

Greet friends and guests.

Introduce a parent or friend.

Allow all members of the group to take part.

Let the Speaker finish and not interrupt.

'Show respect for.others' feelings and opinions.

Welcome guests to a prOgram.

Use_simple rules of order when conducting a meeting.

'Ise the telephone.

Answer the doorbell.

Differ with another's view tactfully and courteously.

Ask discriminating questions in good taste. (Kansas City Mo.,

1965, pp. 36-37)
S 222 106

Objective: The child will identify self satisfactorily by giving first name
and last name; age; month and day of birth; address and telephone
number; name of father, school, teacher, and principal; grade.

Instructional Aids: Large sheets of manila art paper

Crayons or paints and brushes
Tape Recorder
Tape

Technique:
Listed above is that personal information that every first grader should
know.
Send home a questionnaire requiring the parent to fill in the required in-
formation.
Assist each child in learning that information pertinent to himself.
Solicit help from the parents in teaching the child about himself. (Seattle,
No Date, p. 28)

Additional Activities:
1. Have children draw or paint pictures of
themselves
members of the family
members of the school family
pets
homes
activities at home
activities at school
vacation activities
Let each pupil show his picture and give his report.
Guide pupils to make reports which tell what is in the picture and at
least one interesting thing about what they drew. (District of Columbia,
1969, pp. 108-109)

2. Use the Tape Recorder.

Place the tape recorder and microphone in an inconspicuous position in
the classrooin in order to avoid pupil tension.
Direct pupils to arrange chairs ta a circle or rectangle.
Tell them that-today is the day to discover everyone's full name and
_
address.
Explain that each child will have an opportunity to stand and tell his
name and address, then walk to the person he selects as next and say,
"It is your turn." The selected child responds "Thank you."
Remind pupils to speak clearly and to project or speak so that they can
be heard by everyone.

Turn- on the recorder.

Allow all pupils to tell names and addresses.
Turn off the recorder.
Evaluate by asking questions, such as:
"How clearly did we speak today?"
"Did everyone speak in complete sentences?"
"Did we follow the directions correctly?"

more
 a07
S 222 (Continued?
speaking has been recorded on
Guide pupils in understanding that their
tape for-
enjoyment of hearing oneself on tape
self-evaluation
comparative studies of individua3 and group growth
analysis of strengths and weaknesses
needs
teacher planning of lessons to meet class
(District of Columbia, 1968, pp. 160-162)
S 231 108

Objective: Given a familiar picture or object as a stimulus, the child will

construct and recite a simple sentence spontaneously.

Instructional Aids: Mounted magazine pictures

or
Pictures from a child's coloring book or old workbook

Technique:
Show a large picture of someone. who appears 'to be lOoking at something.
Ask pupils what they think the person is looking at.
Have pupils suggest ideas. appropriate to a specific category,.such as:
toys, clothing, animals, safety helpers.
Ask: "At what toy do you.thinkthe boy is looking?"
Note pupil's ability to give fitting responses in sentences according to the
category indicated.
Examples: I think he is looking at a ball.
Maybe the boy is looking at a red wagon.
Turn picture over expOsing an appropriate picture which the person could
have been observing. "(District of Columbia, 1968, p. 49)

Additional Activities::
1. Have the children pretend that a circus is coming to town.
Let children guess which animals will come past in the circus parade.
Encourage children to use the words maybe and I-think when they guess
which animals will be in the parade.
Let children place animals for which there are flannel cut-outs in the
"parade" on the flannel board.
Ask pupils to suggest other performers vho might be in the show,
Have pupils place these performers on the flannel board.
Have pupils tell and show, if possible, what the performers will do.
(District of Colutbia, 1968, p.. 56)

2. Have boys carry an imaginary package into the classroom.

Tell the children the box is filled with make-believe packages.
Give each child a package.
Haie the children untie and oven their surprises.
Ask each child to tell about the surprise in his package.
Note help needed for changes in speech patterns. (District of Columbia,
1968, p. 149)
S,232 109

Objective: Wile greeting people, making introductions or sitting at the

table, the .child will demonstrate acceptable speech patterns
and appropriate vocal characteristics by using complete
sentences and speaking loud enough to be heard and understood.

Instructional Aids: None specifically required.

Technique:
Dramatize greeting people, saying good-bye, and making introductions.'
Dramatize table manners and walking in front of people.
Learn how to formulate a complete sentence by describing or telling about
pictures.
Answer questions by using complete sentences. (Salem, 1957, p. 114)
Speak loud enough to be heard and understood.

Additional Activities:
1. Provide activities which help children become aware of the need for
varying volume to.suit the occasion.
Different degrees of loudness are associated with various places such
as the library, the classroom, and the playground. (Baltimore, 1967,
p. 132)

2. Provide many opportunities for practicing variations in stress, pitch,

rate, and intonation through choral speaking, dramatization, and oral
reading. Encourage children to speak with the same feeling that a
character used in a story. (Baltimore, 1967, p. 132)

3. Mark on large oaktag sheets a period, a auestion mark, and if appropriate,

an exclamation point. Have a child flash one of the cards and select
someone to deliver a sentence with the appropriate inflection. Each
time a child successfully delivers a sentence he becomes the leader.
(N.Y.U., 1969, p. 82)'
S 233 110

Objective: While practicing complete sentence pattern drills, the student

will differentiate between appropriate and inappropriate
language by constructing sentences of their own using similar
and appropriate language patterns.

Instructional Aids: None required.

Technique:
The teacher must be careful to always use good language and articulation as
an appropriate model for the students.
Occasionally, provide complete sentence pattern drills for the children.
Start by orally giving the children a pattern and then have them construct
similar sentences.
Example:
Pattern: I have a bike.
Responses: I have a doll.
I have a truck. (N.Y.U., 1969, p. 100)

Additional Activities;
1. As the children enter the classroom, encourage them to talk to you about
anything that might have happened since the previous day.
Then, after the group has settled, invite individual children to share
their news with the class by asking leading questions such as:
Charles, what happened to you yesterday?
Betty, what did I notice about you this morning? (N.Y.U., 1969,
p. lop)

Provide a friendly atmosphere in which pupils_.feel relaxed and free to

express themselves.
:Encourage the immature child or the reluctant speaker to participate,
but permit him to communicate through facial expression or pantrnine
until self-confidence and asense of security are established.
Be.aware that pupils must have something they consider important to
say before they are motivated to express themselves. orally. (Chicago,'
1963, p. 52).
Objective: Given a verbal message, the child will store the message for a
specified period of time and then repeat the message without
substahtially altering its content.

Instructional Aids: None required.

Technique:
Give the child a simple meaningful sentence.
Ask the child to repeat the sentnce back to-the teacher, without changing
the meaning of the sentence.
Ask the first child to repeat the sentence to a second child who has not
heard the originaa sentence. Ask the second child to'repeat the sentence
to the group.
The number of meaningful sentences can.be increased and the number of
children in the series can be increased as the children become more skill
ful in short term auditory recall.-

Additional activities:
1.. Rather than write simple messages to fellow teachers or the building
principal, have a child deliver a verbal message.

2. Have the child bring home simple messages verbally. These verbal.'
messages 'should be followed:up with written messages to be sure the
message reached each and every home.

3. Get. into the habit of repeating directions ONLY ONGE, requiring pupils
to listen once and listen well.
S 242 112

Objective: After listening to a story of not more than 60 seconds duration,

the child will demonstrate the ability to place a series of up
to six pictures in correct sequence and then retell the story,
referring at least once to each Picture in the sequence.

Instructional Aids: Judy Co. See Que Series 6 picture sets.

Technique:.
Select a See Que story card.
Tell the child the story using short and precise sentences.
Place they out of sequence and ask the child to put the pictures
back as he tells the story.'
This activity may be an individual activity. or used in a small group.

AdditionaLActivities:
1. Show pictures of various ,:odes of transportation (car, bus, train, air-
plane, boat).
Have children identify each.
Display a set of three related travel pictures....(a car, A car being
serviced at a gasoline station, smiling children'looking out of a car
window).

Ask pupils to pretend they are in the pictures.

Say: ."Tell how you went for a ride.
What happened during the trip?
Tell how you felt afterwards." -

Let pupils use the pictures displayed in order to gain suggestions for
answering each question. (District of Columbia, 1968, p. 55)

2. Ask pupils to draw a picture of something in which they have ridden..

Ask pupils to be ready to tell a story using the three ideas above to
guide organization and promote sentence sense in storytelling.
. Set a pattern fox.the children by telling an experience, such as:
I went to Ohio on a train.
..The train -stopped many times to pick up newspapers and mail.
I felt very glad when we finally reached Ohio. (District of Columbia,
1968,,p. 551
S' 2143 113

Objective: During a "Show and Tell" period, the student will describe an
object brought to school using standard grammatical usage. He
will entertain questions from his audience and answer.them
using standard grammatical usage.

Instructional Aids: Object brought to school.

Techniques:
After a.presentation of an item by a child to a group of children or to the
entire class, encourage the students to ask questions about the item
described.
Encourage children.to begin there questions with the words: Who, whet, where,
why or how.

Have,the children. sit in a circle during sharing time and concentrate on

having the children direct questions and comments to one another rather than
to the teacher.
S" 2104

Objective.: Given a specific picture or object, the student will describe

that'object to a 'listener who.has not seen the object, using
Words without gestures or visual aids to describe the object
. accurately. The listener will in turn, be called upon. to identify
the object. based on its description from amongst several similar
Objects.

Instructional Aids: Three girls, two with similar, outfits on.

Technique:
Invite three girls to stand in front of the class.
Select at least two girls with green in their dresses.
Pretend to be looking for one of the girls.
Say: "Have you seen my friend?
She has brown hair.
Today she is wearing a green plaid dress.
Her socks are white.
Her shoes' are brown.
Have one child identify the right.girl.
'Ask pupils to recall the things about the girl which were described.
Use cards to remind pupils of these things.
Allow the children to take the teachers part.
Gradually increase the number of children'in front of the room. (District
of Columbia, 1968, p..161)

Additional Activity:
Show a large picture of someone who seems to be observing something.
Ask pupils what they think the person is vpwing. .

Provide pupils With a category within which to make reasonable guesses.

Ask the pupils to give two descriptive words when telling about what._
the person is watching.
Examples: I think the girl is looking at. a white, longeared rabbit.
Display a picture in the category indicated.
Use it to answer the question of what the person is viewing.
Ask the pupil or pupils who guessed it correctly to raise their hands:-
(District of,Columbia, 1968, p. 105)
S 251 115

Objective: When giving announcements, explanations, directions, descrip-

tions or information, the student will:
Wait until everyone is ready to listen.
Speak loudly and clearly.
Look at the person he is talking too.

Instructional Aids: Safe, non-breakable objects available in the classroom.

Technique:
Send one child out of the room.
Let another child place an object somewhere in the room.
Send for the,missing child.
Have the first pupil tell where the object is.
Help the class evaluate how clearly directions for finding the object were
given and how quickly the child followed directions for locating the object.
(District of Columbia, 1968, p. 167)

Additional Activities:
1. The need to give, directions and explanations,occurs frequently, when -
children learn 'a new game, direct visitors, demonstrate the use of a
new material, or explain a project. Skill in this activity implies
brevity and clarity in wording.
Encourage children to think through the directions to be given.
Guide children to include only relevant information..
Encourage the use of simple directions.
Encourage the use of words rather than gestures.
Check on understanding by asking the listeners to repeat directions. .

2. Children need direction and help in delivering messages, giving directions

or making accouncements. They can help organize their thinking by setting
patterns, such as -
1. To whom is the message delivered?
'2. Who is sending the message?
3. What is the message?
a. Speak clearly.
b. Give, all facts and infromation.
4. Is there an answer?
Another way is to list the question words who, what, when, where, why,
as a guide. (Kansas City, Mo., 1965, p. 31)
S 252 116

Objective: Given practice telephones, thestudent will use the telephone

efficiently, introducing self, giving reason for calling and
proper conclusion.

Instructional Aids: Two practice telephones.

Technique:
Materials from the Telephone Company may be secured.
Give pupils practice in using the telephone under guided conditiOns.
Construct imitation telephones and practice making telephone calls in which
one:
extends or accepts an invitation
. thanks someone for a birthday gi'f t"
congratulates a'friend on a new baby brother or sister.
.(Chicago, 1963, p. 57)

Additional Activities:
1. Teach children the correct way to:
answer the. telephone
take telephone messages
respond when a busy signal was given
Teach children to dial emergency nuMbers
Discuss the responsibilities involved in using the telephone correctly
and the.serious consequences which may result from abuses of these
services. (Chicago, 1963, p. 56)

2. Make a list of the new vocabulary used in telephoning.

Determine the meanings of busy, party, dial,. and wire, and use them"
correctly in conversation and discussion. (Chicago, 1963,p. 57)

3. Dramatize good telephone manners. (Birmingham, 1968, p. 97)

S 311- 117

Objective: During a discussion period within a small group, the child will
express his personal thoughts'on specific topics in a way that
can be understood by hi's listeners. Success can be measured by
the types of questions asked.

Instructional Aids: None

Techniques:
Introduce the children to discussion groups by having thet first share ex-
periences in small, informal groups. Introduce a topic and lead the children
into expressing their thoughts about it.
For example:
Did you have fun in the snow yesterday?
What did you do?
Reintroduce the )pic as necessary to keep the children on one subject.
(N.Y.U., 1969, p. 62)
Allow the children to ask each other questions. Do queStions asked request
clarification of information or do they request additional information?
Discuss with the class the purpose of speaking in or before a group. Elicit
the idea that one speaks to be understood and that the most. important aspect
of speech is communication. (N.Y.U., 1969, p. 62)

Additional Activities:
1. Oral expression nreddminates overwritten expression in Grade One.
The major emphasis in speaking at this level is helping the child make
his thoughts understandable and enjoyable to others.
During discussions those not talking should be listening courteously.
(Seattle, No Date, p. 28)

2. The child can show an interest in oral expression by willing partici-

pation in class. discussions. Discuss "tricky" words and make a list of
them to practice. (Salem, 1957, p. 155)

,Through the sharingof experiences during science and social studies

lessons the child can express and find pleasure and enjoyment. (Salem,
1957, p. 115)
S 312 118

Objective: In a three to five sentence talk, the student will express ideas
in an orderly sequence using words such as first, next, then,
after, finally, etc.

Instructional Aids: 'Oaktag cards with the words, first, next, then, after,
and finally written on them.
Various pictures as described below.

Technique:
Display, or project on a screen, pictures showing the time order changes in
things, such as: the changes in leaves throughout the year or the changes
in the development of a moth or butterfly.
Then have the children give three to five sentence talks using temporal
order to describe the process of change.
The children might be more successful if words such as first, next, then,
after, finally are put on oaktag cards and used to assist the children in
organizingStheir talks. (N.Y.U., 1969, p. 104)

Additional Activities:
1. Have a group of children prepare talks for the class on topics which re-
quire time-order sequence, such as:
Paper Mache Animals
Painting a Mural
Preparing an Cral Report
After they have given these reports,,ilist with the class the steps pre-
sented for each topic. Havg.'Clig-class then number these in the proper
seqUence. Then discuss what would happen if these steps were mixed up.
Lead them to recognize that in some situations we must follow the
process in a 'certain order and that if we want someone to understand
the process we should tell them about it. in time sequence. (11.Y.U.
1969, p. 104)

2. Introduce the children to the idea of spatial order by having them tell
about the different things in the classroom. Start by having a general
discussion where the children volunteer this information without any
attempt at organization.
Example:
We have a chalkboard.
There are six windows.
There are two bulletin boards.
We have a fishtank. .

Our pictures are on the bulletin board. -

The alphabet is on the chalkboard.
Then ask one child act as a guide and escort the group around the room,
explaining everything as he goes. (N.Y.U., 1969, p. 105)

3. Ask various children to describe the buildings, trees, fields, and streets
that are on their route from school to home. Ask them to start their'
talk with the first thing they see when they leave school and to finish
with their front door. In discussing these talks, help the children
recognize how explaining things in spatial order helps them to organize
their talk and creates a clearer picture for their listeners. (N.Y.U.,
1969, p. 105)

Have'a "Once upon a Time" unit to direct pupils' attention to establish-

ing time and place in the introduction of, their stories. (Chicago, 1963,
p. 68)
S 313 119

Objective; The student will. hold the attention of the group using visual
or audio supports while telling stories Or relating incidents
seen or heard, as measured by a list of given standards.

Instructional Aids: These will vary based on 'the topic .of the propoSed
speech, and. might include pictures, objects, other
audio visual aids and/or demonstrations.

Techniques:
When the student gets the opportunity to speak on a topic of his own
selection (with some teacher guidance) he will:
Use pictures and objects as reference in making explanations.
Use puppets in dramatizations.
Use posters and charts to lend emphasis to a topic under discussion.
Use records, tapes or other recorded material to support statements
of fact.
Use demonstrations of a particular object or technique to aid in under-
standing. (Salem, 1957, p. 114)
The student will be expected to hold the attention of his listeners.
Attention can be measured by the following standards:
1. Are questions asked the speaker relevant to his topic?
2. Are the listeners quiet?
3. Are the listeners looking at the speaker?
4. What is the comprehension level of the group of listeners?
s 314 120

Objective: The child will delier a short talk or announcement related to

an assigned subject of interest or to information to be shared
with the group, telling who, what, where, when, why and/or how,
when they apply.

Instructional Aids: None specifically required.

Techniques:
When'delivering messages or making announcements, the student must realize
the importance of telling the who, what, where, when Aly and, how of the
message.. (Birmingham, 1968, p. 96)
Children learn to relay verbally thoughts in seauence by retelling a story,
giving the Amin events in proper sequence. (Birmingham, 1968, p. 63)

Additional Activities:.
1. Kinds of speaking experiences - Talks
Telling about out-of-school experiences, interests, hobbies.
Relating incidents from favorite stories and books.
Telling stories suggested by a series of related pictures.
Retelling stories read independently or by the teacher.
Making short talks and announcements related to some subject of interest
. orto information to be shared.
Preparing and presenting a few statements about a specific topic.
(Seattle, No Date, p. 36)

2. In grade two, the teacher:.

raises questions which direct a child's observation, and guides him in
giving simple reports 'based. on that observation.
helps the children to see opportunities for reporting.
.
encourages the class to give spontaneous accounts on what they have seen,
heard, or experienced in and out of sChoor.
suggests that the report should answer 'the questions who, what, when,
...where, why, and how. (Baltimore, 1967, p. 138).
S 315 121

Objective: The student will prepare and give a one minute personal ex-
perience talk without notes describing who, what, when, where,
why and how.

Instra.ctional Aids: None required.

Technique:
Guide pupils to select a topic for their short talk.
The topic should be related to a personal experience, either something the
child has seen, heard or done.
Place the words who, what, when, where, why and how on the chalkboard.
These words- should be used as guidelines by the children.
These talks may be taped, for analysis, with later emphasis being given to
sequencing of ideas.
Help the students tell what they saw and heard and how they felt.
The teacher (listener) might keep a scoresheet, divided into the above
listed categories. How many did the child inc]ude in his talk?
S-316. 122

Objective: The student will prepare and give a one minute talk about a
Specific topic, using a beginning sentence, that states the
main idea, sequential development and a closing sentence.

Instructional Aids: Paragraph with clearly stated main idea followed by

details which support this main idea.

Technique:.
-Read to the class a paragraph with a clearly stated main idea followed by
details which support this main idea. Discuss the paragraph with-the
children pointing out how the details explain the stated idea.
Then guide the children in preparing brief talks in which the main idea
is stated; followed by sen4.--...:es which develop this idea.
Topics such as the following lend themselves well to this type of activity:
Pets
Jily_Favorite Game
Hobbies
Trip or vacation. (N.Y.U., 1969, p. 101)

Additional Activities:
1, Write on the chalkboard a list of time order words such as first,
next, then, after, and finally...
Then ask various children to use these'words in describing what they
did after they left school the previous day.
Lead them to understand how these words help them get the events in the
right'order. (N.Y.U., 1969, p. 104)

2. Ask various children to describe the buildings, trees, fields, and

streets that are on their route from school -6o home.
Ask them to start their-talk with the first thing they see when they
leave school and to finish with their front door.
In discussing these talks, help the children recognize how explaining
things in spatial order helps them to organize their talk and creates
a clearer picture for their listeners. (N.Y.U., 1969, p. 105)

3.. Encourage the class to give spontaneous accounts of what they have seen,
heard, or experienced in and out of. school. (Baltimore, 1967, p.'138)
 5: 321 123'

Objective: 'After listening to part of a passage, the'student will relate

the sequence of events expressed in the passage and successfully
predict outcomes based on thalsequence of events.

Instructional Aids: Selected passage involving a sequence of events leading

to a conclusion.

Technique:
Read to the class several short paragraphs involving a sequence of events.
At a climatic point in the passage invite the listeners to predict the next
event and the final outcome.
List all reasonable suggestions on the chalkboard.
Have the children discuss the relative possibilities of each suggestion
before deciding on the most probable turn of events.
Then conclude the activity by reading the rest of the passage and revealing
to the class what actually happened. (N.Y.U., 1969 p. 4)

Additional Activities:.
1. Begin a "round robin" story. Point out how each event depends on the
preceding one for its growth, excitement, and .suspense. (Chicago, 1963,
p. 34)

2. Read a short story, leaving out the beginning paragraphs, as well as the
ending ones. Ask the class if anything was wrong with the story. What
was wrong? What was needed to make the:story easy to follow, as well
as easy to understand? Then, read the entire story, pointing out the
necessity of a beginning, a middle, and an end. (N.Y.U., 1969, p. 4)

'ex
S 331 124

Objective: The child will relate an incident or personal experience using

appropriate ideas expressed in simple spontaneous sentences.

Instructional Aidsi Flannel board, pictures with felt backing;

Drawing paper,,.Crayons

Technique:
The teacher should encourage students to. relate their 'experiences outside of'
the classroom -to whateverlis being discussed;
The more that classroom-learning can reflect the student's world, the more
involved he will be in learning.
Sharing personal experiences often helps to guild trust and comfort in a
group. It helps break down the walls between school and "real-life."
Clapsroom,discussions should deal with;:not avoid, the. students' world out-
side-
When we relate what we are to learn to what we already know, we can retain
and use our new learnings better. (Alameda County, Reticent Child, 1969,
p.
The teacher can relate a personal incident from his own life experience.
Then he can ask. the .class, "Do you; think that'this is a good idea? Would
you like me to do it again? If so, why?" Then discuss in a simple' way the
importance and significance of sbaring meaningful personal experiences with
others. (Alameda County, Reticent Child, 1969, p. 20).
Frequently ask the children to tell about similar experiences they have out-
side the classroom that are relevant to what is being discussed in the
classrOom. (Alameda County, Reticent Child, 1969, p. 30)

Additional Activities:
1. Place a flannel-backed picture of a girl on the flannel board.
Say: "This is my friend.
She will tell yOu about herself."
Place flannel cut-outs on the board as each sentence is giVen.
Say: "my name'is Mary Brown,
I am 6 years old.:
My address is 982 Durham Road, Madison.
I live with my mother, three sisters, and two brothers.
Help pupils use pictures to recall the kinds of information given:
name and age, home, family.
Point to flannel cut -outs and repeat the information presented above.
Have the class repeat each sentence using the teacher's tonal quality
and matching her enunciation.
Provide opportunity for several pupils to present.similax information
about themselves. (District. of Columbia, 1968, p. 102)
2. A self-drawing of the child using crayon on drawing paper may be sub-
stituted for the flannel board in exercise 1.
3. Place Mary Brown, a doll with felt backing on the flannel board.
Allow Mary Brown to introduce herself, thus providing children with a
model for speaking well.
Place a toy on the flannel board that helps to show how Mary has fun.
Have Mary tell how she has fun at home.
Encourage children to tell two things about themselves using the
flannel board pictures as a guide.
Add more items to the flannel board after children learn to tell two
things well.
Have pupils give additional information about the number of sisters and
brothers they have; where they live; with whom they live. (District of
Columbia, 1968, p. 50)
 S' '332 125

Objective; Given a specific topic the speaker will limit his discussion
to that topic and related, supportive data, avoiding the in-
troduction of new unrelated topit-S or ideas.

Instructional Aids: None required.

Technique:
One child says a word;.the next child repeats the word and adds one which
is related in some way to the previous word. If someone challenges the
relationship of the two words and the speaker can not defend or show a
relationship, the speaker receives a minus point. The person with the few-
est minus points is the winner: (Alameda County, Reticent Child, 1969, p.
17)

Additional Activities:
. 1. One student may begin a story and each student then adds a sentence or
segment to the story. (Alameda County, Reticent Child; 1969, p. 17)

2. Give each child an action picture that clearly conveys a main idea ante:
a sufficient number of details to support.it. Provide time for the-
children to examine their pictures and then ask 'each child to tell what
his picture is about and to mention two or three things -which explain
what is happening.
Example:
My picture shows a lady losing her groceries.
The bottom.of the bag broke and everything fell out.
(N.Y.U., 1969, p. 101)

3. Point out the differences between casual conversations and discussions

that deal with a particular subject. Guide pupils toward the under-
standing that in discussion, remarks are centered around one topic and
all contributing comments bear upon the subject: discussion moves from
point to point toward a conclusion in an orderly progression. (Chicago,
1963, p. 56)

4. Provide opportunities-for discussion on topics in the content subjects.

Keep the discussion moving with questions that ask how, what, where,
when, and why. (Chicago, 1967, p. 56)
S 341 126

Objective: Given three specific rules for speaking behavior, the child
will list these rules in any'order and demonstrate bompre-
hension through adherence to the rules when speaking in large
group or small group situations.

Instructional Aids: Bulletin board or poster with the following rules:

Speakers -
We wait until everyone is ready to listen.
We speak loudly and clearly.
We lock at the people we are talking too.

Radio or record player and record.

Chart showing a child speaking to a group.
Pictures of pets playing.
Pictures depicting familiar experiences.

Technlques:
Turn the radio or record on at a comfortable 1fStening level.
Lower the volume so that the sound is barely. audible.
Ask pupils which volume they need in order to enjoy listening.
Help pupils understand that when they speak, they must be sure the clasS
can hear.
Display a chart showing a child speaking to a group.
Guide children -'in noting that the speaker stands well and looks at the
audience.
Help pupils notice that the audience looks at and listens to the speaker.

Show several pictures of pets doing funny things, or shoW pictures of

something in which children have indicated interest and experience.
Allow pupils to enjoy the pictures.
Share a personal experience related to one of the pictures in order to
provide pupils with a model for speaking. '

Suggest that a pupil, who has had an experience with a pet, pretend that
he is the speaker on the chart.
Have him share his experience with the class. .

Guide the class in understanding how their classmate reminded them of the
speaker in the picture.
Ask the speaker (child who shared) if the audience did its part.
Guide the evaluation of sharing efforts.
Display the speaking chart, which can be used as a reminder of speaking
standards, in a prominent place in the room.
Instruct the students to use these rules in large group and small group
situations.
S 342 127

Objective: Given a particular object or-picture as a stimulus, the child

will discuss the stimulus using complete sentences in small
group situations.

Instructional Aids: Drawer full of objects or pictures that the children

have brought to school.

"Technique:
Develop a surprise drawer by setting aside a special place for keeping
objects and pictures which the children bring to school.
Invite the children to go to this drawer in small groups during free time.
Encourage them to talk together about the items they find in the surprise
drawer. (N.Y.U., 1969, p. 66)

Additional Activities:
1. After reading a story, to the children, encourage them to talk about it.:
Lead them into speaking in complete sentences by asking questions such
as:
"Why was Dick Happy?
How did Jack help?" (N.Y.U., 1969, p. 66)

2. Discussion is conversation directed toward a common interest that re-

quires organization, solution, and.evaluation. Daily discussions in-
volve children's feelings, aspirations, and interests in relation to
human experiences. This is a significant language activity, and each
curriculum area provides content for the development of discussion
skills.
At early levels the teacher should:
state or help children to state the problem.
ask leading questions.
keep the discussion to the pOint.
press for reasons.
ask for sources of information.
strive to have discussion move from child to child rather than from
.child to teacher.
keep the spirit of.discassion one of mutual interest and helpfulness.
clarify confused ideas.
handle conflict tactfully.
summarize ideas to help pupils experience a sense of accomplishment
in discussion activity. (Baltimore, 1967, p.. 136)

c
 S 343 128

Objective: Given a suggested, activity, the child will act out or pantomime
that activity using body control, movement, and gesture so
that the ,o15server can identify the activity being pantomined.

Instructional Aids: None required.

Technique:
Have the children 'ant out various .activities such as: bouncing a ball,
brushing teeth., and hitting a ball with a bat. Have the rest of.the class
guess what is being acted out. Progress to more difficult routines such as
wrapping and tying a parcel, or taking a milk.carton froma tray, opening
it, and drinking the milk through a straw. (N.Y.U., 1969, .p..8o)

Additional Activities:
Set up various corners in the room.which will encourage spontaneous
.1...

role playing, such as a housekeeping corner, a store corner, and an

offibe corner. Encourage the children to play with these during free
play time. (N.Y.U., 1969, p. 67)

2 Observe the play and occasionally help the children through guided
questions such as:
Would Mary talk to her mother, like that?
Mould the storekeeper scold his customers?.
Set Up a series of role playing activities for the children including
teacher- child, mother-child, and child- friend situations. Have the
children, improvise dialogue to deVeldp the .situation. After the
series has been presented, discuss the differences in the' way.the child
spoke to the other character in each scene. After the discussion,
continue with More scenes so the children will consciously adapt to the
various roles-in which they are placed: (N.Y.U., 1969, p. 68)- .
 41.

S 411 129

Objective: During specifically structured discussions, the child will

express disagreerent with the teacher and his classmates when-
ever he objects to what has-been said and/or will express agree-
ment with the teacher or his classmates whenever he supports
what has been said. He will do this by holding up the appropri-
ately colored card.

Instructional.Aids;. Several card sets; Three cards per set (a red card,
a green card, and a white card):

Technique
Give the students one red,one green. and one White card (3 in all).
During discussions, ask them to hold up the .red card if they disagreed with
what was said, the green card if they agreed and.the white card if un-
decided or if they wish to comment or ask a question. (Alameda County,
Reticent Child, 1969, 1: 11)

Additional Activities:
1. When an argument or fight occurs in school, discuss it and show how
points of view differ depending on the position of each person.
(Alameda. County, Reticent Child; 1969, p. 13)

2. Have a talking table in one corner of the room where students 'and
. teacher may. go and invite anyone to accoMbany them.. This can be used
especially if the student or teacher has a problem which needs to be
discussed in private. A tame recorder should be available for students
to air happinesses or complaints. Stress each student's responsibility
for what he says and how he says it. (Alameda County, Reticent. Child,
1969, p. 12)
S 412 130

Objective: Given a taped sample of a child's own speech, the student will
detect mispronounced words. and will correct confused sounds,.
omitted.and extra sounds-

Instructional Aids: Tape recorder, tape; flash cards.

Technique: -
In conjunction with activities in auditory discriihination have the children
listen to theIr own productionof speech. Tape record each Child's -%.roice,-
and help them detect errors such as:
confused sounds - podadoes for potatoes .

omitted letters - kep for kept

extra sounds -.._singger for, singer.
Using the tape recorder have individual children practice saying words
which give' them difficulties. (N.Y.U., 1969,- p. 84)

Additional Activities:.
1. Print on flash cards words which differ only in the vowel'such.as thin,
then; pin, pen; sit, sat. Have various children pronounce the words as
they are shown. Have the group decide whether or not the correct Word'
was pronounced. (N.Y.U., 1969 p. 85)

2. Use listening activ.i.ties with .rhyming words and lists of words with
the same final consonant. Stress the ending sounds by having children
compose jingles or supply the rhyming words for verses. (Baltimore,.
1967, p. 132).

3.. Have children tap or clap out the number of syllables in a word or
mark off the syllables in words written on the chalkboard. (Baltimore,
1967, p. 132)

I. Use the "listen-look-say" approach. Encourage children to listen

closely to the correct pronunciation and to watch the teacher's lips,
teeth, and tongue as he produces the correct sound.
S 413 131

Objective: Given a taped sample of-the students speech, the student will
recognize errors (if they exist) made in the articulation of
specific speech sounds..

Instructional Aids: None specifically required but a tape recorder may be

used to support the identification of errors and to
add interest.

Technique:
Teachers-need to encourage students to admit their errors by creating a
classroom atmosphere in which errors are not ridiculed nor penalized.
They should set an example by admitting their. own errors.
This activity can best be carried out informally during reading or during
some other activity. When the teaCher.or another child hears or makes an
error., they should admit to that error and correct the error if possible.
Specific speaking activities may be planned involving the use of the tape
recorder, and one objective in listening to the playback can be the
identificatiOn and correction of articulation or pronounciation errors.
(Alameda County, Reticent Child, 1969, p. 15)

Additional. Activities:
1. . Each student might give a talk on, "A Mistake I Have. Made."
He might include the events which led up to it, the reactions of any
other people involved, how the situation looked to them, whether he
admitted to the mistake, how he felt during the whole period of time,..
alternative ways that he might have handled the situation. (Alameda
Couhty, Reticent Child, 1969, p. 15)

2. As the teacher, it is important to admit to errors made and to make

the children feel as if it is not wrong to make an error. Discuss
how important it is to make mistakes in order to learn. (Alameda County,
Reticent Child, 1969, p. 16)
S 421 132

Objective: Given a specific topic for discussion, the children will

recognize and utilize patterns of organization. The student
will compare and contrast, classify, use time order, spatial
order or analyze cause and effect, whichever process is most
appropriate for the situations described in the activities.

Instructional Aids: See each activity below.

Techniques:
1. Comparison and Contrast - Place on the chalkboard or bulletin board
the pictures of two different objects which have a great deal in
common, such as: a car and a truck, a doctor and a nurse, an apple
tree and a fir tree. Elicit from the children the similarities and
differences. (N.Y.U., 1969, D. 103)

2. Classification - Cut from oaktag the patterns of a circle, a square,

a triangle, and a rectangle. Prepare a display on the bulletin board
using these four patterns. Then ask the children to name objects in the
classroom that are like each of the oaktag figures:
Example: The clock, the door knob, and the waste paper basket
look like the circle. (N.Y.U., 1969, p. 103)

3. Time Order:- Display, or_project on a screen, pictures showing the time

order changes in things, such as: The changes.in leaves throughout the.
year, the changes in the development of a moth or butterfly. Then
have the children-give three- to five-sentence talks using temporal
order to describe the process of change.- The children might be more
successful if words like first, next, then, after, finally are put on
oaktag cards and used to assist the children in organizing their talks.
(N.Y.U., 1969, D. 104)

4. Spatial Order - Introduce the children to the idea of spatial order by

having them_tell_about all the different things .in the classroom. Start
by having a general discussion where the children volunteer this in-
formation without any attempt at organization.
Example: We have a chalkboard.
There are six windows.
There are two bulletin boards.
We have a fish tank.
Our pictures are on the bulletin board.
The alphabet is on the chalkboard.
Then ask .one child to act as a guide and escort the group around the
room explaining everything as the goes. (N.Y.U., 1969, p. 105)

5. Cause and Effect - Ask the children to tell in a few sentences why they
use galoshes, tie their shoes, stop for cars. Elicit a cause-and-
effect response by asking "Why?" (N.Y.U., 1969, p. 105)
 S 422. 133

Objective: Given fifteen different items the student will identify a

specific item through questioning. The responses to the
questions can be only "yes" or "no".

Instructional Aids: 15 pictures; several animals, plants, appliances,

materials for use with paper, etc.

Technique:
With a group of 3-5 children, have one child choose an item and write down
what the choice is, The other children must try to guess what item was
chosen by asking in turn questions-that will lead to the discovery of the
item. The answers to the questions can be only "yes" or "no". Each child
may ask total number of questions that can be asked, so that all questions
asked are good ones.

to .
S 423 134

Objective: Given a picture of a situation depicting a definite =cod, the

child will communicate the mood of the person in the picture,
using the tonal ouality of what the person in the picture might
be saying as a clue.

Instructional Aids:
Pictures:
child during his birthday party
child whose dog has been hurt
child finding something unexpected in a package
child returning home after romp in the snow
child whose baby brother broke a new toy.

Technique:
Show pictures of children in various moods.
Encourage the pupils to discuss how the children probably feel and why
they feel this way.
Ask: "Have you ever felt this way? Tell us about it."
Have the children suggest what each person might have said.
Have the pupils try to portray the tonal quality expressed in the voices
of the children pictured.
Suggest words, such as: surprised, delighted, sad, angry, tired.
(District of Columbia, 1968, p. 116)
S431 135

Objective: The child will respond to specific role playing situations by

improvising dialogue and demonstrating appropriate language
courtesies.

Instructional Aids: See Activities listed below.

Technique:
Set up various corners in the room which will encourage.spontaneous role
playing, such as housekeeping corner, a store corner, and an office corner.
Encourage the children to play with these during free play time. (N.Y.U.,
1969, p. 67)

Observe the play and occasionally help the children through, guided queStions
such as:
Would Mary talk to her mother like that?
Would the storekeeper scold his customers?

Set up a series of role playing activities for the children including

teacher-child, mother-child, and child-friend situations.
Have the children improvise dialogue to develop the situation.
After the series has been presented, discuss the differences in the way the
child spoke to the other character in each, scene.
After the discussion, continue with more scenes so, the children will
consciousl adapt to the Various roles in which they are placed. (N.Y.U.,
1969, p. 68)

Additional Activities:
1. Language Courtesies-
The manner in which we speak is as important to the listener as
the use of effective language itself.

The following techniques and attitudes must be learned and

developed..

a. Use common expressions of courtesy

(Example: "thank you," "please," etc.)
b. Give opportunities for others to contribute.
c. Consider the feelings of others.
d. Know when and how to interrupt a speaker. (Birmingham, 1968,
p. 100)

2. Keep a large chart for the class and record participation.

Perhaps have each child keep his own individual record of oral partici-
pation. At the end df each week award the child who has participated
the most and the child who has improved the most. Discuss the import-
ance of oral participation and do this activity just long enough to
make the children more aware of their own participation. (Alameda
County, Reticent Child, 1969, p. 8)

3. Allow a specific amount of time when an interesting topic is being dis-

cussed to go around the room and elicit a brief' one-word or one-sentence
opinion from every member of the class. (Alameda County, Reticent Child,
1969, p. 8)
S 432 136

Objective: Given an opportunity to classify objects as pretty, funny or

good, the child will express his personal opinion and offer at
least one reason to justify his classification.

Instructional Aids: pretty- piece of colorful material

shiny paper
plastic flower
gold fish in a bowl
funny- clown doll"
Mexican juMping bean
good- apple
. correct paper
book (familiar story)
candy

Technique:
Display objects
Invite about eight to ten children "to visit".
Ask pupils .to find something which they think .is'pretty.
Ask a child to explain why he thinks an object is pretty.
Allow other children to select. items which they consider pretty and to
give reasons for their choice.
Ask pupils.to deScribe.something pretty that they have or that they have
seen at home; at school; in the neighborhood; during a trip.
Follow a similar pattern by having pupil's explain reasons for finding things
funny; good.
Evaluate by asking: "How many took part in our conversation?
Who can tell us something interesting that you heard?
Did you hear any new or interesting words?" (District
of Columbia, 1968; p. 112)

Additional Activities:
.1. Guide pupils, on other occasions, to take imaginary trips to the farm,
playground, picnic spot, circus, or on a seasonal walk.
Help pupils tell what they see and hear and how they feel. (Washington
.D.C., 1968, p. 169)
2. Guide pupils to open imaginary packages.
Ask them to tell what is in the package, as. wellas, additional inform-
ation about color, and when, where, or how they might use the object.
(Washington D.C., 1968, p. 169)
3. Students need to regard one another as potential sources of learning.
Respect for oneself and one's peers leads to receptive learning. (Our
goal is to help students become independent of is in pursuing 'their
education.
Learning from peers, therefore, is as importdnt as relying on the teacher
for learning.)
Opportunities should be built into lessons for students to talk among
themselves. (Alameda County, Reticent Child, 1969, pp. 23-24)
1. Put the children in a role-playing situation in which each child at some
time has the opportunity of being the teacher, The child who is the
teacher should be the one to decide how he wants either the rest of the
class or just three or four other students to act. Discuss each child's
conception of "teacher". (Alameda County, Reticent Child, 1969, p. 24)
S 433 137

Objective: Given a structured situation for dramatic play, and standards to

follow during Participation, the child will participate in the
dramatization and adhere to the specified plot and standards.

Instructional Aids: Varies with the situation.

Technique:
Dramatic activities offer natural and interesting Way'S to develop self-
confidence and poise.
A child finds it easy to imitate and enjoys doing so.
Standards to follow:
1. Speak and act as the person in the story does.
2. Speak loudly and clearly enough for everyone to hear.
3. Make voice show feelings.
4. Other members of the class should enjoy the performance.
(Birmingham, 1968, p. 98)
Kinds of Speaking Experiences - Dramatizations
Dramatizing favorite stories, parts of r'2ading lessons, activities
centered around community workers, the city, and the country.
.Pantomiming poems, music, and stories.
Using a room.microphone for announcements and -"maketbelieve" -broadcaSts.'
Learning how to use the telephone effectively and courteously:
Participating in social introductions.both as the introducer and as the
introduced. (Seattle, No Date, p. 36)

Additional Activities:
1. In dramatizing more complex stories, the children, through discussion,
are led to divide the story into scenes or acts.
These are listed en the chalkboard with the questions "where" "when"
and "who' answered. For example:
The Three Bears'
Scene) One
, Where - In the bearsi_house:'
When In the morrang.
Who (.characters) - Father Bear
Mother Bear
Baby Bear (Kansas City, May 1965, p. 35)

2. There are endless opportunities for dramatization:

original stories
poems
songs
courtesies
stories that have been told or read
_._safety rules
Historical incidents and characters (Kansas City, May 1965, p. 35)

3. There are many ways to dramatize other than "acting out" a story:
putting on a TV or radio play
using puppets (stick, hand, sack, stuffed or papier-mache)
making a flannelgram
developing a shadow play
speaking for a class created "movie"
(a series of pictured scenes telling the story) (Kansas City, May 196'5
p. 351
S 441 138

Objective: Using the Bell Telephone Systems special Teletrainer phones,

the student will use telephone courtesy by answering politely.
He will demonstrate his ability to receive messages so that the
main idea of the message remains intact and can be repeated
correctly when the conversation has been completed.

Instructional Aids: TWO practice telephones.

Techniques:
Discuss occasions.on which pupils have been allowed to use the telephone.
Give numerous pupils an opportunity to answer the telephone, using a polite
and friendly phrase such as, "Hello, this is John Brown."
Provide situations, as pupils are ready, in. which they answer the telephone
when;
--it is for someone else in the house:
it is for someone who is busy and cannot come to the telephone.
it is for someone who is not at home.
the caller has the wrong number. (Distr-ict of Columbia, 1968, p. 173)
Emphasize the following rules of courtesy:
For all telephone calls:-
1. Use a pleasing voice.
2. Speak to be-heard and understood.
3. Listen attentively to the speaker.
When originating calls:
1. Give name immediately-.
2.. State purpose of call.
3. Conclude the call prolirAly.
When receiving calls:
1. Answer quickly.
2. Give answers clearly.
3. Take messages accurately.
4. When another person is wanted, ask caller to, "Hold the
telephone, please" and. get the person asked for at once.
When making emergency calls:
1. Dial "operator."
11F-
2. Say, "I want to report a fire" or "I want a policeman.
3. State purpose of call if time allows.
4. Give name, address and telephone number. (Kansas City. Mo.,
1965', PP. 37-38)
Additional Activities:
1. Introduce pupils to the teletrainer..
Help them understand that the equipment will produce the same sounds
that telephones in their homes make. -
Allow pupils to see the control panel and to hear the dialtone, ringira
sound, and busy signal.
Guide pupils in distinguiShing sounds and in explaining the messages
the sounds give them. (District of Columbia, 1968; p..174)

2. Provide role - playing situations in which the children must listen for
a busy signal or for a ringing sound.
Remind children to be sure to hang up and wait if they hear'a busy
signal. CDistrict of Columbia, 1968, p. 174)
S 441 continued 139

3. Place two telephones before the class.

Permit children to talk briefly on the phones just for Am.
Suggest it is always valuable to learnthe names of things we use.
Help pupils identilythe'teceiver,'mouthriece, cradle, dial wheel, and
finger stop,
Guide pupils in understanding the prober use of each part.
Be sure to help pupils understand the importance of holding the mouth-
piece away from the mouth.
Permit various pupils to name and explain the function of the parts of
the telephone and to demonstrate usage of the parts.
Show pupils how to dial the operator.
Allow children to demonstrate dialing the operator.
Be sure they. remember to keep the index finger in the proptx space
until the finger reaches the finger stop. (District of Columbia, 1968,
p. 174)

4. Help_pupils understand that sometimes we use the telephone in an

emergency.
Show sketches depicting emergency situations.
Have pupils decide on information which would be needed in order to
report each.
Provide opportunity for pupils to practice reporting a fire or loss.
Guide pupils in securing the assistance of the "Operator" in placing
their calls.
Participate by answering calls to the police or fire department until
pupils can handle this part, also.
Be sure pupils give address clearly and.distinctly.
Provide a pattern to guide pupils in reporting
who or what was lost.
where it was last seen.
something about its appearance.
Encourage pupils to create role-playing situations which incorporate.
the emergency calls practiced. CDistrict of Colutbia, 1968, pp.'174-
175)

5, Play "Telephone": Arrange the players in two lines. The leader writes
a-sentence on a slip of paper and then whispers the sentence to the
first player on each team. At a signal, the sentence is whiSpered. from
player to player. When the last player receives it, he runs to the
leader and repeats what he heard. The team whose sentence is more nearly
correct wins.. In a tie, the team whose player,reaches the leader first
wins.
S-414.2. 1140

ObjectiVe: Given a selected passage at an,appropriate reading level and

with a single mood, the student will read the passage orally
in an expressive way. The child will express the main idea of
the paragraph in one complete sentence.

Instructional Aids: Selected short passages at an appropriate range for

grade level.

Technique:
Allow student to select a passage at his reading level and in his interest
area.
Let the student read the passage over silently, reviewing vocabulary and
striving for the main idea.
Instruct the student to read the passage orally, striving for smoothness of
expression and use of proper voice inflection.
Ask the child to express the main idea of the paragraph in one complete
sentence.
5-443 1141

Objective: Given a specific phrase or short paragraph; the student will

restate the main idea of the phrase or paragraph using different
words.

Instructional Aids: Selection of phrases or short paragraphs at the child's

appropriate reading level which contains one main
thought or idea.

Techniques:
Allow each child to select one phrase.
Have the child read the phrase or sentence silently.
Ask the child to repeat the phrase keeping the same meaning but using
different words.
In a second lesson the teacher may read the sentence or phrase to the child
and ask him to restate the phrase .using different words.yet.keePing the
same meaning.
A further followup to this lesson can involve the use of several sentences
or a short paragraph which the child is expected to read silently and then
restate the main idea using different words.
Finally, the teacher should read. short paragraphs to the students, asking
them to restate the main idea of the paragraph using different words.
a 444 112

Objective: After listening to a short story, the listener will relate two
or three incidents in the story in proper sequence.

Instructional Aids: A series of appropriate short stories.

Techniques:
All children appreciate stories, whether read or told by their teacher.
This should be a part of the daily program.
After listening to a short story, the child demonstrates his comprehension
by relating two.or three incidents in the story in proper seauence.
children. learn to relay verbally thoughts in sequence by retelling a story,
giving the main events in proper sequence.
Ask various children -to tell stories from their reading to the other members
Of the class.
Lead the children to recognize that they can communicate the ideas and the
events in a story in this manner. (N.Y.U., 1969, p. 62)
s 4145 143

Objective; After listening to a recorded short story, the student-will

retell the story in his own words (with or without the aid of
pictures) using acceptable speech patterns and standard usage.

Instructional Aids: Tape recorder; taped short stories of four or five

lines.

Technique:
The teacher will play a recorded short storydirecting the children-.to
listen carefully to what is happening.
Ask the children.as a group to retell the story. Ask, "What happened first?"
What happened next?"
Allow individual children to volunteer answers.
The teacher may use pictures as cues to sequence.
Correct all errors in inappropriate speech patterns and standard usage.

Additional Activities:
1. Same as above except the teacher may read the short story aloud to the
class. Be sure the children have a purpose for'listening.
2. The children maydraw a picture or a series of pictures showing what
happened in the story. Ask the children to tell about their pictUres.
Allow the children to correct each other, but try to avoid what might
become a threatening situation.
S 451 144

Objective: During a conversation the child will wait his turn before enter-
ing the conversation; he will not interrupt but will wait until
another is finished speaking.

Instructional Aids: Tape Recorder

Technique:
Tape record a segment of thg class period.
Play back. the tape periodip.ally asking the class what someone, whose ideas
are muffled by another speaker, is saying?
Or, simply play 'back the tape asking the class what seems to be needed in
order to improve communication in the classroom?
Ask the children to discuss how they feel when people listen to them;
how they feel when people don't listen?
Why do we sometimes not listen to what is going on?
Ask children how they feel when they are interrupted?' (Alameda County,
Retibent Child, 1969, pp. 14-15)

Additional Activities:
1. Ask the students to suggest ideas for an experience chart, such as-
"These are the things a good speaker does".
Wait for turn to speak.
Avoid monopolizing the conversation.
etc.. (Salem, 1957, p. 115)

2. Ask the children to demonstrate correct and incorrect procedures in

speaking before an audience. .(Salem., 1957,.p;..115)
S 452 145

Objective: Given two practice telephones, the student will make or receive
calls while adhering to specific standards for each activity.

Instructional Aids: Two practice telephones.

Chart: Telephone Tips
When making a call:
1. Know the telephone number.
2. Listen for the dial sound.
3. Dial carefully.
When answering the telephone:
1. Answer promptly.
2. Talk in a natural voice.
3. Repeat the message. (Chicago, 1963, p. 57)

Techniques:
The teacher should make use of dramatization as a means of teaching the
techniques of telephone usage when:
answering-the phone
copying phone numbers
dialing numbers
operating a public pay phone
dialing the operator
making an emergency call
taking and relaying a message (Baltimore, 1967, p. 138)
With telephones - one child calls a second child and gives him a message
which the second 'child then passes on to a third child. (Alameda County,
Reticent Child, 1969, p. 36)
The teacher must provide practice to improve use of the phone in situations
such as when:
the phone rings and another number is wanted
a wrong number is dialed
the person requested is too busy to converse at the moment
there is need to report a fire or some other emergency.
(Baltimore, 1967, p. 138)
S 453 146

Objective: Given an opportunity to tell about a persOnal experience, the

child will determine a purpose and relate the sequence of events
and pertinent information to this purpose.

Instructional Aids: Films, Filmstrips, and Art Slides constitute an

effective motivating vehicle for conversation and dis-
cussion in the primary grades.

Technique:
Decide on the purpose in telling a personal experience.
Relate the sequence of events and pertinent information to this purpose.
Select. something:
humorous about a hungary pet
exciting about a new toy
interesting about unexpected company

Additional Activities:'
1. Point out the importance of proper sequence and important background
information when relating personal experiences to the class.
Motivate children to take pains to tell a.story well by deliberately
omitting pertinent details in relating a personal experience.
Encourage the pupils to give constructive criticism after the story.

2. Have a class where no talking or writing is permitted.

Carry out all learning non-verbally.
Choose leaders non-verbally.
Discuss what happened 'at end. (Alameda County, Reticent Child, 1969,
P. 39)
(Limit class time for this activity to five minutes.)

3. Discuss with the class the purpose of speaking in or before a group.

Elicit the idea that one speaks because he has something to say, some-
one he wishes to say it to, and a reason for saying it (he wishes to
be understood). (N.Y.U., 1969, p. 62)
a 511 1117

Objective: Given the opportunity to help plan and evaluate the day's
activities, the child will make suggestions and value judgments
as to which activities are most wortqwhile. The child will be
able to offer at least one reason to support his viewpoint.

ILstructional Aids: None required.

Technique:
Each day have the children participate in planning the day's activities.
Have them sit in a circle and through guided discussion, deciae on those
tasks that need to be done and those things they would like to do that day.
Help them to recognize that by talking over the day's plan they are able to
communicate the things that they want to w-..ck'on and you are able to
communicate the things that you'd like them to do and that together you are
able to plan the day's activities. (N.Y.U., 1969, p. 62)

Additional Activity:
At the end of each activity, have the children tell ways of improving it
and, what they liked and didn't like. At the end of the day they relate
the activities of the day and suggest some for tomorrow. (Alameda County,
Reticent Child, 1969, p. 35)
S512 1118

Objective: Given an assignment to select a topic for a talk, the child will
consider the interests of the listeners when selecting something
to tell. The listeners will rate the choice of subject matter.
The speaker will rate the choice of subject matter using the
same rating scale. The ratings should be similar.

Instructional Aids: Prepared talks by students'.

Techniques: .

Ask each Child to plan a *talk of not more than one 'idnute in length about
a family activity, personal possession, pet, personal experience, tele-
vision show or trip which he feels will be of interest to the class.
Have the class rate the choice of Subject matter (not the delivery) as:
Very Interesting, Interesting, Uninteresting; discuss why people rated the
topic the way they did.
After the talk, the speaker should also rate how he felt the class reacted
as-a group to his talk, using the same rating scale listed above.
Discuss differences in ratings.
S 521 149

Objective: Given a picture of an experience familiar to the child, the

child will create a story which will include additional
characters, objects, and sounds as well as placing the story-
teller in the pretend situation. The story should be one
paragraph and between five and ten sentences in length.

Instructional Aids: Drawing paper, crayons.

Technique:
Place a picture of an experience familiar to the children on the chalkboard
ledge.
Ask pupils to help bring the scene to life.
Let pupils look at. the picture to tell what they see happening.
Encourage pupilS to use appropriate names.for persons, places, or objects.
Let pupils suggest what sounds they hear.
Encourage children to pretend that they are in the picture.
LetpUpils discuss how.they feel in the pretend situation.
Guide pupils in creating a group story. {District of Columbia, 1968, p. 18h)

Additional Activities:
1. To develop ability in storytelling, provide a,relaXed atmosphere, a quiet
room, and an interested and comfortable audience.
Give an ex -ample of good storytelling by telling many good stories to the
class.
Guide pupils in developing the skill of storytelling by helping them
choose a.story wisely and by pointing out the importance of:
choos.ing a story wisely.
knowing the story and the names of the characters well.
telling it in proper sequence.
speaking directly to the audience.
expressing mood through voice and manner. .

using words which express ideas clearly. (Chicago, 1963, p. 66)

2. Ask children to think of some topics that would make good stories. List
them on the chalkboard.
Example:
The landing of men from outer space.
An African safari.
Have various pupils choose a topic and tell a story about it. (N.Y.U.,
1969, p. 65)

3. Children may be asked to tell stories about their daily experiences,

make believe ideas and personal possessions. (Birmingham, 1968, p. 99)

4. Sequence of events or facts should be kept in mind when telling stories,

jokes and riddles. Some ways to help in developing this habit of think-'-
ing are to:
Look at a series of connected narrative pictures and tell a story
about t1. em.
Retell a story that has been read or told.
Retell a story in parts - one child telling part, another taking
it up from there, otherS continuing and closing it.
Use "Stand up" stories described under creative' stories.
Tell stories with puppets, flannelgrams and shadow pictures.
(Kansas City Mo., 1955, p. 32)
 S 522 150

Objective: Given the opportunity to help plan and evaluate his daily
_activities, the child will make suggestions and value judg-
ments based on his recognized needs and desires. The child will
be able to support his plan or judgment with at least valid
reason.

Instructional Aids: Chalkboard, Chalk

Technique:
Plan small groilp discussion periods on topics related to class activities.
.Encourage the pupils to give progress reports on group and individual
projects, to bring up for discussion any problems encountered in group work,
and present new ideas or approaches that they would like to try. The
teacher may have to solicite suggestions or comments from some of the
children in order to get them to participate.
 523 151

Objective: Given an opportunity within a structured situation, the student

will dramatize a favorite story, original story, play or
social situation, using appropriate movement and dialogue.

Instructional Aids: None required.

Technique:
Begin by portraying.a favorite character in a story or play and ask members
of the class to help "play" a story.
Encourage those who volunteer to make up the dialogue as they go along.
Give everyone a chance.
Motivate the timid child to "act" as audience until he becomes more relaxed.
(Chicago, 1963, p. 70)

Additional Activities:
1. As pupils become more mature, provide time for group planning before
presenting an incident from a favorite story, original story, play or
social situation. (Chicago,-1963, D. 70)

2. The teacher should encourage students to read and to see plays of some
quality.
The teacher should also help the child analyzestory characters and dis-
cover how characteristics can be projected.- (Baltimore, 1967; 70. 137)

1.7
S 524. 152

Objective:. The student will offer suggestions or opinions during class-

room discussions, either voluntarily.or when solicited by the
teacher. No child will dominate classroom activities and no
child will remain reticent.

Instructional Aids: None required.

Techniques:
Every comment makes sense to the student and arises from some motivation
within him, so the teacher should seek to show-hIS awarenessof what the
student "means" by what he says.
The teacher shoUld tell the class often that he wants to hear -what they
have to say whether the teachei agrees with them or not.
The teacher should actively teach students to welcome and value each other's
comments.
People can share feelings and experiences only in a climate of trust and
acceptance.
The.teacher should take a non-judgmental position to what students say in
the classroom.. This does not imply that the teacher never agrees or dis-
agrees with what is said, nor is unable to state his position,
It does imply that by setting a non-evaluative climate, both students and
teachers .can state and own their own feelings honestly.
The only way the teacher or his students can know the needs of one another
is when the needs are frankly stated. (Alameda County, Reticent Child,
1969, p. 9)

Additional Activities:
1. The teacher, should set a precedent by acknowledging every comment:that
is made and by teaching the students that when.they disagree with each
other, they should attack the idea rather than the_persoiL (Alameda
County, Reticent Child, -1969, p. 9)

2. The teacher should not permit any type of teasing or ridiculing to take
place within the classroom, whether speech related or not. In order for
a child to open up in the classroom, he must first feel secure.
5531. 153

Objective: Using a picture, word, object, or experience as a stimulus,

the child will create a story using descriptive words that
tell color, size or condition,

Instructional Aids: Magazines containing many pictures in each issue.

Technique:
Have the children look through magazines for pictures which tell a story.
Show.them how to cut the pictures out and project them by means of the
opaque projector.
Ask each child to.tell a story about his picture.. (N.Y.U., 1968, p: 65).
Encburage the child to use appropriate descriptive words.

Additional Activities:
1. Put enough words on slips in an envelope so that there is one word for
each child.
Have each child select a word from the envelope and use it in an oral
sentence.
Later the childreh may be encouraged to create oral stories around the
words selected. (N.Y.U., 1969, p. 100)

2. A11 children appreciate stories, whether read or told by their teacher.

This should be a part of the daily program:
Create a stimulating environment.
Help children become aware of sensory images.
Have class identify the main point of a story before a pupil retells it
The child needs to:
Speak in complete sentences
Keep the same tense throughout the story
(Example: He looked at me and said, not says)
Keep a sequence of ideas
Keep to the topic
Avoid too many and's
Avoid unnecessary details
Recognize and understand three kinds of sentences:
question, statement and exclamation.
The teacher needs to:
Comment favorably
(Example: , "That was a good beginning sentence.")
Ask child if the sentence sounds finished
Provide practice in the use of complete sentences. (Birmingham,
1968, pp. 97-98)

3. Children may be asked to tell stories about their daily experiences,

make believe ideas and personal possessions.
Factors to remember:
Awareness of interesting beginning sentences
Choice-of words
Avoid repetition
DeVelopment of sense imagery
Creativity shown by the inclusion of such elements as suspense
and humor
To relate facts in the order they happened. (Birmingham, 1968,
PP. 98-99)
S 532. 154

Objective: Given a list of 14 desirable outcomes of a good speaking

program, .the child will select 8 outcomes and offer one reason
why each outcome is "desirable" and one suggestion on how each
outcome might be achieved.

Instructional Aids: Chart listing desirable outcomes of a good speaking

program
Speak so others can hear and understand.
Share ideas with others.
Speak naturally, and easily.
Use words correctly .on his grade level.
Take pleasure in communicating with others.
Grow in their ability to understand and interpret meanings.
Grow in their ability to keep to the pOint and organize material.
USe a growing vocabulary.
Meet people easily.
Retell and dramatize stories.
rake a simple message over the telephone.
Take an interest in using new words when they know the meaning.
Take turns in conversation.
Use polite forms of speech. (Kansas City Mo.,'1965, p. 40)

Technique: 1-

Post the,chart on a bulletin board and discuss each outcome with the class,
making sure each child has a clear understanding of each outcome.
Discuss why each outcome is "desirable".
Discuss how each outcome might be achieved.
Set up specific practice activities for each outcome.

Additional Activity:

After a specific'lesson,in which' some Speaking or listening activity was

involved, discuss how that activity did or did not help the.class toward
reaching one of the desirable outcomes.
S 541 155

Objective: Given a group of from three to five children and a topic of

mutual concern or understanding, each member will participate
in a discussion of the topic using both listening end speaking
skills. No child will dominate the discussion and'no child will
be reticent.

Instructional Aids: -Acme required..

Technique:
Introduce the children to discussion groups by having them first share-ex-
periences in small, informal groups.
Introduce a topic and lead the children into expressing their thoughts about
it.
Por example:
Did you have fun in the snow yesterday?
What did you- do?
Reintroduce the tuoie as necessary to keep the children on one subject.
(N,Y.U.;_1969, p. 62)

Additional Activities:
1. Plan small groups at playtime to stimulate informal conversations..
Arrange the furniture informally to encourage an easy'exchange of ideas.
Encourage the: children to look directly at the persOn to whom they are
talking. (N.Y.U., 1969, p..81)

2. Use a picture or pictures showing some activity. Guide a discussion

about the activity as indicated by the pictures. Ask the children to
relate any personal experiences that, they might have had similar to the
activity shown in the picture. Be careful not to allow one child to
dominate the discussion. Everyone should contribute.
S542 156

Objective: During classroom discussions, the child will relate an incident

seen or heard that is relevant to the topic under discussion.
The child will use simple, complete sentences and varied vocal
inflection.

Instructional Aids: None recuired.

Technioues:
Classroom discussions should deal with, not avoid, the students' world out-
side of the classroom.
When we relate what we are to learn to that we already know, we can retain
and use our new learnings better. (Alameda County, Reticent Child, 1969,
p. 20)
Children should be encouraged to relate incidents seen or heard to topics
under discussion in the classroom. They should use appropriate speech
patterns and idea.; expressed in an interesting way.
S 543 157

Objective: Given a list of specific skills for discussion, the student will
carry on informal discussion demonstrating an understanding.and
the practical application of those skills.

Instructional Aids: Chart depicting discussion

Techniques:
In discussion, the student ,must:
Be willing to participate.
Discriminate between fact and opinion.
Develop an attitude of tolerance toward an opposing point of
view.
Ask pertinent questions courteously.
Arrive at a sound understanding or conclusion.
(Birmingham, 1968, D. 96)
Children gain experience in discussing by planning their day's work and their
class activiLles. (Birmingham, 1968, p. 63)
Children participate in a "give and take" situation by discussing various
topics and problems of interest, reacting to stories that they have read and
listened to, discussing trips, holidays, etc. (Birmingham, 1968, p. 63)
S544 158

Objective: Given the four "W's" of good. reporting; who or what,, why, when,
and where, the student will give a brief report in a content
area stating infoziriation accurately:. Each. of the elements .

listed above will be represented in the report.

Instructional AidS: None required.

Technique:
Guide pupils in giving information accurately.
Acquaint Pupils with. the four "W's" of accurate reporting.
Set up standards for reports in the content subjects.
Base these standards on the four "W's" of good reporting, as well as on
the posture7'voice, and audience contact maintained by the speaker.
(Chicago, 1963, pp. 6465)

Additional Activities:
1. The student will learn to give personal information accurately.
Be able to give parent's or guardian's full name.
Know correct address, telephone number, age, and birthday.
J--

2. The student will assume or accept the responsibility of finding pertinent

information and reporting it to the class.
.Volunteer to:
. count the number of street crossings between school and home
listen to the radio or TV for important information and report
on it. (Chipago, 1963, p. 65)

3.. Tell about an activity that took place at home. Begin with the pre- .

partition, then go on to the activities, and end the story with evaluative
remarks. (Chicago, 1963, p. 65)

4. Bring a photograph, a magazine picture; or a drawing to school. Inter-

pret the picture orally, remembering to look from time to time at those
who are listening.

5. Write a sentence such as "He went." on the chalkboard.

Discuss this with the children leading them to recognize that though
it is a complete sentence it doesn't say very much.
Then have_the children orally build the sentence to convey more in-
fbrmation.
. Example:
He went.
He went downtown.
He sent downtown with his mother. (N.Y.U., 1969, p. 100)

6. The children can report informally on movies, radio.and television

programs, eXperimenis and discoveries hobbies and books, etc.
Children extend their oral experiences by occasionally reporting of
news, class, trips and events of interest dealing with holidays.
(Birmingham, 1968, p. 63)
 Chapter 5

SUMMARY, CONCLUSIONS and RECOMMENDATIONS

The performance objectives and lesson plans of this manual were reviewed

in rough draft form by three primary grade teachers in Madison Connecticut.

They were asked to comment on the approach of the writer in dealing with

this subject matter, the validity of the curriculum for primary.. age children,

and problems that might arise regarding the implementation of this curriculum.

They were to make additional comments regarding any 6snect of the curriculum

as presented.

All teachers commented favorably on the approach of the writer in dealing

with the subject matter. One noted the "thorough job" of covering the subject

matter. Another pointed to the "practical value" of the lesson plans. All

agreed that the performance objectives provided concrete ways of measuring

progress and improvement in listening and speaking.

Regarding the validity of this curriculum for primary age children, two

major concerns were expressed. One teacher asked, "Are some of these skills

too difficult for primary children?" Another questioned whether or not it

is the responsibility of the school to teach listening and speaking skills.

She expressed the opinion that skills in these areas should.be taught by the

parents.

It must be pointed out that the lessons presented in, this guide were

designed to be adapted to any elementary level, particularly if no prior

formal instruction has been given in listening and speaking skills. The

objectives can be adapted to the needs of the individual students and the

activities can be simplified or made more difficult, depending upon the

capabilities of the student. Each performance objective can serve as its

 16o .

own assessment deviCe. If the childcan perform the specified task, :the

teacher can move on to a more sophisticated activity or task.

Important shills should be taught as early as possible. It is easier

to teach a new skill the correct way than it is-to correct bad habits once

they have developed and become entrenched. It follows that the teaching of

good listening and speaking habits (skills) as early as possible be desirable.

This writer would agree that since children usually.spend more time

with their parents between birth and age five than with anyone else, 'parents

should become involved-in teaching and reinforcing good listening an''. speak-

ing skills.. A ,good start in this direction is for the parent to set a good

example; be a model listener and .a plodel speaker. But the school also has

a responsibility to provide instruction in the two most significant modes' of

communication. This can'begin in the nursery school or day-care centers, with

motivation and strengthening of skills.and attitudes in listening and speak-

ing. The public school should follow-through on teaching begun at home or

in the nursery school or day-care center, teaching essential skills and

correcting habits or skills that were developed incorrectly.

Three basic concerns were expressed by the teachers regarding the im-

plementation of this curriculum. They were:

1. "How can I fit the teaching of listening and speaking skills into

an already overcrowded curriculum?"

2. The "need" for this curriculum has not been fully recognized by

those who determine curriculum.

3. How will this curriculum fit into the current trend to individualize

instructions?

These are valid concerns and therefore must be considered. It must be

recognized that the primary grade teacher has a tremendous burden of re-
 161

sponsibility to teach basics in such important areas of*the curriculum as

reading, spelling, writing, and mathematics as well as to deal with social

studies, science, personal hygiene, art music and physical education..

specific emphasis4.s to be placed on listening and speaking skills, a re-

adjustment of priorities must take place.

Most activities that take place in the classroom require the use of

some listening'and speaking skills, but they lack structure for the 4m-
.

provement of these skills. Such activities as "Show.. and Tell", storytime,

giving directions or explanations, large group instruction or small group

discussion, various types of group or individual instruction, etc. could all

be restructured to teach important listening and/or speaking In most

instances, the teaching of listening and speaking-Skills would not require

additions to an already burdensome curriculum but rather a restructuring

activities dealing with content to emphasize these areas.

Many of the skills important to listening and speaking are also signii"1-

cant when learning to read or write. The teaching of listening and speaking

skills in the primary grades provides a valuable readiness for the teaching

of reading and writing.. Readiness activities currently emphasize visual

readiness. An emphasis 'on listening would develop auditory readiness, so

vital in learning to read.

The major stumbling block to implementation is that the need to teach

listening and speaking skills has not been fully recognized those who

determine curriculum. The decision to teach these vital skills can not ba

left up to the individual classroom teacher, but must be mandated by

curriculum committees if a consistent and sequential program is to be

developed.

With today's emphasis on individualization and the "open classroom"

th0 opportunity to teach listening and speaking skills would seem limited.
 162

Yet, if a procedure of large group instruction, independent study and small

group discussion is to be followed, the' need for improved communication

skills increased. Therofore,.the.urgency is clear for teaching specific

skills to specifid groups of children for improved learning.

With individualization of listening and speaking skills, comes the need.-

for the establishment of a learning sequence and for an assessment device to

measure a child's level of abilities in these areas. This curriculum guide

provides the learning sequence and the performance objectives can be used .

,---

as a diagnosticinventory for evaluating pupil needs. The slow child may

need different skills presented at a different level than the average student

or "gifted" child. .Whatever the. case, each child, can be plugged into this-

curriculum at the aevel and for the skills that are Most suited for him.

The task at hand is to implement the curriculum proposed in this manual.

In order'to do this,certain specific facts as-presented within this guide

. must be accepted. These are summarized in the guide,. English Language Arts,

Listening and Speaking K-12, (N.Y.U., 1969, p. 117):

1. Instruction in speaking and listening is developmental.

2, Instruction in listening.and speaking is specific.

3. .1.nstruction in listening and speaking 'is sequential..

4. Instruction in listening and speaking is related to the other

language arts.

5. Instruction in listening and speaking reauires that the teacher

J
function as a model.

To fanction prol..:rly in our modern world,-the student must develop

sound listening and speaking skills. He must acquire good liStening skills

to hear and understand and he must acquire good speaking skills to make

himself heard and understood, The classroom teacher bears the responsibility

for developing these skills and for motivating the child to acquire the

skills necessary to communicate -ffectively.

 163

Appendix A

130 North Street

Guilford, Connecticut
06437
March 13, 1970

Dear Sirs:

I am presently engaged in accumulating material for a curriculum guide

on the teaching of listening and speaking skills in the primary grades
for use in the public schools of Madison, Connecticut. This project
is also part of a Master's Thesis at Southern Connecticut State College.
'I would deeply appreciate any curriculum guides or other material you
might have available that might assist me in my study.

Enclosed please find a self-addressed stamped envelope. Please check

the_appropriate responsb below and return the sheet to me. Thank,y-od
for your time and cooperation.

'Very truly yours,

Richard A. Wolf
Speech Therapist

Please check one.

Dear Mr. Wolf,

Material is being forwarded.to you on the teaching of listening and speak-

ing skills.

Material is available on'the teaching of speaking and listening skills.

Please send a self-addresEad stamped envelope and it will be forwarded
to you.

Material on the teaching of listening and speaking skills is available at

a cost of $ . Please indicate whether you are still interested in
this material.

We have NO material available on the teaching of listening and speaking

skills.
 16)4

APPENDIX B

Taxonomy of Educational Objectives

Cognitive Domain

1.00 Knowledge
1.10 Knowledge of specifics
.1.11 Knowledge of Terminology
1.12. Knowledge of specific facts
1.20 Knowledge of ways and means of dealing with
specifics
1.21 Knowledge of conventions
1.22 Knowledge of trends and sequences
1.23 Knowledge of classifications and
categories
1.24 Knowledge of criteria
'1.25 Knowledge of methodology
1.30 Knowledge of the universals and abstractions
in a field.
1.31 Knowledge .of -principles and generalilations
1.32 Knowledge of theories and structures

2.00 Comprehension.
2.10 Translation .

2.20 Interpretation
2.30 Extrapolation

3.00 Application

4.00 Analysis
4.10 Analysis of elements
4.20 Analysis of relationships
430 Analysis of organizational principles

5.00 Synthesis
5.10 Production of .a unique communication
5.20 Production of a plan, or proposed set of operations
5.30 Derivation of a set of abstract relations

6.00 Evaluation
6.10 Judgments in terms of internal evidence
. 6.20 Judgments in terms of external criteria

A more complete delcription of this Taxonomy of Educational

Objectives - Cognitive Domain, can be found in Bloom (1956; pp'. 62-200).
 165

BIBLIOGRAPHY

A. BOOKS

Barbara, Dominic A. "On Listening," Your Speech Reveals Your Personality.

Springfield, Ill.: C. C. Thomas, 1958.

Betts, Emmett A. Foundations of Reading Instruction, New York: World

Book, 1954.

Bloom, B. S. Taxonomy of educational objectives: Cognitive domain. New

York: Longmans, Green, 1956.

Commission on theEnglish Curriculum, The National Council of Teachers of

English. The English Language Arts in the Secondary School. New York:
Appleton- Century- Crofts, 1956.

. LangUage_Arts for Today's Children. New York: Appleton-Century-

Crofts, 1956.

Hartshorn, William C. "The Role of Listening," The Fifty-Seventh Yearbook

of the National. Society for the Study of Education, Part I, Basic .

Concepts in Music Education' Chicago: The National Society for the

Study of Educ'ation,.1958.

Nichols,- Ralph G. and Leonard A. Stevens. Are You Lis:cening? New York:
-McGraw-Hill and Company, 1957.

Staiger, Ralph and David A. Sohn. (ed.). New Directions in Reading. New
York; Bantom Books, 1967..

Strickland, Ruth.. The Language Arts in the' Elementary School. 2d ed.

Boston: D. C. Heath, 1951.

3. PERIODICALS

Bird, Donald E. "Listening," NEA Joinnal, November, 1960. pp. 31-33.

Duker, Samual. "Goals of Teaching Listening Skills in the Elementary School,"

Eiementary English, March, 1961. 'pp. 170-74.

Farrell, Edmund T. ,"Listen My Children and You Shall Read..." English

Journal, January, 1966. pp. 39-45..

Miller, Ethal Beryl. "Listeh - -`To Hear," Elementary English, December,

1968, p. 1071.

Nichols, lialph G. and Paul H. CaShman. "The Approval Factor in Listening,

Education, January, 19(3. pp. 268-71

Shalit, Gene. "Lrhat's Happening - The Outrage of Children's TV" Ladies Home
Journal, January, 1973. pp. 8-10.
 166

Toussaint, Isabella'H. "A Classified Summary of Listening (1950-59),"

Journal of Communication, September, 1960. pp. 125-34.

Witty, Paul and Robert A. Sizemore. ."A Postscript," Elementary English, May,
1958 pp. 297-301

C. CURRICULUM GUIDES AND OTHER SOURCES

Alameda County. Listening Comprehension Skills Teacher's Manual-Level A.

Hayward, Calif.: Curriculum Guide, 1970.

Alameda County School Department, The Reticent Child in the Classroom..

Hayward, California: . Alameda County Schobl Department, 1969.,

Baltimore City Public Schools. A Guide to Elementary Education. Baltimore:

Bureau of Publications, 1967.

Birmingnam Public Schools.. Curriculum Guide, Grades One Two Three.

Birminznam: 1968.

Bracken, Dorothy Kendall. Listening Progress Lab., Series 789. Educational

Progress Corpor:ltion: 1970.

Chicago'Pnblic Schools. CurriculuM'Guide for the Language Arts, (For

Kindergarten, Grades 1,2,3). Chicago: Board of Education, 1963.

Cincinnati. Listening) Primary Manual. Cincinnati:. (no publisher), 1963.

District of Columbia. Handbook for The Language Arts, Volume A. Washington,

D..C.: (no publisher), 1968.

Dorsey, Mary E. Increasing Listening Abilities of Children: A Guide. for

Teachers. Fort Lauderdale, Fla.: BroWard County Board of Public
Instruction, 1969.

Flowers, Arthur. "CAA Auditory Perceptual Assessment Model" Workshop at

Howard Johnson's Motor Lodge, Rocky'Hill, Conn., November 18, 1971.
, f

Fort Worth, Texas. Listening. Pamphlet published by Fort Worth Board of

. Education, no date given.

Freshley, Dwight L., and Richard Rea. "The Implications of Early Education
Stimulationin Listening for Teacher Education." A 27 page paper
presented at the Teacher Education Conference, Georgia Center for
Continuing Education, January 21, 1966.

Houston. Independent School District. A Guide for Language' Development,

Grades 1-6. Houston: no publisher, 1968.

Kansas City, Missouri, Public Schools. Teaching English in the Elementary

School. Kansas City: no, Publisher, 1965.
 167

Lasnik, Len L. Listen For This A Manual for Teachers. San Francisco:
KQD Educational Services, 1970.

Madison Board of Education. A Sequential Program For the Language Arts,

Kindergarten through Grade Eight. Madison: no date (Mitheographed.)

Nashville PubliO Schools. Listening Abilities of Pupils in the Nashville

Public Schools, A.Survey: Grades 1-12. Nashville: no publisher 1950.

New'York University, English Language Arts, Listening. and SpeakinCi-12.

Albany: State Education Department Curriculum Development Center, 1969.

North Haven Public Schools. Guide to Speech Imurovement.- North Haven:

Department of Education, 1967. (Mimeographed.)

Penfield, Douglas A. and Leonard Marascuilo. "Learning to Listen: A Broad

Demonstration Study." Paper presented at the American. Educational
-Research Association convention; March 2-6, 1970, Minneapolis,
'Minnesota.

Purdom, Boyd Andra. "An Analysis of Listening Skill,Deyelopment Using the

Midwest Program ,on Airborne Television Instruction." Unpublished
Doctor's dissertation, George.Peabody Oollege.for Teachers, 1968.

Salem Public Schools. An Outline For Basic Language Arts Skills, Grade 1.
Salem, Oregon: no publisher, 1957, (Mimeographed.)

Savannah-Chatham County Public Schools. Interim English Language Arts Guide.

SaVannah, Georgia: no publisher, 1969, (Mimeographed.)

Seattle Public Schools. Language Arts: Kindergarten; Grade One; Grade Two;
Grade Three. Seattle: no publisher, no date, (MimeOgraphed.)

Walwick, Paul Albert. "The Status of Speech Instruction in the Elementary

Schools." Unpublished Doctor's dissertation, Penn State University,
1967.