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People talking without speaking
People hearing without listening
People writing songs that voices never share
And no one dared
Disturb the sound of silence
-Paul Simon, "Sound of Silence"

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Pentatonix - The Sound of Silence (Official Video)

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-Many objectives to meet in other content areas (Backlund, 1985).
-Teachers need to be creative in planning opportunities to practice these skills in existing material.

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-Known to be powerful skills.
-Empowerment Theory: Children taking ownership of learning = powerful education (Henry, Castek, O’Byrne, & Zawilinski, 2012).
-Engagement = empowerment

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-Speaking and listening--content area (Backlund, 1985).
-Children were born to talk (Fisher & Frey, 2014).
-Children can converse about more complex ideas (Chandler, 2016).
-Assessment of skills must be authentic and observational (Backlun, Brown, Gurry, & Jandt, 1982).

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-Recommendation: 50% of all instructional time spent in collaborative conversation (Fisher & Frey, 2014).
*Project Based Learning
*SLANT (Sit up, Lean in and listen, Ask questions, Nod your head, Track speaker)
*Reader's Theater
*Presentations
*Reciprocal Teaching
*Digital Storytelling
*Discussion Groups

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-21st century demands advanced speaking and listening skills.
-Students missing these skills = lower paying jobs/fewer opportunities (Chandler, 2016).
-Listen to understand and relate.
-Speak to express thoughts, opinions, concerns, feelings, and ideas.

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-Success for our students' futures--requires speaking and listening skills.
-Speaking and listening standards are "power standards" that will pay great dividends in preparing our students for success in the 21st century (Chandler, 2016).

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Backlund, P. (1985). Essential speaking and listening skills for elementary
students. Communication Education, 34, 185-195.

Backlund, P., Brown, K., Gurry, J., & Jandt, F. (1982). Recommendations for assessing speaking and listening skills. Communication Education, 31, 9-17.

Chandler, A. (2016). 3 Tips for teaching speaking and listening skills. Association for Middle Level Education, 3(7), 32-35.

Fisher, D. & Frey, N. (2014). Speaking and listening in content area learning. The Reading Teacher, 68(1), 64-69.

Henry, L., Castek, J., O’Byrne, W., & Zawilinski, L. (2012). Using peer collaboration to support online reading, writing, and communication: An empowerment model for struggling readers. Reading & Writing Quarterly, 28, 279-306.

Moses, L., Ogden, M., & Kelly, L.B. (2015). Facilitating meaningful discussion groups in the primary grades. The Reading Teacher, 69(2), 233-237.

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