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I use shared writing to let student see what their language looks like in print.

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I use shared writing to let student see what their language looks like in print.

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Students are using think, pair, and share. They are sharing their partner's thoughts. Students will also be using sentence stems

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I provide sentence stems when students share I front of the entire class or when they turn and talk.

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I provide sentence stems when students share I front of the entire class or when they turn and talk.

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For second grade pull out I have posted the standards we are working on.  We went over the standards together and I remind students that they need to fold their hands to show me they are listening, raise their hands to speak, speak clearly with nothing blocking their mouth and raising their hands to ask questions if they do not understand.

In third and fourth grade whole class I try to enforce speaking and listening through Kudos and acknowledging eye contact and non-verbal signals.

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Students are working on tracking the speaker, active listening, using sentence stems, and have just completed their first oral presentation with peer and teacher feedback. This will continue to be an area of focus and development.

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During our last Close Reading (one week long), students completed a participation self-assessment at the end of each lesson. At the beginning of each new class period, they set a new goal for participation and engaging in the discussion about the reading. At the end of each class, I had them re-assess how they had performed with regards to participation and reflect on whether or not they met their speaking/listening goal for the day.

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Focusing on asking cognitively demanding questions that are aligned with the curriculum that has been decided by lead classroom teachers; working on answering questions using complete sentences, try to recall facts from previous discussions

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Students are focused on engaging in discussions, tracking the speaker, using hand signals, using respectful language, adding on to what others say, proving their claims with evidence, speaking in complete sentences, partner talk, groups discussions

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We have been doing "turn and talk" regularly and have them share out what their partners say to monitor their listening skills as well.

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In 1st grade through routine and phonics, literacy, open ended questions and accessing prior knowledge so that can discuss their own experiences. She encourages them to have discussions and listen to each other while respecting each others opinions.

Students always engage in discussion and present research projects that they will complete multiples times a term. Speaking and listening standards are addressed nearly every day in class.

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Students are currently working on listening to other students while speaking in a class discussion. Students are given a chance to turn and talk with sentence stems before turning in a large group to share out what their partners have been talking about. Sometimes students are asked to repeat what other students have said to ensure listening not just to the teacher but to other students as well

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Students are currently practicing listening to one speaker at a time, forming their own thoughts and opinions instead of repeating what other students said.

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We provide students with sentence stems that are used throughout the day in all content areas. They practice this during open circle where they are taught formally how to implement these strategies, like "the whole body listening look". They then turn and talk during all aspects of the day, not just during one subject.

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Modeling, picture cards, "listening look", encouraging eye contact, providing problem-solving phrases, non-verbal signals (hand raising, "same same", thumbs up)

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Always reinforcing, if a student is speaking or sharing an idea, looking at the speaking 

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Always reinforcing, if a student is speaking or sharing an idea, looking at the speaking 

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By asking students who is speaking and where are we looking?
After a a student speaks, I provide opportunities for student so agree or respectfully disagree.

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Students are working on tracking the speaker, using nonverbal signals to demonstrate active listening, and using talking stems to ask questions and respond to inquiries.
For example:
"I observed...I noticed...I predict...My claim is...The evidence that supports my reasoning...I defend my claim because the data indicates..."