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Research: Teaching Speaking, Listening, & Writing

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Research: Teaching Speaking, Listening, & Writing

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Research: Implications of Interrelationship among Four Language Skills for High School English Teaching

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Research: Implications of Interrelationship among Four Language Skills for High School English Teaching

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Implications of Interrelationship among Four Language Skills for High School English Teaching

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Strategies and Research: Let’s Talk about It- Strategies for Integrating Writing and Speaking in the Classroom

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Strategies and Research: Let’s Talk about It- Strategies for Integrating Writing and Speaking in the Classroom

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Presentations in which students research a topic and then share their findings with their peers, either in a small group or a large group (Fisher, McDonald, & Frey, 2013). Often, students are asked to provide their peers with feedback about their presentation skills.

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Students listen to digital recordings of their teacher reading a complex informational text aloud, then discuss the questions the teacher poses at the end of the recording (Skouge, Rao, & Boisvert, 2007). These readings including instructions for students as well as explanations of advanced words and concepts.

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A way for students to create original narrative and informational pieces. The Storybird app provides access to thousands of illustrations and photographs to illustrate original pieces of writing. These are best when completed collaboratively in order to create lots of opportunities for students to engage in meaningful discussion with one another. The Voicethread website offers two-way communication between writers and readers. Like Storybird, students create a digital story using the Voicethread tools and their own illustrations. In addition, they dictate the text for each page. Subsequent listeners can either listen to the writer's own voice or read the dictated script. Importantly, readers can then pose questions and offer connections that are in turn viewed by other readers.

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Students create a visual image, record themselves talking about the image, and then code it with a symbol that will allow others to access the digital file. One way to do this is with QR codes that can be printed and included in the image itself. Alternatively, students can use the Aurasma app. This is an augmented-reality application that allows users to create and post videos to enhance a viewing experience. For example, some museums use Aurasma for their patrons to view additional content after pointing a smartphone or tablet at a display. In terms of classroom application, students can create their own videos and pair them with displayed work.

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Students practice reading and rereading a script, either one that was prepared for them or one they developed collaboratively, based on an informational text they have studied (e.g., Young & Rasinski, 2009). Students are expected to present that text to the rest of the class while others listen. To ensure that students are listening, teachers often ask them to take notes, write down questions, or retell the information presented to a partner.

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Attached is a folder of podcast resources including an introduction to podcasts with group roles, different scripts, a grading rubric, graphic organizers, ties to STAAR, and more.