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Speaking and Listening and the Common Core

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Even back when California was working with the standards we adopted back in 1997, very few teachers were actually teaching the Speaking and Listening standards. We might do a small perfunctory project, but even that was a rather small component of the grade and usually not a very important part of the curriculum.

Several teachers completely skip giving any kind of speaking and listening instruction at all, while most assign one informational or persuasive speech. This really doesn’t feel like it is in accordance with what is asked of us in the Common Core. Consider the following:

CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Do we really do this? Why not? Part of it is caused by our culture of high-stakes testing. We know that these standards are rarely assessed, so there is no point in covering them in some ways. We struggle with reading, writing, and language, so investing instructional time in speaking and listening hardly seems worth it. In addition, look at how much time it takes to do anything with speaking and listening. If you figure thirty students to a class (sometimes more), the time it takes to have students give even a three minute presentation (plus two minutes of setup time, the teacher getting ready to take notes, etc.) is 150 minutes. That’s a half a week if you have 60 minute periods. We all know that it takes even longer than that.
Even worse, though we cover speaking, we rarely cover listening.
According to my students, the only way they can see their listening skills ever assessed (and never taught) is in the form of note taking during teacher lectures.
My plan for next year is to do a lot more teaching of speaking and listening strategies. I’m not 100% sure what that will look like, but part of it will involve discussions and part of it will involve students being responsible for listening to each other.
 
If you do something special in regards to speaking and listening in your classroom, please let us know by leaving a comment.

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