Discussion: Listening, speaking and writing

Engaging students in listening and speaking activities can include debates, discussions, presentations, and persuasive writing. All of these components are crucial to expanding students’ growth in communication skills.

Part 1: Listening, Speaking and Writing Activities

Use the “Listening, Speaking, and Writing Activities” template and “Class Profile” to complete this assignment.

Using the same grade levelyou selected for your previous lesson plans or from your field experiences, select a state standard that focuses on listening, writing, and speaking skills to develop three listening, speaking, and writing activities.

Below are examples of possible activities:

  • Persuasive writing, speech writing, debates, class discussions, presentations on topics of student interest, persuasive advertisement, or advertisement campaign

Your learning activities should be appropriate for students detailed within the “Class Profile” and include the following:

  • Strategies that encourage students to apply personal opinions toward the interpretation of texts
  • Various forms of communication (verbal, nonverbal, media, etc.) techniques to foster elementary students’ active inquiry, collaboration, and supportive interaction
  • Accommodations related to assessment and testing conditions to meet diverse needs of students

Part 2: Rationale

In 250-500 words, rationalize your instructional choices explaining why the activities chosen are appropriate for all ”Class Profile” students and clearly focuses on creativity and student engagement. In addition, explain the elements of effective speaking. Additionally, discuss how verbal and nonverbal communication affects the persuasive aspect of having students advertise and/or present an idea.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

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Class Profile

Student NameEnglish Language LearnerSocioeconomic StatusEthnicityGenderIEP/504OtherAgeReadingPerformance LevelMath PerformanceLevelParentalInvolvementInternet  Available at Home
ArturoYesLow SESHispanicMaleNoTier 2 RTI for ReadingGrade levelOne year below grade levelAt grade levelMedNo
BertieNoLowSESAsianFemaleNoNoneGrade levelOne year above grade levelAt grade levelLowYes
BerylNoMidSESWhiteFemaleNoNOTE: School does not have gifted programGrade levelTwo years above grade levelAt grade levelMedYes
BrandieNoLow SESWhiteFemaleNoTier 2 RTI for MathGrade levelAt grade levelOne year below grade levelLowNo
DessieNoMid SESWhiteFemaleNoTier 2 RTI for MathGrade levelGrade levelOne year below grade levelMedYes
DianaYesLow SESWhiteFemaleNoTier 2 RTI for ReadingGrade levelOne year below grade levelAt grade levelLowNo
DonnieNoMid SESAfrican AmericanFemaleNoHearing AidsGrade levelAt grade levelAt grade levelMedYes
EduardoYesLow SESHispanicMaleNoTier 2 RTI for ReadingGrade levelOne year below grade levelAt grade levelLowNo
EmmaNoMid SESWhiteFemaleNoNoneGrade levelAt grade levelAt grade levelLowYes
EnriqueNoLow SESHispanicMaleNoTier 2 RTI for ReadingOne year above grade levelOne year below grade levelAt grade levelLowNo
FatmaYesLow SESWhiteFemaleNoTier 2 RTI for ReadingGrade levelOne year below grade levelOne year above grade levelLowYes
FrancesNoMid SESWhiteFemaleNoDiabeticGrade levelAt grade levelAt grade levelMedYes
FrancescaNoLow SESWhiteFemaleNoNoneGrade levelAt grade levelAt grade levelHighNo
FredrickNoLow SESWhiteMaleLearning DisabledTier 3 RTI for Reading and MathOne year above grade levelTwo years below grade levelTwo years below grade levelVery HighNo
InesNoLow SESHispanicFemaleLearning DisabledTier 2 RTI for MathGrade levelOne year below grade levelOne year below grade levelLowNo
JadeNoMid SESAfrican AmericanFemaleNoNoneGrade levelAt grade levelOne year above grade levelHighYes
KentNoHigh SESWhiteMaleEmotion-ally DisabledNoneGrade levelAt grade levelOne year above grade levelMedYes
LolitaNoMid SESNative American/Pacific IslanderFemaleNoNoneGrade levelAt grade levelAt grade levelMedYes
MariaNoMid SESHispanicFemaleNoNOTE: School does not have gifted programGrade levelAt grade levelTwo years above grade levelLowYes
MasonNoLow SESWhiteMaleNoNoneGrade levelAt grade levelAt grade levelMedYes
NickNoLow SESWhiteMaleNoNoneGrade levelOne year above grade levelAt grade levelMedNo
NoahNoLow SESWhiteMaleNoNoneGrade levelAt grade levelAt grade levelMedYes
SharleneNoMid SESWhiteFemaleNoNoneGrade levelOne year above grade levelAt grade levelMedMed
SophiaNoMid SESWhiteFemaleNoNoneGrade levelAt grade levelAt grade levelMedYes
StuartNoMid SESWhiteMaleNoAllergic to peanutsGrade levelOne year above grade levelAt grade levelMedYes
TerrenceNoMid SESWhiteMaleNoNoneGrade levelAt grade levelAt grade levelMedYes
WadeNoMid SESWhiteMaleNoNoneGrade levelAt grade levelOne year above grade levelMedYes
WayneNoHigh SESWhiteMaleLearning DisabledTier 3 RTI for MathGrade levelOne year below grade levelTwo years below grade levelHighYes
WendellNoMid SESAfrican AmericanMaleLearning DisabledTier 3 RTI for MathGrade levelOne year below grade levelTwo years below grade levelMedYes
YungNoMid SESAsianMaleNoNOTE: School does not have gifted programOne year below grade levelTwo years above grade levelTwo years above grade levelLowYes
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