EMC Literacy: Listening & Speaking
1. Know that listening and speaking are more than the aural and oral aspects of _______: communication
2. Understand that these two processes are closely _____ & they are _____ to language acquisition and to all aspects of literacy
development: interrelated; foundational
3. Assess listening and speaking skills and the ____ for learning these skills: strategies
4. Assess listening and speaking separately, in connection with each other and in _____ with the other language arts: combination
5. Realize that listening and speaking are an essential part of a rich, robust language arts curriculum and should ____ throughout the
content curricula : extend
6. Aware that oral language is the foundation for ____ literacy skills: all
7. Understand the literature that examines the _____ between oral language development and the acquisition of reading and writing
skills, both for native English speakers and for students learning English as a new language: connection
8. Understand speaking and listening are the primary means by which many children make _____ of the world and communicate
with others and that development of oral language supports further development in reading, writing, listening and viewing: sense
9. Recognize that the activities of speaking and listening help students develop auditory ______, construct meaning and develop
relationships: discrimination
10. Realize that listening is more than the _____ act of hearing: physical
11. Understand that listening is a process that involves receiving, attending to, understanding, analyzing, evaluating, and _____ to
sounds and messages: reacting
12. Are knowledgeable about the various types of listening such as informational, _____, and social: critical
13. Recognize that students need to communicate _____ through speaking: effectively
14. Know that effective speaking involves such factors as fluency, clarity, appropriate volume and speed and awareness of ______,
purpose, and context: audience
15. Know that children initially ______ the rules of English grammar and need explicit instruction in words that are exception to those
rules, such as irregular past tense verb forms, irregular plural nouns and irregular comparative adjectives and adverbs such as
better and well.: overgeneralize
16 Provide students with opportunities to assess their ____ progress in listening and speaking as well as progress of their peers: own
17. Teach students to discriminate between listening as a conversational courtesy and listening as a vital ______ skill:
comprehension
18. Deliberately structure developmentally appropriate learning activities to promote students' playful discovery of language, their
sense of oral language ______, and their ability to interpret the world through oral language: conventions
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, EMC Literacy: Listening & Speaking
19. Know the types of spoken language that are appropriate in various situations and they are aware of the conventions of _____
and informal language: formal
20. Know children acquire and use oral language as a way to navigate their world in order to make their needs ____, to ask
questions, and to interpret and ____ their environment: known; control
21. Understand oral language acquisition is a natural development process and they are deeply familiar with the ____ of typical ora
language development: stages
22. Comprehend that individuals acquire oral language skills at different ____ and with varying degrees of ease or difficulty: paces
23. Know that in order to expand students' facility with and appreciation of oral language, they must be provided with ____
instruction and rich language experiences geared to their individual needs: explicit
24. Have knowledge of the _____ cues, such as body language and facial expressions, that children need to interpret and use to be
effective speakers and listeners: nonverbal
25. Are aware of some of the common _____ associated with oral language development and access interventions for addressing
them: problems
26. Understand different cultures apply different ______ to verbal and nonverbal communication: conventions
27. Actively seek to understand each student's ______ of verbal and nonverbal communication and to help students communicate
well with their peers and with adults: background
28. Create a mutually supportive classroom environment in which all students feel safe to take part in classroom ______ and other
exchanges of oral language, and frequently plan for small-group conversations to ensure that all students have opportunities to express
themselves: discussions
29. Model and explicitly teach group communication skills such as how to "_____ agreeably" how to respond to one another's
______, and how to take turns: disagree; comments
30 Recognize and make accommodations for students to use _____ and listening to enhance their learning: speaking
31. Design their classrooms in ways that foster _____ participation for all learners: active
32. Ensure all students can see each other during morning or community meetings and are ____ the learning activity for
demonstrations, speakers, or presentations: facing
33. Are sensitive to the effects that background ____ and other sounds may have on students' listening and speaking & work to
provide an optimum learning environment: noises
34. Are themselves articulate speakers and _____ listeners who demonstrate excellent oral language skills in their day-to-day
leadership in the classroom and throughout the school community: sensitive
35. Deliberately teach students the ______ criteria ahead of time & may extend to work in other classrooms and to speaking and
listening activities within their families and greater communities: assessment
36. Student may be invited to apply ____ communication skills in multiple ways that are appropriate for the classroom setting: oral
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1. Know that listening and speaking are more than the aural and oral aspects of _______: communication
2. Understand that these two processes are closely _____ & they are _____ to language acquisition and to all aspects of literacy
development: interrelated; foundational
3. Assess listening and speaking skills and the ____ for learning these skills: strategies
4. Assess listening and speaking separately, in connection with each other and in _____ with the other language arts: combination
5. Realize that listening and speaking are an essential part of a rich, robust language arts curriculum and should ____ throughout the
content curricula : extend
6. Aware that oral language is the foundation for ____ literacy skills: all
7. Understand the literature that examines the _____ between oral language development and the acquisition of reading and writing
skills, both for native English speakers and for students learning English as a new language: connection
8. Understand speaking and listening are the primary means by which many children make _____ of the world and communicate
with others and that development of oral language supports further development in reading, writing, listening and viewing: sense
9. Recognize that the activities of speaking and listening help students develop auditory ______, construct meaning and develop
relationships: discrimination
10. Realize that listening is more than the _____ act of hearing: physical
11. Understand that listening is a process that involves receiving, attending to, understanding, analyzing, evaluating, and _____ to
sounds and messages: reacting
12. Are knowledgeable about the various types of listening such as informational, _____, and social: critical
13. Recognize that students need to communicate _____ through speaking: effectively
14. Know that effective speaking involves such factors as fluency, clarity, appropriate volume and speed and awareness of ______,
purpose, and context: audience
15. Know that children initially ______ the rules of English grammar and need explicit instruction in words that are exception to those
rules, such as irregular past tense verb forms, irregular plural nouns and irregular comparative adjectives and adverbs such as
better and well.: overgeneralize
16 Provide students with opportunities to assess their ____ progress in listening and speaking as well as progress of their peers: own
17. Teach students to discriminate between listening as a conversational courtesy and listening as a vital ______ skill:
comprehension
18. Deliberately structure developmentally appropriate learning activities to promote students' playful discovery of language, their
sense of oral language ______, and their ability to interpret the world through oral language: conventions
1/5
, EMC Literacy: Listening & Speaking
19. Know the types of spoken language that are appropriate in various situations and they are aware of the conventions of _____
and informal language: formal
20. Know children acquire and use oral language as a way to navigate their world in order to make their needs ____, to ask
questions, and to interpret and ____ their environment: known; control
21. Understand oral language acquisition is a natural development process and they are deeply familiar with the ____ of typical ora
language development: stages
22. Comprehend that individuals acquire oral language skills at different ____ and with varying degrees of ease or difficulty: paces
23. Know that in order to expand students' facility with and appreciation of oral language, they must be provided with ____
instruction and rich language experiences geared to their individual needs: explicit
24. Have knowledge of the _____ cues, such as body language and facial expressions, that children need to interpret and use to be
effective speakers and listeners: nonverbal
25. Are aware of some of the common _____ associated with oral language development and access interventions for addressing
them: problems
26. Understand different cultures apply different ______ to verbal and nonverbal communication: conventions
27. Actively seek to understand each student's ______ of verbal and nonverbal communication and to help students communicate
well with their peers and with adults: background
28. Create a mutually supportive classroom environment in which all students feel safe to take part in classroom ______ and other
exchanges of oral language, and frequently plan for small-group conversations to ensure that all students have opportunities to express
themselves: discussions
29. Model and explicitly teach group communication skills such as how to "_____ agreeably" how to respond to one another's
______, and how to take turns: disagree; comments
30 Recognize and make accommodations for students to use _____ and listening to enhance their learning: speaking
31. Design their classrooms in ways that foster _____ participation for all learners: active
32. Ensure all students can see each other during morning or community meetings and are ____ the learning activity for
demonstrations, speakers, or presentations: facing
33. Are sensitive to the effects that background ____ and other sounds may have on students' listening and speaking & work to
provide an optimum learning environment: noises
34. Are themselves articulate speakers and _____ listeners who demonstrate excellent oral language skills in their day-to-day
leadership in the classroom and throughout the school community: sensitive
35. Deliberately teach students the ______ criteria ahead of time & may extend to work in other classrooms and to speaking and
listening activities within their families and greater communities: assessment
36. Student may be invited to apply ____ communication skills in multiple ways that are appropriate for the classroom setting: oral
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