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=Welcome Methods in Elementary Language Arts Wiki = = = = = =Chapter 8 Sustaining Talk in The Classroom = You may be surprised that talk is the focus of this chapter. Sure, talk is arguably one of the most important language arts, but elementary students already know how to talk, don't they? You might think that it's unnecessary to include talk in the language arts program, but you'd be wrong. Elementary students use talk in small groups and when they give presentations to the class. And, they use talk for a variety of purposes: in conversations, to retell stories, for oral reports, or in puppet shows. They use talk as a tool for learning as they converse with classmates about a book they are reading, for instance, and learn how to give presentations in front of the class. Talk is an integral component of all four patterns of practice. Students talk about stories and retell stories in literature focus units; they use talk to set schedules and deepen comprehension during literature circles. Students conference with classmates and the teacher in writing workshop, and they do projects in small groups and give oral reports during theme cycles.

Talk is one of the most significant language arts. Elementary students talk for a wide variety of purposes, including retelling stories, giving oral reports, contributing to small-group discussions, participating in dramatic activities, and conversing with classmates. Teachers encourage and facilitate several specific types of talk activity in the elementary classroom. Conversation, aesthetic talk, efferent talk, and dramatic activities are all important for developing talk. In this chapter you will learn how to effectively teach all students about talk.

After reading the chapter and completing the learning activities, you should be able to: · Distinguish among four types of talk: informal, aesthetic, efferent, and dramatic. · Design instructional activities for the four types of talk, such as opportunities for informal talk; the inclusion of grand conversations, book talks, or literature circles in class activities; opportunities for readers theatre and storytelling; and the use of show-and-tell, oral reports, and interviews. · Develop minilessons that provide opportunities for using speaking strategies.
 * __ Objectives __**

> Blair, H. A. (2000). Genderlects: Girl talk and boy talk in a middle-years classroom. //Language Arts, 77,// 315–323. > Gill, S. R. (2000). Reading with Amy: Teaching and learning through reading conferences. //The Reading Teacher, 53,// 500–509. > Housum-Stevens, J. B. (1998). Performance possibilities: Curating a museum. //Voices from the Middle, 6//(2), 19–26. > Jewell, T. A., & Pratt, D. (1999). Literature discussions in the primary grades: Children's thoughtful discourse about books and what teachers can do to make it happen. //The Reading Teacher, 52,// 842–850. > Portalupi, J., Corgill, A. M., McCorquodale, G. J., Lamb, T., & Morrison, G. B. (1999). Talking about books: Learning from our experience as readers. //Primary Voices K–6, 7//(4), 33–38. > Schneider, J. J., & Jackson, S. A. W. (2000). Process drama: A special space and place for writing. //The Reading Teacher, 54,// 38–51. > Short, K., Kaufman, G., Kaser, S., Kahn, L. H., & Crawford, K. M. (1999). "Teacher-watching": Examining teacher talk in literature circles. //Language Arts, 76,// 377–385. > Wolf, S. A. (1998). The flight of reading: Shifts in instruction, orchestration, and attitudes through classroom theatre. //Reading Research Quarterly, 33,// 382–415. __** Minilessons **__ //The following is an example of a minilessons that can be used in the classroom.// ** Mr. Rossi Teaches a Conversation Strategy: How to Refer to Previous Comments ** 1. Introduce the Topic Mr. Rossi tells his second graders that they are better talkers than listeners during grand conversations, and today he wants to talk to them about becoming better listeners. One way to do this, he explains, is to connect what they say to what the child before them said. 2. Share Examples Mr. Rossi picks up //Officer Buckle and Gloria// (Rathmann, 1995), a picture book students are familiar with, and says, "I think Gloria is a great dog and a big help to Officer Buckle." He writes the sentence on the chalkboard and reads it aloud to the class. Then he says, "What could you say next? You could say, 'I agree with Mr. Rossi. I'm glad that Officer Buckle finally learned that Gloria was his buddy.' Or, you could say, 'Did you know that I have a dog, too?'" He repeats the two responses and then asks, "Which response is better?" The students decide that the first response is better because it builds on Mr. Rossi's comment. 3. Provide Information Mr. Rossi explains that students should relate what they say to what the person before them said, and if they have a completely new idea, they should wait until the people who want to say related things have finished. Then Mr. Rossi offers another sentence: "It's important to learn safety rules." He writes it on the chalkboard and asks students to think of a related comment. Erik says, "You're right, Mr. Rossi, and I think the most important safety rule is never get in a car with a stranger." "Good comment," Mr. Rossi answers. Then Song says, "I wish Officer Buckle could come and teach us some important safety rules." Mr. Rossi praises Song, saying, "That's another good comment." Several other students also offer good comments. 4. Supervise Practice The next day Mr. Rossi reads aloud //Goldilocks Returns// (Ernst, 2000), and then the second graders participate in a grand conversation to talk about the book. Mr. Rossi reminds the students to make connected or related comments and carefully monitors students' comments. When someone makes an unrelated comment, he stops the group and asks if there are any more related comments before moving on to a new topic. By the end of the grand conversation, most of the students are making related comments. 5. Reflect on learning the next day, Mr. Rossi reads aloud another picture book and students have a grand conversation to talk about the book. Again, he monitors their comments and, at the end of the conversation, congratulates the students on listening more carefully and making related comments. The students agree that they are making better comments. __** Meeting the Needs **__ > Conversations have social as well as instructional purposes. As students learn ways to talk with classmates—how to ask questions, share information, and keep the conversation moving—they build a sense of community and a climate of trust. > Some students may feel more comfortable working with small groups of classmates they know well or who belong to the same cultural group. These students might be more successful in small-group conversations, or they might be more articulate giving book talks to a small group than to the whole class. > Instead of asking students to prepare oral presentations individually let students work in pairs or small groups to interview, tell stories, and give oral reports and book talks. When students work with a partner or in a small group, they share the responsibility and the talking. Students also learn important socialization skills and develop friendships. > many students find it easier to talk in front of a group when they are talking about an object they are holding. Invite young children to bring objects for show-and-tell, and encourage older students to make charts and posters to use in oral reports. > Drama is a powerful mode for students who have difficulty using written language. Have students use dramatic activities, such as role-playing and puppet shows, as projects for literature focus units and in theme cycles.
 * __Extension Activities__ **
 * 1) Visit the websites posted by several elementary or middle schools in your state to find out how talk is incorporated in those schools' language arts program.
 * 2) Read Stanley's //The Conversation Club// (1983) to a group of primary-grade students to introduce conversation activities. Then organize a conversation club with the students and plan several activities with the group.
 * 3) Teach students how to participate in grand conversations. Then, as you read a chapter book or a collection of picture books with a group of students, have the students participate in a series of grand conversations. Observe students as they talk about the book, and notice how they interact with their classmates as well as how they develop their interpretations.
 * 4) Plan and conduct a debate with a group of upper-grade students. Help them choose a topic from current events, school and community issues, or a theme cycle.
 * 5) Plan and direct a role-playing activity with a group of students in conjunction with a theme cycle. Following the guidelines in this chapter, integrate a writing activity with the role-playing (e.g., by having students keep a journal or write a letter).
 * 6) Assist a small group of middle- or upper-grade students as they prepare to tell stories to a class of primary-grade students. Help students use the procedure discussed in this chapter.
 * 7) Introduce scriptwriting to a group of middle- or upper-grade students by having them compile a list of the unique dramatic conventions used in scriptwriting. Then write a class collaboration script by adapting a familiar folktale.
 * 8) Read one of these articles to learn more about the topics presented in this chapter:
 * Adapting Talk Activities **
 * 1) ** Include All Students in Conversations **
 * 1) ** Use Smaller Groups **
 * 1) ** Give Group Presentations **
 * 1) ** Use Manipulatives **
 * 1) ** Create Drama Projects **

__** Key Terms **__ Aesthetic talk conversations grand conversations Storytelling reader’s theatre Efferent talk KWL charts Show-and-tell oral reports Clusters data chart interviews Drama Role-playing Funneling Stick puppets Paper bag puppets cylinder puppets sock puppets cup puppets Finger puppets cloth puppets Scriptwriting video scripts storyboard