Language Arts
Grade 3: Oral Communication |
Planning: Term # Tracking: Ach. Level |
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Overall Expectations |
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1.
listen in order to understand and respond appropriately in a variety of
situations for a variety of purposes; |
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2.
use speaking skills and strategies appropriately to communicate with
different audiences for a variety of purposes; |
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3.
reflect on and identify their strengths as listeners and speakers, areas for
improvement, and the strategies they found most helpful in oral communication
situations. |
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Specific Expectations
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1.
Listening to Understand |
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Purpose:
1.1 identify purposes for listening in a variety of situations, formal and
informal, and set personal goals related to listening tasks (e.g., to explore
ideas in a book club discussion; to understand and empathize with a favourite
character in a play; to express an opinion or offer advice to a partner
during a peer conference) |
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Active
Listening Strategies: 1.2 demonstrate an understanding of appropriate
listening behaviour by using active listening strategies in order to
contribute meaningfully and work constructively in groups (e.g., demonstrate
an understanding of when to speak, when to listen, and how much to say; make
connections between personal experiences and the contributions of other group
members; ask relevant questions to clarify information and ideas) |
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Comprehension
Strategies: 1.3 identify a variety of listening comprehension strategies and
use them appropriately before, during, and after listening in order to
understand and clarify the meaning of oral texts (e.g., list the important
ideas in a poem or story read in class; ask questions to monitor
understanding of an oral text; visualize and sketch to clarify understanding
of an oral text) |
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Demonstrating
Understanding: 1.4 demonstrate an understanding of the information and ideas
in a variety of oral texts by identifying important information or ideas and
some supporting details (e.g., paraphrase a partner's reflections after a
think-pair-share activity; paraphrase the important ideas in a play; engage
in relevant dialogue after an oral presentation; create a poster/art work
representing the important ideas in a poem or song) |
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Making
Inferences/Interpreting Texts: 1.5 distinguish between stated and implied
ideas in oral texts (e.g., distinguish between the actual words and the
emphasis placed on them by the speaker). Teacher prompts: "How does the
emphasis that the speaker places on specific words or phrases help you
understand what is being said?" "Why do you think the speaker spoke
those words so loudly?" "How does the way the speaker chooses to
say words change the meaning of what he or she says?" |
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Extending
Understanding: 1.6 extend understanding of oral texts by connecting the ideas
in them to their own knowledge and experience; to other familiar texts,
including print and visual texts; and to the world around them (e.g.,
brainstorm to connect a topic to their background knowledge of the topic;
compare oral texts with similar themes from different cultures; connect
messages in oral texts to social issues of relevance to the class) |
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Analysing
Texts: 1.7 identify and explain the importance of significant ideas and
information in oral texts (e.g., rank information in order of importance;
compare key aspects of two oral texts using a Venn diagram; represent the
main elements of an oral text on a web organizer or story map) |
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Point
of View: 1.8 identify the point of view in different types of oral texts and
cite words, phrases, ideas, and information from the texts that confirm their
identification (e.g., the use of first- or third-person personal pronouns in
a narrative; the selective use of facts on a given topic; the use of words
and phrases that indicate generalizations: all, every, always, never, every
single time). Teacher prompts: "What helped you determine the point of
view in this text?" "What evidence do you have that this is the
speaker's point of view?" "Has the speaker used language that
includes everyone?" "Is this point of view a common one in our
world today?" |
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Presentation
Strategies: 1.9 identify some of the presentation strategies used in oral
texts and explain how they influence the audience (e.g., intonation, eye
contact). Teacher prompts: "Do you think the speaker used intonation and
eye contact in an appropriate and effective way? How did they influence your
response?" "What other strategies might be effective in engaging or
influencing the audience?" |
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2.
Speaking to Communicate |
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Purpose:
2.1 identify a variety of purposes for speaking (e.g., to entertain an
audience; to establish positive personal and learning relationships with
peers; to ask questions or explore solutions to problems in small-group and
paired activities; to explain to a small group how to play a new game; to
present to the class an item or event of personal interest; to share ideas or
information in order to contribute to understanding in large or small groups) |
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Interactive
Strategies: 2.2 demonstrate an understanding of appropriate speaking
behaviour in a variety of situations, including small-and large-group
discussions (e.g., paraphrase or restate other group members' contributions;
acknowledge another person's point of view; link their responses to the topic
of conversation and/or what was said by the previous speaker) |
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Clarity
and Coherence: 2.3 communicate orally in a clear, coherent manner, presenting
ideas, opinions, and information in a logical sequence (e.g., use an
organizational pattern such as comparison or chronological order in
presenting a short oral report) |
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Appropriate
Language: 2.4 choose a variety of appropriate words and phrases, including
descriptive words and some technical vocabulary, and a few elements of style,
to communicate their meaning accurately and engage the interest of their
audience (e.g., use alliteration for emphasis; use comparatives such as like,
instead of, however, the same as, compared to, unlike to clarify similarities
and differences; use appropriate technical terms when explaining a scientific
investigation) |
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Vocal
Skills and Strategies: 2.5 identify some vocal effects, including tone, pace,
pitch, and volume, and use them appropriately, and with sensitivity towards
cultural differences, to help communicate their meaning (e.g., pause in
appropriate places long enough to allow others to respond during dialogue
with peers or in small groups) |
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Non-Verbal
Cues: 2.6 identify some non-verbal cues, including facial expression,
gestures, and eye contact, and use them in oral communications, appropriately
and with sensitivity towards cultural differences, to help convey their
meaning |
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Visual
Aids: 2.7 use a variety of appropriate visual aids (e.g., overheads, diagrams,
graphic organizers, charts, artefacts) to support or enhance oral
presentations (e.g., use a large-size labelled diagram to illustrate an
explanation of how soil erodes) |
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3.
Reflecting on Oral Communication Skills and Strategies |
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Metacognition:
3.1 identify, in conversation with the teacher and peers, what strategies
they found most helpful before, during, and after listening and speaking.
Teacher prompts: "What questions do you ask yourself after listening to check
that you have understood?" "How do you check to be sure that the
audience understands what you are saying?" |
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Interconnected
Skills: 3.2 identify, in conversation with the teacher and peers, how their
skills as viewers, representers, readers, and writers help them improve their
oral communication skills. Teacher prompts: "How does speaking make you
a better listener?" "How does seeing a television program on a
topic help you when you are discussing that topic in class?" "Does
learning new words from your reading help you when you are listening to oral
texts?" |
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Expectations: Copyright The Queen's Printer for Ontario, 2006. Format: Copyright B.Phillips, 1998.