Oral+Comprehension


 * || **Top****Do****wn Listening Skills**

Identify the speaker.....................................Understand organizaton of extended speech.
|| From: [|http://www.abax.co.jp] || 2. Chooses between alternatives such as objects, pictures, text.
 * || HD Brown's 9 ways to check on listening, the listener:  1. Responds physically to a command.
 * || HD Brown's 9 ways to check on listening, the listener:  1. Responds physically to a command.

9. Engages in conversation that indicates appropriate processessing of information.
|| ======From: []====== || English_Listening_Skills_and_ActivitiesEffective_Listening_Practice.htm || Listen to discourse on topics. [I cut the web address in two for the chart to fit the page, add the second part once you get to the website.] || Has prelistening activities, tests listening afterwards (you can see the questions while listening). Ex. listen to a phone conversaton. || media type="custom" key="12818942" || Demonstration of teaching main idea. || Download a printer-friendly "find the main idea" web graphic organizer. || IDEA: Backwards web graphic organizer As they read, have your students pause at each paragraph. Then ask, them to use a web graphic organizer //backwards//.
 * =Category= || =Technology= || =Use= ||
 * ==Production== || Voice Thread || [|https://voicethread.com/?#q.b1391.i15629] Go to this site to see how voicethread could be used as a retelling. ||
 * ==All Areas== || @http://www.edhelper.com/ || All areas of comprehension, books, and much more. Other subjects too. ||
 * || @http://www.rong-chang.com/nse/ || Very slowly read print. ||
 * || @http://www.gamequarium.org/dir/SqoolTube_Videos/Book_Related/ || Videos (therefore oral) of books. ||
 * || http://esl.about.com/od/englishlistening/
 * || @http://www.gamequarium.org/dir/SqoolTube_Videos/Book_Related/ || Videos (therefore oral) of books. ||
 * || http://esl.about.com/od/englishlistening/
 * || @http://www.instructorweb.com/ || Articles on many topics to use for listening ||
 * || http://www.readworks.org || All areas Great website ||
 * || ===Recorded messages passages of all kinds, three levels.=== || Lots and lots of items.
 * || Med El listening activities || "A collection of online games and listening activities designed to help you test and hone your listening skills." ||
 * ==Details & Following Directions== || Highlighter for web pages and more || Use to highligh details on web articles. ||
 * || @http://www.educationworld.com/a_lesson/lesson/lesson275.shtml || Article & activiites on reading, writing, following and evaluating directions. ||
 * || @http://www.speakingofspeech.com/Thematic_Materials.html || Pick a theme, then find a directions activity ||
 * || @http://www.superduperinc.com/handouts/pdf/110_WH_Questions.pdf || For parents to use at home in asking wh- questions. ||
 * || Following oral directions || Listen to oral directions one group at a time ||
 * || Follow directions with prepositions || Easy use of prepositions, go to 3 places to find the bug. ||
 * ==Critical Elements== || PBS Messy Attic || Identifying named objects within a sentence. Starts with 1-2 critical elements, continues to more & uses "then". ||
 * || Descriptions Descriptions 2 || Turn on the sound for oral comprehension. Dragons/Faces ||
 * ==Main Idea== || @https://www.teachingchannel.org/videos/ms-bannon-full-lesson-on-finding-the-main-idea
 * ==Critical Elements== || PBS Messy Attic || Identifying named objects within a sentence. Starts with 1-2 critical elements, continues to more & uses "then". ||
 * || Descriptions Descriptions 2 || Turn on the sound for oral comprehension. Dragons/Faces ||
 * ==Main Idea== || @https://www.teachingchannel.org/videos/ms-bannon-full-lesson-on-finding-the-main-idea
 * ==Critical Elements== || PBS Messy Attic || Identifying named objects within a sentence. Starts with 1-2 critical elements, continues to more & uses "then". ||
 * || Descriptions Descriptions 2 || Turn on the sound for oral comprehension. Dragons/Faces ||
 * ==Main Idea== || @https://www.teachingchannel.org/videos/ms-bannon-full-lesson-on-finding-the-main-idea
 * ==Main Idea== || @https://www.teachingchannel.org/videos/ms-bannon-full-lesson-on-finding-the-main-idea
 * ==Main Idea== || @https://www.teachingchannel.org/videos/ms-bannon-full-lesson-on-finding-the-main-idea
 * ==Main Idea== || @https://www.teachingchannel.org/videos/ms-bannon-full-lesson-on-finding-the-main-idea
 * || @http://www.edhelper.com/MainIdea.htm || Activities and worksheets. ||
 * || []
 * This means that students must //begin by writing the details// for each section, or paragraph,
 * then write a summary sentence with those details,
 * and finally, try to find the main idea based on those summary sentences. ||
 * || @http://www.beaconlearningcenter.com/weblessons/gettheidea/ || Introduction activities using short selection. ||
 * || @http://www.landmarkoutreach.org/FindingtheMainIdea.htm || How to locate the main idea in a paragraph. ||
 * || @http://testprep.about.com/od/tipsfortesting/a/Main_Idea.htm || Test prep, main idea, common mistakes. ||
 * || @http://www.rif.org/kids/readingplanet/bookzone/waterwonders.htm || Listen to a chapter then go to the table of contents & click on the speaker for that chapter. ||
 * ==Details== || Listen for Details || Picture choices for the details, a portion of the information given at a time, then phrase choices given. ex. Which girl is it? ||
 * ==Summarizing== || @http://www.peterpappas.com/2009/11/how-teach-summarizing-essential-critical-learning-skill-students.html || " If students are going to learn to summarize they need to be given a chance to genuinely share what they think is important for an audience other than the teacher." ||
 * || [[file:21stcenturyhiteachers/Oral Comprehension Project/WCPSS staff/One-Sentence Summary Frames.docx|One-Sentence Summary Frames.docx]] || Fill in the blank sentence structures for different types of discourse or writing. ||
 * ==Sequencing== || @http://www.jacobslessons.com/ || Student arranges 3 pictures, when correct, he'll hear a sentence for each picture. ||
 * || @http://www.dltk-kids.com/type/sequencing.htm || A story (use the link) and 4+ sequence cards with a sentence on each. ||
 * || @http://www.quia.com/pages/sequencingfun.html || Sequence 6 or more sentences. ||
 * || @http://smarttutor.com/home/lessons/RC_sequencing_L1_V1_T4a.swf || An introduction: basic sequencing, then hear/read one story & sequence 3 sentences. ||
 * || @http://www.softschools.com/teacher_resources/timeline_maker/ || Build a timeline. ||
 * || @http://www.internet4classrooms.com/ || Go to "Grade Level Help PreK thru 8th Grade" you'll get a list of areas per grade. Go to "Language Arts". ||
 * || Sequence 6 - 10 steps || Order sentences, see a picture as a reward. ||
 * ===Cause & Effect=== || Draw a Stickman || A fun way to work on cause and effect and narrative development. ||
 * ==Sequencing== || @http://www.jacobslessons.com/ || Student arranges 3 pictures, when correct, he'll hear a sentence for each picture. ||
 * || @http://www.dltk-kids.com/type/sequencing.htm || A story (use the link) and 4+ sequence cards with a sentence on each. ||
 * || @http://www.quia.com/pages/sequencingfun.html || Sequence 6 or more sentences. ||
 * || @http://smarttutor.com/home/lessons/RC_sequencing_L1_V1_T4a.swf || An introduction: basic sequencing, then hear/read one story & sequence 3 sentences. ||
 * || @http://www.softschools.com/teacher_resources/timeline_maker/ || Build a timeline. ||
 * || @http://www.internet4classrooms.com/ || Go to "Grade Level Help PreK thru 8th Grade" you'll get a list of areas per grade. Go to "Language Arts". ||
 * || Sequence 6 - 10 steps || Order sentences, see a picture as a reward. ||
 * ===Cause & Effect=== || Draw a Stickman || A fun way to work on cause and effect and narrative development. ||
 * ===Cause & Effect=== || Draw a Stickman || A fun way to work on cause and effect and narrative development. ||
 * ===Cause & Effect=== || Draw a Stickman || A fun way to work on cause and effect and narrative development. ||
 * ===Cause & Effect=== || Draw a Stickman || A fun way to work on cause and effect and narrative development. ||