English Language Arts and Reading.3.1.B

The student is expected to

follow, restate, and give oral instructions that involve a series of related sequences of action;

oral language TEKS talk image

Knowledge and Skills Statement

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking -- oral language. The student develops oral language through listening, speaking, and discussion.

Task students with a group activity that involves following a series of related sequences of action. After hearing the instructions, have students turn and talk with a partner. One student repeats the instructions to a partner and then listens to the partner restate the instructions before beginning the activity.

Behaviors to observe:

  • Students listen carefully to the instructions the first time.
  • Students successfully restate the instructions to a partner.
  • Students correctly follow the sequences of action required for the task.
     

Further Explanation

For this assessment, students must demonstrate the ability to both give and follow oral instructions that involve a series of steps as well as restate instructions given by others. Students must be able to understand the instructions and remember the sequence of steps. They must be able to follow instructions, complete the actions, and tell others the sequence of actions. If a student does not follow the instructions correctly, determine whether the student did not understand the instructions or whether clear instructions were not provided.

To follow instructions, students must listen attentively, process what they are being asked to do, and act according to the provided directives. Students should also be able to repeat the instructions to demonstrate understanding of what the task requires. Communicating clear, detailed oral instructions is an important part of working effectively with others to complete structured tasks.
Instructions that involve a series of related sequences of action require students to understand that a larger task can be completed by breaking the task into smaller parts and putting those parts in an order based on how the actions relate to each other. For example, to transition students to a new activity, a teacher might give the following instructions to the class, "Please write your name on your paper, place your work in the front pocket of your math folder, and put your math folder away."