English Language Arts and Reading.4.1.C

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The student is expected to

express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively; and

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.

Have students participate in a reciprocal discussion in which each student takes a specific stance and position on a topic. Start by posing a question that brings attention to a topic that is relevant to students' lives such as Do you think recess should be longer? or Do you like the food served in the cafeteria? Instruct students to answer the question by expressing their opinions and using supporting details. Ensure that students have a clear understanding of desirable behaviors.

Behaviors to observe:

  • Students speak at an appropriate speaking rate that is not too fast or too slow.
  • Students speak at an appropriate volume that is not too quiet or too loud.
  • Students clearly enunciate the words they use.
  • Students make appropriate eye contact with the audience.

Further Explanation

This SE requires students to develop an opinion, organize thoughts, and present their opinions to others. Students need to know enough about the topic in order to form an opinion. Students should be able to demonstrate their understanding of appropriate classroom language as well as expectations regarding eye contact, volume, enunciation, and speaking rate. Note whether students use the desired behaviors during their discussion: supporting an opinion with facts, appropriate speaking rate, volume, enunciation, and eye contact. Review and reteaching of communication skills should occur as needed.

When students share an opinion about a topic, it is important that they provide facts and evidence to support their opinion. For example, a teacher may ask students who they believe is an influential historical figure. A student may identify Bessie Coleman as an influential figure. The student should also support that opinion by including facts about Bessie Coleman (e.g., she was the first African-American female pilot, she performed in flight shows across the United States).
A speaker has effectively conveyed an idea when the message is easy to understand and relevant to the audience and the presentation is engaging. In addition to the structure of the presentation and the speaker's delivery of the presentation, other conditions, such as the speaker's comfort level, time limitations, and visual aids, can impact the speaker's ability to effectively convey the message.
the rules broadly agreed upon as standard for communicating in written or oral form
Students are expected to use verbal and nonverbal techniques when giving a presentation to capture the audience's attention and keep it engaged throughout the presentation. An effective presenter should always face the audience and be attentive to audience reactions. When presenting, students should also use appropriate verbal and nonverbal techniques to emphasize key concepts and make the message clear and easy to understand.
the act of speaking with distinct articulation
An opinion is a thought regarding a certain topic. Students will share opinions verbally through various forms of oral communication such as a conversation between peers or answering a question asked by the teacher. For example, a teacher may ask students, “What celebration do you believe is most fun?” A student may choose to share an opinion by describing why they like birthday parties.
the act of looking directly into another's eyes while communicating
how fast or slow a person speaks Speaking rate may vary based on emotions or the message being conveyed.

Research

1. Carrison, C., & Ernst-Slavis, G.(2005). From silence to a whisper to active participation: Using literature circles with ELL students. Reading Horizons, 46(2). Retrieved from https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1137&context=reading_horizons

Summary: The article promotes the use of literature circles to support literacy, especially for English learners. Literature circles allow student to interact through sharing ideas, opinions, and personal responses to literature. Students become active participants and learn to manage their literature circle activities, negotiating the structure of their timelines. The study participants were a fourth-grade class in which 5 of the 24 students had varying levels of language acquisition. The use of literature circles led to decreased anxiety about reading and participation and increased reading accuracy and comprehension.

2. Tainsh, N. (2014). Going south with Sophie Scott: a journey into oral language. Practically Primary, 19(1), 31+. Retrieved from https://link.galegroup.com/apps/doc/A361713105/PROF?u=tea&sid=PROF&xid=ebafcfb7

Summary: The author examines the value of students' classroom discussion for oral language development. As a collaborative activity, students were required to adapt an assigned story into a multimodal format, which encouraged a "wide range of immediate, complex, and unplanned oral language" discussions as students had to "express views, justify ideas, negotiate, evaluate and collaborate to produce their planned oral scripts."