Spanish Language Arts and Reading.6.1.B

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The student is expected to

follow and give oral instructions that include multiple action steps;

Artes del lenguaje y lectura en español.6.1.B

Se espera que el estudiante

siga y dé instrucciones orales que incluyen acciones de varios pasos;

TEKS Talk - SLA Oral Language 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.

Provide an opportunity for students to listen to oral instructions that include multiple action steps. For example, instructions may be for a task such as setting up a graphic organizer in their reading notebooks. After hearing the instructions, students should follow the instructions and orally communicate the instructions to others.
 

Further Explanation

For this assessment, students are required to follow oral instructions, process what they are being asked to do, and act according to the provided directives. They must be able to remember the steps involved in completing the task and give clear and detailed oral instructions that help others complete the intended task. Students should understand the task well enough to be able to problem-solve issues that arise. Students should understand that communicating oral instructions is an important part of working effectively with others.

Following and giving oral instructions are important parts of working effectively with others. To follow instructions, students must listen attentively, process what they are being asked to do, and act according to the provided directions. Students should be able to consider the steps required for a task and determine the most clear and efficient way to communicate to others the order in which steps should be completed. When students can comprehend and provide instructions, they are better able to complete structured tasks of all kinds
Instructions with multiple action steps require more than one action from a student. For example, as students are walking into class a teacher might say, “Turn in your homework before the bell rings. Then get seated and begin your warm-up activity." These instructions require students to complete one action that might involve several actions before moving to the next step.

Research

Gwee, S., & Toh-Heng, H. L. (2015). Developing Student Oral Presentation Skills with the Help of Mobile Devices. International Journal of Mobile and Blended Learning, 7(4). Retrieved from https://link.galegroup.com/apps/doc/A428008722/PROF?u=tea&sid=PROF&xid=f5d4daf3

Summary: Students were asked to create video presentations and were then asked to review their presentations in both formal (classroom) and informal (out of classroom settings). The research found that the formal review had a significant impact, especially on group presentations. The use of video for analyzing presentations increased students' engagement, and students found it was useful because it provided immediate feedback. The study provides an observation checklist for effective oral presentations and a sequence of activities for the students.