Chapter 5: Written and Oral Communication/Understand the Processes, Conventions, and Modes of Written and Oral Communication

Adjective

A word that modifies or gives more information about a noun or pronoun. Adjectives usually priced the word they are modifying (yellow scarf, tall building)

Noun

A word that names a person, place, or think- child, San Francisco, hammer. Some sources divide nouns into 2 categories- proper nouns and common nouns. Proper nouns are nouns that begin with a capital letter because it is the name of a specific or particular person, place or thing: San Francisco, for example. Child and hammer are considered common nouns.

Verb

A word that shows action (run, jump) or state of being (is, are, was, were).

Preposition

A word that shows relationships among nouns, pronouns, and phrases to other words in a sentence-direction, place, time, cause, manner, and amount (to, under, by)

Examples of functions or purposes for composition writing include

narrative, expository, descriptive, or persuasive writing.

Spelling

or orthography, is the forming of letters to follow an accepted order that creates a written word. ___ patterns are created by combinations of consonants and vowels and include consonant blends, digraphs, diphthongs, These phonetic patterns make single syllable words that follow spelling regularities and some irregularities.

Grammar

or parts of speech, if formally taught to elementary students in grades three through six. Listed below are eight grammatical classifications elementary school teachers typically teach.

Academic Communication

the process of sending messages intended to share concepts, skills, or knowledge. Also called instructional (or efferent) communication, ___ is distinguished from interpersonal communication in that ____ is focused on instructional communication is generally more informal and spontaneous. ___ is carried out for two major purposes. First, it is used in various forms to explore and think about content. Second, it gives students opportunities to report; they learn to present ideas in front of others.

Pronouns

A word that can be used in place of a noun to prevent repetition of the same nouns (I, you, she).

Conjunction

A word that connects other words or phrases (and, or, but).

Interjection

A word that conveys emotion (Oh! Wow! Ouch!).

On the basis of this feedback, students make either or all of four types of revisions:

Additions Substitutions Deletions Moves

Exclamation points

After strong interjections, exclamatory sentences, and strong imperative sentences

Colon

After the greeting in a business letter, to introduce a list, or to introduce a direction quotation.

Question marks

At the end of a interrogative sentence

Period

At the end of declarative sentences and after most initials and abbreviations

Quotation marks

Before and after a direct quotation, in writing dialoguer to set off words or phrases used in a special way

Rehearsal (Planning for Oral Presentations)

Before the presentation is ready for the actual audience, the presenter needs to practice.

In addition to conducting research, students should rehearse organizing their thoughts about their writing before they begin to write by engaging in one of the following activities

Brainstorming Clustering Freewriting

Preparing Written Compositions and Oral Presentations

By the time students enter middle school grades, most of them should be able to deliver coherent written and oral presentations that convey ideas clearly and relate to the background and interests of their audience. A critical role for elementary teachers is to demonstrate, model, and set up opportunities for students to develop good writing and oral presentation skills over time ask the move through tier primary and elementary grades.

Dash

To separate and stress elements in a sentence, after an interrupted or unfinished statement of thought, or to introduce a list of items

Written communication

Can mean email, letters, charts, notes, journals, logs, written reports, stories, instant messaging, newspaper, poetry, or scripts

Modes of Communication

Communication occurs on three general levels: the interpersonal, interpersonal, and academic levels.

Consider the audience (Planning for Oral Presentations)

Considering the audience is a critical factor for success. Here are some questions students should consider to align the purpose of the presentation with the needs of audience

Apostrophe

To show possession, to make the place of missing letters in contractions, and to form the plural of letters and numerals.

Ask for feedback (Planning for Oral Presentations)

During the presentation the audience may provide nonverbal clues as to how well the presentation is going. Nodding, clapping, smiling are all positive signs that the presentation is going well.

Some major areas of nonverbal behaviors are

Eye contact or eye gazing Facial expressions Gestures, posture, body orientation Proximity Tone of voice Intensifying your body movements somewhat when talking to the class Taking a few steps toward the child who is talking to you Smiling, winking, or nodding with appreciation when a child is speaking Maintaining eye contact with a child who is speaking Moving around the room during a class discussion Avoiding closed body language Avoiding physical signals that can send mixed messages

Many English words are derived from

Greek and Latin roots. Recognizing the derivations of words not only provides a clue to their meaning but also assist students in learning how to change the spelling of a work to fit the new prefix or ending.

Outline the content. (Planning for Oral Presentations)

In contrast to a written piece, students often speak from a detailed outline rather than a completed written composition. Students can use their data cards to plan their outline. Ordering the cards should determine a logical and sequential presentation. A presentation outline should have three basic parts that mirror written composition: An introduction- where the presented uses an anecdote or other "hook" to pique the audience's interest. The introduction should also briefly tell what the speech will be about. The body. that identifies key taking points with supported ideas A conclusion. that draws everything together.

Nonverbal communication

In contrast to those who suggest that most classroom communication is verbal, there are others who assert that approximately two-thirds is nonverbal. There are those who propose that only about ten percent of the meaning and intent of a message involves the content of that the presenter is saying; the rest is body language and tonality of the presenter's voice. ___ is most often subconscious; teachers and students use it without thinking about it. There is a huge list of positive human emotions that we are capable of sending through nonverbal means: happiness, confidence, enthusiasm, warmth, assertive, confidence. Negative emotions, too, can be intentionally or unintentionally communicated through facial expressions, vocal intonation, gestures, or the use of space: anxiety, stress, anger, disgust, impatience, fear, boredom, and indifference.

Verbal communication

Includes informal conversations, small group conversations, show-and-tell, classroom talk, storytelling, oral reports, interviews, debates, role playing, creative dramatics

Writing process Stage 4: Editing

Involves putting the written piece into its final form.

Common student errors

Lack of subject/verb agreement: The pair of goats are eating grass. Pronoun agreement error: Everyone must take his own turn. Verb tense errors: My family and I must move to California; I have broke off our relationship. Run-on sentence or comma smile: My friend John is a good golfer, he's best at putting. Sentence fragments: Instead of going to school. Misuse of apostrophe: The dog is wagging it's tail. Comma error: Because, it is cold I will not go swimming today. Word usage eor: affect-effect; than-then; their-they're; your-you're; to-two-too.

Situational Switching

Language varies according to the situation, but it also varies according to the presenter's socioeconomic group, ethnic group, age, and gender. Speech that is natural and common for a person in an urban setting may differ from that of a person in a rural area. Differences will be evident, too, between a teenager's and an adult's speech and between men's and women's speech. We call the process ____ when someone is able to change register to match the context of the people with whom they are speaking. ____ occurs quite naturally in the speech of most people.

Teachers often ask questions or otherwise carefully plan for academic communication that promotes learning. During an academic conversation teacher assess whether students:

Look at their classmates and teacher as they talk with them. Call their classmates and teacher by their preferred names. Listen carefully to the comments of others; ask questions, seek clarification, and offer constructive feedback. Take turns. Share existing knowledge as the conversation unfolds. Support answers, arguments, and suggestions with sound reasons. Stay on task.

Some instances where academic instruction communication could be employed in elementary school classroom include

Making a data retrieval chart such as a Venn diagram or K-W-L chart Designing a thematic mural or bulletin board display Planning and completing a written or oral report Composing questions for interview (career professional, a war veteran, school administrator, famous author or illustrator, or a parent) Discussing the pot of a literary work Engaging a predicting, inferring, questioning, summarizing, or evaluation Solving a math problem Working in a collaborative group (engage in reciprocal teaching or another shared learning strategy) Analyzing persuasive techniques used in television commericals Summarizing a story, a science experiment, a movie, a television show, etc Attending as the teacher uses explicit instruction to teach a skill or concept Determining the causes and effects of human events (homelessness, poverty, hunger, or war) Using the scientific method of inquiry

Use Technology

Many high-quality computer programs and hardware can be used effectively as a tool to help students create their stories, informational reports, and other kinds of writing. ___ can greatly simplify the work associated with each stage of the writing process, through the use of word processing programs, podcasts, blogs, social networking, Skype, etc. Teachers can direct students to use technology for creating or publishing their finished products.

Adverb

Modifies verbs, adjectives, and adverbs. ___ usually end with -ly (gladly, slowly).

Informal Language

Nonstandard American English and slang characterize ______. Formal register and ______ allow the presenter to use a variety of speech styles that can easily be switched to meet the needs of both the presenter and the audience. For example, students do not used the same register to address everyone they speak to. With family and friends, "He thinks he's all that!" might be used to describe a friend. In school a more formal register might be used: "he thinks he's so much better than we are."

Support the content with presentation aids (Planning for Oral Presentations)

Once satisfied that the outline is complete, the presenter will want to consider adding presentation aids that will add audience appeal and support his or her points. Photographs, illustrations, posters, models, audio, or video clips.

Writing process Stage 2: Drafting

Once students finish preparing and researching, they are ready to start on what is variously labeled as the first draft, rough draft, or rough copy of their composition.

Gather and organize ideas. (Planning for Oral Presentations)

Once students have identified their topic, generated a list of research questions, and aligned them with the needs of their audience, it will be time to gather and organize ideas that will inform their oral presentation.

Identify the topic (Planning for Oral Presentations)

Presentation topics should be chosen by the presenter. Students who choose their own topic for a presentation will be more motivated to prepare it and will be more passionate in supporting their position.

Capitalization

Some common capitalization rules that elementary school teachers typically teach include the following: Proper nouns such as the names of people, organizations, place and the official title of a person Initials The first word and the important words in titles of books, articles, films, plays, and musical works The first word of a sentence The first word of a quoted sentence The first line of a poem The pronoun I The first word of a salutation and close of a letter or email The first letter of the days of the week, months of the year, and holidays The names of countries, continents, nationalities, races, languages, and religions North, South, East, and West when used as parts of the country, but not as compass directions

Additions

Students look for ways they can add missing information necessary to help readers understand what is written or improve word choice. They may replace words with synonyms to add interest or avoid redundancy. The may add sentences or paragraphs to vary the length of sentences or include information that creates smooth transitions from one shared idea to another

Deletions

Students may cut sentences or paragraphs to delete information that is unnecessary, such as details that lead the reader away from the main point of the story or discussion.

Moves

Students may reposition some sentences to better organize the sequence of the writing and improve its flow

Begin with a purpose (Planning for Oral Presentations)

Students must have a clear purpose (function) for the presentation or speech. The first question students must answer is "What do I want to say? What is my purpose for this presentation?" Speaking functions might include: Narrations Expository speaking Persuasive speeches

Substitutions

Students replace sentences to avoid redundancy or to clarify ideas that are unclear

Planning for Oral Presentations

The _____ includes similar steps to planning for writing. In planning for a speech or other kinds of oral presentation presenters engage in the following steps: -Begin with a purpose. (Narrations, Expository speaking, Persuasive speeches) -Identify the topic. -Consider the audience. -Gather and organize ideas. -Outline the content. An introduction. The body. A conclusion -Support the content with presentation aids -Rehearsal -Ask for feedback

Writing process Stage 5: Publishing

The final stage of the writing process is ___ the written piece. ___ can mean having students create illustrations or other visuals (such as a cover), a table of contents, and a list of references, if applicable. After ___, students can communicate the genuine audiences to share their writing in meaningful ways. There are many possibilities for sharing students' written pieces, including: -Reading it aloud to the class or to other classes -Posting it on a bulletin board -Submitting it for publication in a class/school newspaper or magazine -Placing it on a blog or web site such as www.cyberkids.com/cw -Making it onto a book for keeping in the classroom or school library -Contributing to a class anthology -Offering it to a local newspaper -Sharing it with parents and siblings

Writing process Stage 1 Prewriting

The getting ready to write stage, covers everything a writers does to before starting a rough draft. 1. Begin with a purpose. The first question students answer is, "What am I writing? What is my purpose?" Examples of functions or purposes for composition writing include narrative, expository, descriptive, or persuasive writing. 2. Identify and narrow the topic. Topics may come from the content currently being studied or from topics of personal interest. Aligned with the purpose of the composition or speech, students should have some control over the topic they are to write about. Students who are allowed to choose their writing topic will be more motivated to engage in the preparation of it. Once a topic or potential topic is chose, students should first explore the topic to see what resources will be available to support the writing of it. Sometimes this search for resources may reveal that the topic needs to be covered more narrowly or more broadly to cover it well. Teachers will need to guide students in this decision. 3. Consider the audience. Function (purpose) and audience are often intertwined and work to inform each other. Will my story be posted on a bulletin board for everyone to read? Will my oral report about insects be presented to the whole class? Will my letter to my favorite author get a response? Here are some questions that help connect the function of the writing to the audience who will read it: Who will be reading (listening to) this? Will my audience be interested in the topic? If not, how can I generate interest in the topic? What understanding does my audience already have about this topic? What will my audience gain from my work? 4. Consider the form. Students have a range of forms to express their thoughts, feelings, and understandings for a variety of purposes and audiences, including stories, letters, plays, fantasy, fiction, histories, autobiographies, biographies, songs, notes, messages, logs, journals, diaries (real or imaginary), dialogues, reports, presentations, requests, memos, summaries, reviews, brochures, pamphlets, instructions, editorials, and many others. 5. Gather and organize sources.

Freewriting

This is a method that many writers to use to warm up to generate ideas. The students write down whatever comes into their heads during a specified time period (5-10 minutes) without concerning themselves with sentence structure, spelling, grammar, or punctuation. They simply write rapidly about anything that comes their minds before the time elapses.

Clustering

This technique has several different names, including concept webs or maps. The students write many different terms and phrases associated with their topic into a sheet of paper in a random fashion and later go back to link the words together into a sort of "map" or "web" that forms groups from the separate parts. After students write down several ideas, they can start grouping them and drawing linking lines as connections become apparent.

Ellipsis

Three dots in a row to replace words have have been left out.

Hyphen

To break a word between syllables at the end of aline, in two-part numbers from twenty-oneto ninety-nine, in spelled-out fractions, and in some compound nouns and adjectives.

Writing Process

When children are learning to write, teachers don't begin with a focus on the end product. Rather they engage students in learning a problem-solving process that involves setting goals to create a writing plan, putting the plan into writing, and reviewing the writing to evaluate it and improve it with revisions.

Punctuation

____ rules can be tricky, even for experienced writers. Here are some that elementary school teachers typically teach: Apostrophe Colon Commas Dash Ellipsis Hyphen Period Quotation Marks Question Marks Capitalization

Students organize the composition or speech in three basic parts:

an introduction, body, and conclusion

Interpersonal communication

involves the use of the basic communication skills required for socializing and conversing; that is, sending and receiving messages. ___ means dialogues and an exchange of ideas (spoken or written) and nuances of feelings (nonverbal communication) The following are the major channels used for ____ in the classroom: Verbal communication Written communication Nonverbal communication

Language

is a complex system of conventions that are used to create and communicate meaning

Brainstorming

is an effective activity to generate many new ideas or solutions to problems. ___ can be carried out in groups or by individuals. Students start by jotting down as many ideas on their topic as possible. They should not be afraid to sound silly, every idea should be recorded. The strange or irrelevant ideas can be eliminated.

Nonverbal Language

is communication that requires no spoken or written word It refers to ways people communicate using eye contact, facial expressions, body language, and posture of gestures. ___ typically relays feelings or attitudes in response to interpersonal communication.

The introduction

is designed to interest readers and motivate them to continue reading. Students could capture the interest of their audience with a puzzling question, a dramatic or comedic episode, or a personal narrative that relates to their topic.

Formal Language

is one of the facets of register. When teachers and students join together in the classroom learning setting, they speak and write in the formal mode; they are expected to use Standard American English. The ____ is employed more often in written language than in spoken language, as teachers and students tend to speak more informally in written language than in spoken language, as teachers and students tend to speak more informally in various situations. Students need to be taught how to use the ____ associated with speaking and writing, such as in report writing or speaking.

Intrapersonal communication

is the act of having an internal dialogue, or self-talk. It is an important part of the learning process, for if students are not able to communicate with themselves they will have a difficult time learning to communicate with others. Students who have strong _____ skills possess a high degree of self-awareness. They are able to concrete well and focus their thoughts and feelings on what is being taught. They understand themselves well and relate well to others. They are able to objectively assess their capabilities, set goals in a meaningful manner, and accurately judge their own performance. These students like to choose classroom projects and topics that best suit their interest. Students who are able to communicate internally in a meaningful manner benefit most from self-paced activities, independent projects, and research.

The body

is the main part of the composition. It explains the subject in detail and directly addresses the purpose of the writing. The main points should be clearly identified and supported by details. The main ideas should be sequenced to create a logical flow. Accuracy is critical, as students should be able to ensure that the points they make are supported by reliable evidence. Details and descriptive sentences are written in such a way as to make the composition interesting.

Register

or social variation, is the level of formality used when speaking or writing formal language, familiar language, or slang. It deals with the kind of language a person uses in particular social settings. In order to communicate effectively, language has to be appropriate to the individuals speaking and hearing it , and it also must match particular occasions and situations. For example, students talking to one another in a social setting would not use the same style of language as when engaged in an academic classroom discussion. Students and teachers adjust their style of speaking, or _____, to fit the setting. People learn to adjust their language, depending upon whom they are speaking with and the environment they are in.

Descriptive Writing

requires students to create a vivid impression of a person, place, or event by painting a picture of it with words, creating a sensory image for readers. Descriptive writing can be used in all genres of writing, including stories and poetry.

Expository Writing

requires students to explain or share information in reports, posters, diagrams, or charts.

Persuasive Writing

requires students to express an opinion, argue a point, or influence a belief. While a persuasive writing piece might present other viewpoint, it always supports the logic of an argument with evidence and is meant to sway the opinion of readers.

Narrative Writing

requires students to retell familiar stories, write sequels or new episodes for favorite characters, or compose original stories. Narrative writing may be entertaining or enlightening, fictitious or true.

Competency 5

requires that you understand the processes, conventions, and key elements of both written and oral communication

The conclusion

should provide a summary, resolution, call to action, or opinion. Students should understand that the last thing they say is as important as the first.

Speaking and writing mechanics are based on

the accepted conventions of Standard American English, including grammar, spelling, sentence structure, punctuation, word usage, and capitalization.

Writing process Stage 3: Revising

to look at something from a fresh, critical perspective and to see if the language and tone are consistent. When students revise their work, they make "big picture" changes.