• Recognize that talk is an important tool for communicating, for clarifying thinking, and for learning (*)
• Use talk to explore ideas and express understanding (*)
• Use talk to express and share feelings, ideas, and opinions
• Use talk to build relationships showing the basic courtesies of conversation and an understanding of when to speak and when to listen
• Use talk to share ideas and information in one-to-one, small group, and large group discussions
  • share ideas/knowledge in a clear manner (*)
  • encourage the contributions of others (*)
  • disagree courteously/sensitively (*)
  • take turns speaking
  • answer others' questions clearly and politely (*)
  • give reasons for opinions (*)
• Speak to describe (e.g., a person or place) (*)
• Speak to narrate (e.g., an incident from own experience)
• Speak to explain, report, and inform (e.g., give multi-step directions and instructions in accurate sequence; give short reports) (*)
• Speak to influence and persuade (e.g., speak to support own viewpoint) (*)
• Read aloud with enthusiasm and expression and speak to share and to entertain (e.g., recite short poetry selections, participate in dramatic speaking such as choral readings, improvisations, role plays, and readers' theatre)
• Experiment with speaking in formal situations (e.g., peer and other interviews, presentation at assembly) (*)

Students will extend their abilities by practising the behaviours of effective speakers

• Select and use the appropriate strategies and the language cueing systems and conventions before, during, and after speaking to ensure comprehensibility (or communication or understanding of ideas), including:
• Before
  • Identify purpose for speaking (*)
  • Identify personal and audience knowledge (*)
  • Use a variety of tools to access information and ideas relevant to presentation (*)
  • Generate ideas and consider appropriate ideas and information to include in presentation (*)
  • Choose appropriate format for purpose and audience
  • Organize ideas in appropriate format in preparation for sharing or presenting orally (e.g., demonstrate an ordered sense of story)
  • Rehearse and consider ways to enhance clarity of presentation (*)
  • Consider appropriate technology to communicate and enhance presentation (*)
  • Set and manage deadlines (*)
• During
  • Present ideas clearly and at a rate that enables others to follow (*)
  • Explain personal viewpoints in clear meaningful ways
  • use volume appropriate to the purpose, audience, and situation
  • Use level of language and vocabulary appropriate to audience and purpose
  • Use gestures, facial expressions, and visual aids to enhance meaning of talk
  • Acknowledge sources (*)
• After
  • Review feedback and questions asked by audience (*)
  • Consider ways to enhance clarity and impact of presentation (*)
  • Restate, in own words, one or two points made by others during discussions (*)
  • Appraise own and others' work (*)

Students will extend their abilities to assess strengths and set goals for future growth

• Reflect on and assess own speaking experiences using such tools as audio recordings, teacher conferences, and checklists (*)
• Consider which speaking strategies work best for them in particular situations (*)
• Set goals to improve personal speaking abilities
• Assess own contributions to community of learners and set personal goals for enhancing work with others

Learning Objectives for Grade 7
Speaking Skills

Learning Objectives describe specific learning outcomes. Below are listed specific learning objectives related to the foundational objectives for speaking

In addition, the following web sites are provided to assist teachers in reaching those objectives:

Web Resources | Lesson Plans | Home

• Recognize that talk is an important tool for communicating, for clarifying thinking, and for learning
• Use talk to explore ideas and express understanding
• Use talk to express and share feelings, ideas, and opinions
• Use talk to build relationships showing the basic courtesies of conversation and an understanding of when to speak and when to listen
• Use talk to share ideas and information in one-to-one, small group, and large group discussions
  • share ideas/knowledge clearly and logically (*)
  • encourage others to contribute
  • disagree courteously/sensitively
  • take turns speaking
  • answer others' questions clearly and politely
  • give reasons for opinions
  • add to others' ideas (*)
  • repeat points for clarification (*)
  • restate points already made for emphasis and reconsideration (*)
• Speak to describe (e.g., a person or place) and to narrate (e.g., an incident from own experience)
• Speak to explain, report, and inform (e.g., give multi-step directions and instructions in accurate sequence; give short reports)
• Speak to influence and persuade (e.g., speak to support own viewpoint)
• Read aloud with enthusiasm and expression and speak to share and to entertain (e.g., recite poems, participate in dramatic speaking such as choral readings, improvisations, role plays, and readers' theatre)
• Experiment with speaking in formal situations (e.g., meetings, presentation to adults)

Students will extend their abilities by practising the behaviours of effective speakers

• Select and use the appropriate strategies and the language cueing systems and conventions before, during, and after speaking to ensure comprehensibility (or communication or understanding of ideas), including:
• Before
  • Identify purpose for speaking
  • Identify personal and audience knowledge
  • Access information and ideas from a variety of sources
  • Generate ideas and consider appropriate ideas and information to include in presentation (*)
  • Choose appropriate format
  • Organize ideas in appropriate format in preparation for sharing or presenting orally (e.g., demonstrate logical order in an how-to-explanation)
  • Support key points with evidence and examples (*)
  • Rehearse and consider ways to enhance clarity of presentation
  • Consider appropriate technology to communicate and enhance presentation
  • Set and manage deadlines
• During
  • Present ideas clearly and at a rate that enables others to follow
  • Summarize personal viewpoint in clear and meaningful ways (*)
  • Use volume appropriate to the purpose, audience, and situation and modulate voice for effect (*)
  • Use level of language and vocabulary appropriate to audience and purpose
  • Use gestures, facial expressions, and visual aids to enhance meaning of talk
  • Respond to questions and comments concisely, clearly, and appropriately (*)
  • Acknowledge sources
• After
  • Review feedback and questions asked by audience
  • Consider ways to enhance clarity and impact of presentation
  • Summarize ideas discussed and state own view in light of discussion (*)
  • Appraise own and others' work

Students will extend their abilities to assess strengths and set goals for future growth

• Reflect on and assess own speaking experiences using such tools as audio recordings, teacher conferences, and checklists
• Consider which speaking strategies work best for them in particular situations
• Set goals to improve speaking abilities
• Assess own contributions to community of learners and set personal goals for enhancing work with others (*)

Learning Objectives for Grade 8
Speaking Skills

Learning Objectives describe specific learning outcomes. Below are listed specific learning objectives related to the foundational objectives for speaking

In addition, the following web sites are provided to assist teachers in reaching those objectives:

Web Resources | Lesson Plans | Home

• Recognize that talk is an important tool for communicating, for clarifying thinking, and for learning
• Use talk to explore ideas and express understanding
• Use talk to express and share feelings, ideas, and opinions
• Initiate conversation about a range of topics and respond appropriately when others initiate conversation (*)
• Use talk to share ideas and information in one-to-one, small group, and large group discussions
  • share ideas/knowledge clearly and logically
  • encourage others to contribute
  • disagree courteously/sensitively
  • take turns speaking
  • answer others' questions clearly and politely
  • give reasons for opinions and point of view (*)
  • add to others' ideas
  • repeat points for clarification
  • restate points already made for emphasis and reconsideration
  • summarize main ideas discussed and conclusions drawn (*)
• Speak to describe (e.g., a person or place) and to narrate (e.g., an incident from own experience)
• Speak to explain, report, and inform (e.g., give multi-step directions and instructions in accurate sequence; give reports and presentations)
• Speak to influence and persuade (e.g., speak to support own viewpoint)
• Read aloud with enthusiasm and expression and speak to share and to entertain (e.g., recite poems, participate in dramatic speaking such as choral readings, improvisations, role plays, and readers' theatre)
• Experiment with speaking in formal situations (e.g., interviews, mini-debates, meetings, presentation to adults)

Students will extend their abilities by practising the behaviours of effective speakers

• Select and use the appropriate strategies and the language cueing systems and conventions before, during, and after speaking to ensure comprehensibility (or communication or understanding of ideas), including:
• Before
  • Identify purpose for speaking
  • Identify personal and audience knowledge
  • Generate ideas and consider appropriate ideas and information to include in presentation
  • Access information and ideas from a variety of sources
  • Choose appropriate format
  • Organize ideas in appropriate format in preparation for sharing or presenting orally (e.g., demonstrate logical order in an how-to-explanation)
  • Support key points with evidence and examples (*)
  • Rehearse and consider ways to enhance clarity of presentation
  • Consider appropriate technology to communicate and enhance presentation
  • Set and manage deadlines
• During
  • Present ideas clearly and at a rate that enables others to follow
  • Explain personal viewpoint clearly
  • Use volume appropriate to the purpose, audience, and situation and modulate voice for effect (*)
  • Use level of language and tone to suit audience, purpose and situation (*)
  • Use gestures, facial expressions, and visual aids to enhance meaning of talk
  • Respond to questions and comments concisely, clearly, and appropriately (*)
  • Summarize key ideas (*)
  • Justify and support opinions (*)
  • Acknowledge sources
• After
  • Review feedback and questions asked by audience
  • Consider ways to enhance clarity and impact of presentation
  • Summarize ideas discussed and state own view in light of discussion
  • Appraise own and others' work

Students will extend their abilities to assess strengths and set goals for future growth

• Reflect on and assess own speaking experiences using such tools as audio recordings, teacher conferences, and checklists
• Consider which speaking strategies work best for them in particular situations
• Set goals to improve speaking abilities
• Assess own contributions to community of learners and set personal goals for enhancing work with others (*)

Learning Objectives for Grade 9
Speaking Skills

Learning Objectives describe specific learning outcomes. Below are listed specific learning objectives related to the foundational objectives for speaking

In addition, the following web sites are provided to assist teachers in reaching those objectives:

Web Resources | Lesson Plans | Home

• Recognize that talk is an important tool for communicating, for clarifying thinking, and for learning
• Use talk to explore ideas and express understanding
• Use talk to express and share feelings, ideas, and opinions
• Initiate conversation about a range of topics and respond appropriately when others initiate conversation (*)
• Use talk to share ideas and information in one-to-one, small group, and large group discussions
  • share ideas/knowledge clearly and logically
  • encourage others to contribute
  • disagree courteously/sensitively
  • take turns speaking
  • answer others' questions clearly and politely
  • give reasons for opinions and point of view
  • add to others' ideas
  • repeat points for clarification
  • restate points already made for emphasis and reconsideration
  • summarize main ideas discussed and conclusions drawn
  • analyze statements made by self and others (*)
  • generalize from several comments and points made (*)
• Speak to describe (e.g., a memorable character or a vivid scene) and to narrate (e.g., retell stories and memorable experiences)
• Speak to explain, report, and inform (e.g., give multi-step directions and instructions in accurate sequence; give reports and presentations)
• Speak to influence and persuade (e.g., speak to convince someone of a position or action, debate a point)
• Read aloud with enthusiasm and expression and speak to share and to entertain (e.g., recite poems, participate in dramatic speaking such as choral readings, improvisations, role plays, and readers' theatre)
• Experiment with speaking in formal situations (e.g., debates, meetings, presentation to an unfamiliar audience)

Students will extend their abilities by practising the behaviours of effective speakers

• Select and use the appropriate strategies and the language cueing systems and conventions before, during, and after speaking to ensure comprehensibility (or communication or understanding of ideas), including:
• Before
  • Identify purpose for speaking
  • Identify personal and audience knowledge
  • Generate ideas and consider appropriate ideas and information to include in presentation
  • Access information and ideas from a variety of sources
  • Choose appropriate format
  • Organize ideas in appropriate format and sequence ideas and information clearly and logically (*)
  • Support key points with evidence and examples
  • Rehearse and consider ways to enhance clarity of presentation
  • Consider appropriate technology to communicate and enhance presentation
  • Set and manage deadlines
• During
  • Present ideas clearly and at a rate that enables others to follow
  • Move smoothly and logically from one point to another (*)
  • Use volume appropriate to the purpose, audience, and situation and modulate voice for effect
  • Adjust level of language and tone to suit audience, purpose, and situation (*)
  • Adjust volume, tone, pitch, and pace of speech to create effect and enhance communication (*)
  • Use gestures, facial expressions, and visual aids and other non-verbal cues effectively to enhance meaning of talk (*)
  • Hold audience's attention (*)
  • Respond to questions and comments concisely, clearly, and appropriately
  • Summarize key ideas
  • Justify and support opinions
  • Acknowledge sources
• After
  • Review feedback and questions asked by audience
  • Consider ways to enhance clarity and impact of presentation
  • Summarize ideas discussed and state own view in light of discussion
  • Appraise own and others' work

Students will extend their abilities to assess strengths and set goals for future growth

• Reflect on and assess own speaking experiences using such tools as audio recordings, teacher conferences, and checklists
• Consider which speaking strategies work best for them in particular situations
• Set goals to improve speaking abilities
• Assess own contributions to community of learners and set personal goals for enhancing work with others (*)

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