Resource Blog #1: Speaking and Listening in Content Area Learning
This resource is an article written by Douglas Fisher and Nancy Frey, which discusses the importance of speaking and listening in the classroom in order to increase literacy. Research shows that children develop listening comprehension at a faster pace than reading comprehension. Fisher and Frey argue that if we as teachers increase speaking and listening comprehension in the classroom, then reading comprehension is sure to follow.
This article is a great resource for content-area teachers to check out because not only does it explain the importance of speaking and listening in the classroom, but it also provides anchor standards for speaking and listening in each grade level. In addition to that, it also lists examples to incorporate speaking and listening into the classroom, such as Readers' Theatre and Presentations. This article is informational and practical at the same time. Teachers can refer to this resource in order to increase reading comprehension in their classroom in a unique way.
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I found this to be a great resource to read. I really liked the examples they gave that were evidence-based speaking and listening instructional routines. One that really stuck out to me in particular was the Reciprocal Teaching. This practice lends itself to being able to walk the students through the steps of working through a content-area text by having them read a chunk of the text and then take turns predicting, questioning, clarifying, and summarizing. I believe this would be extremely helpful in a math or science classroom with dense texts.
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I love the idea of speaking and listening in the classroom to increase content-area literacy. A lot of classrooms do not really encourage much talking or peer interaction so it is really cool to see that talking and communicating can be really important to children’s literacy. Speaking to each other and communicating with each other, they are able to bounce ideas and thoughts of each other which can help them create a better understanding for what they have read.
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