Listening, Speaking, and Classroom Communication

Active Listening Behaviors means showing with your body and your face that you are listening.

When we listen well, we can learn, follow directions, and be kind to others. Active listening helps in the classroom, at home, and with friends.

Good listeners do more than stay quiet. Good listeners look, stay calm, and wait their turn.

Let’s learn the three big active listening behaviors:

• Eye contact — looking at the speaker
• Still body — keeping your body calm and ready to listen
• No interrupting — waiting until the speaker is done

1. Eye Contact

Eye contact means your eyes are looking at the person who is talking. This shows, “I am listening to you.”

You do not need to stare. You just keep your eyes on the speaker most of the time.

When your teacher is giving directions, your eyes can look at the teacher. When a classmate is sharing, your eyes can look at your classmate.

• Eyes on the speaker
• Face turned toward the speaker
• Looking ready to listen

2. Still Body

A still body helps your brain listen. A still body is calm, quiet, and ready.

This does not mean your body must be perfect. It means you try to keep your hands, feet, and whole body from distracting yourself or others.

• Hands quiet
• Feet calm
• Body facing the speaker
• Mouth quiet while the other person talks

3. No Interrupting

Interrupting means talking while someone else is still talking. Active listeners wait.

If you have something to say, you can hold your thought in your mind. Then you speak when it is your turn.

Waiting your turn is respectful. It shows kindness and helps everyone hear the full message.

• Let the speaker finish
• Do not talk over someone
• Raise your hand if needed
• Speak when it is your turn

Why Active Listening Matters

Active listening helps you understand what people say. It helps you learn directions, stories, and ideas.

It also helps people feel important. When you listen, you show that their words matter.

What Active Listening Can Look Like

• Looking at the teacher during directions
• Sitting or standing calmly
• Keeping your mouth quiet
• Nodding your head
• Waiting until the speaker is done

What Active Listening Does Not Look Like

• Looking around the room
• Playing with objects
• Talking when someone else is talking
• Turning your body away from the speaker
• Making sounds that distract others

Worked Example 1: Listening to the Teacher

The teacher says, “Please put your book away and come to the rug.”

A student looks at the teacher, keeps a still body, and stays quiet until the teacher is done.

Is this active listening? Yes.

Why?

• The student used eye contact.
• The student kept a still body.
• The student did not interrupt.

Worked Example 2: Listening to a Classmate

Mia is sharing about her pet. Ben looks at Mia, but he keeps tapping his pencil and starts talking before Mia finishes.

Is this active listening? No.

Why not?

• Ben looked at the speaker, and that was good.
• But his body was not still.
• He interrupted before Mia was done.

How can Ben fix it?

• Put the pencil down.
• Keep his body calm.
• Wait until Mia finishes speaking.

Worked Example 3: Choosing the Best Listener

Who is showing active listening?

1. Ana looks at the speaker, keeps her hands quiet, and waits her turn.
2. Jay looks out the window and hums.
3. Leo shouts, “I know! I know!” while the teacher is talking.

Best answer: Ana.

Why? Ana is doing all three active listening behaviors: eye contact, still body, and no interrupting.

Worked Example 4: Fix the Behavior

Sara’s friend is talking. Sara turns her body away and whispers to another student.

What should Sara do to become an active listener?

• Turn her body toward her friend.
• Look at her friend.
• Stop whispering.
• Wait quietly until her friend is done.

Tips to Help You Remember

You can think: Eyes, Body, Wait.

• Eyes — look at the speaker
• Body — keep your body still
• Wait — do not interrupt

Before someone speaks, you can ask yourself:

• Are my eyes looking?
• Is my body calm?
• Am I waiting for my turn?

Let’s Practice

If your teacher is talking and you want to tell a story, what should you do?

You should keep your eyes on the teacher, keep your body still, and wait until it is your turn to speak.

If a friend is sharing and you are playing with your shoelace, are you showing a still body?

No. A still body means your hands and body stay calm so you can listen.

If you look at the speaker and stay quiet, are you showing active listening?

Yes, if you also keep your body calm and do not interrupt.

Summary

Active listening behaviors help you show that you are paying attention.

Remember the three big ideas: look at the speaker, keep a still body, and do not interrupt.

When you use active listening, you learn better and show respect to others.

Following Multi-Step Oral Directions means listening to directions, remembering them, and doing the steps in the right order.

Sometimes a teacher, parent, or friend will tell you more than one thing to do. You may hear directions like, “Pick up your pencil, open your notebook, and write your name.” That is a multi-step direction because it has more than one step.

When we follow multi-step oral directions, we use our ears to listen, our brain to remember, and our body to do each step.

Why is this important? Following directions helps you learn, stay safe, and work well with others. It helps in the classroom, at home, and on the playground.

Here is how to follow multi-step directions:

• Listen all the way to the end. Do not start too early.
• Think about the steps. Ask yourself, “What do I do first? Next? Last?”
• Do the steps in order. First things go first.
• Check your work. Ask yourself, “Did I do every step?”

Helpful clue words can tell you the order of steps.

• First means the step you do at the beginning.
• Next means the step you do after that.
• Then means another step comes after.
• Last means the final step.
• Before means one step happens earlier.
• After means one step happens later.

Let’s look at a direction with order words:

“First clap your hands, next touch your head, and last sit down.”

1. Clap your hands.
2. Touch your head.
3. Sit down.

If you sit down first, you did not follow the order. The order matters.

You can use a simple trick to remember directions:

• Say the steps quietly in your mind.
• Use your fingers to count the steps.
• Picture yourself doing each step.

For example, if there are 3 steps, you can think:

1. Step 1
2. Step 2
3. Step 3

Three steps can be counted like this: \(1, 2, 3\).

Worked Example 1

Direction: “Stand up, wave, and sit down.”

Let’s do it in order:

1. Stand up
2. Wave
3. Sit down

This direction has 3 steps. We follow each one from beginning to end.

Worked Example 2

Direction: “Pick up your crayon, draw a circle, and put the crayon down.”

Let’s think:

1. Pick up your crayon.
2. Draw a circle.
3. Put the crayon down.

If you put the crayon down before drawing, you missed the order. You need to draw the circle before putting the crayon down.

Worked Example 3

Direction: “Touch your nose, hop one time, then clap.”

Let’s break it apart:

1. Touch your nose.
2. Hop one time.
3. Clap.

The word then tells us another step comes after hopping.

Worked Example 4

Direction: “Before you sit down, put your book on the desk, push in your chair, and smile.”

This one is a little trickier because it uses the word before.

The direction says to do these things before sitting down:

1. Put your book on the desk.
2. Push in your chair.
3. Smile.
4. Sit down.

We have to listen carefully for clue words like before.

What should you do if you forget a step?

• Stop and think.
• Remember the order words.
• Ask politely, “Can you please say the directions again?”

It is okay to ask for help. Good listeners try their best and ask kindly when they need to hear the directions again.

Let’s practice listening in your mind.

If you hear, “Get your paper, write your name, and draw a star,” you can think:

1. Get paper.
2. Write name.
3. Draw a star.

That helps your brain hold the steps.

Tips for being a strong listener

• Look at the speaker.
• Keep your body calm.
• Keep your ears ready.
• Wait until all directions are said.
• Do the steps in order.

Remember: multi-step directions have three or more steps. Your job is to listen, remember, and do each step the right way.

Summary

Following multi-step oral directions means hearing several steps and doing them in the correct order. Listen to the whole direction, notice clue words like first, next, then, and last, and check that you did every step. With practice, you can become a careful and confident listener.

Complete Sentence Formulation means answering with a whole sentence, not just one word.

When someone asks a question, a complete sentence helps the listener understand your idea clearly. It sounds polite, strong, and easy to follow.

For example, if someone asks, “What is your name?” you can say, “My name is Mia.” That is better than saying only, “Mia.”

In first grade, we practice saying our thoughts in full sentences when we talk to teachers, friends, and classmates.

A complete sentence has a full idea. It tells who or what, and it tells something about that who or what.

• Who or what: the person, animal, or thing
• Tells something: the action or idea

Look at this sentence: The dog runs.

• The dog tells who
• runs tells what the dog does

That is a complete sentence because it has a full idea.

Now look at: Runs.

This is not a complete sentence. We do not know who runs.

Look at: The dog.

This is also not a complete sentence. We know who, but we do not know what the dog does.

When you answer a question, you can use some of the question words in your answer. This helps you make a full sentence.

Question: What do you like to eat?

Short answer: Pizza.

Complete sentence: I like to eat pizza.

Question: Where is your book?

Short answer: Desk.

Complete sentence: My book is on my desk.

You can start many answers with helpful sentence starters.

• I am...
• I like...
• My favorite is...
• It is...
• The ___ is...
• I can...

These starters help your words sound complete.

Remember to use a capital letter at the beginning and an end mark at the end when you write a complete sentence.

• Statement: I have a red pencil.
• Question: Do you have a red pencil?

When you speak, you do not show capitals and periods, but you still say the whole idea clearly.

Let’s learn a simple way to answer in a complete sentence.

1. Listen to the question.
2. Think about what it is asking.
3. Start with a sentence starter.
4. Say the whole idea.

You can think: Question + whole idea = complete sentence answer.

Worked Example 1

Question: What color is the ball?

One-word answer: Blue.

Complete sentence answer: The ball is blue.

Why it works: It tells what we are talking about, the ball, and it tells something about it, is blue.

Worked Example 2

Question: Who is your teacher?

One-word answer: Mrs. Lee.

Complete sentence answer: My teacher is Mrs. Lee.

Why it works: It answers the question with a full idea.

Worked Example 3

Question: What are you doing?

One-word answer: Reading.

Complete sentence answer: I am reading.

Why it works: It tells who is doing the action, I, and what is happening, am reading.

Worked Example 4

Question: Why do you like recess?

Short answer: Fun.

Better complete sentence: I like recess because it is fun.

Why it works: It gives a full answer and explains the reason.

Let’s compare short answers and complete sentences.

• Short: Yes.
  Complete: Yes, I do.
• Short: No.
  Complete: No, I do not.
• Short: Playground.
  Complete: I play on the playground.
• Short: Dog.
  Complete: I see a dog.

Here are some classroom question-and-answer examples.

• Question: How are you?
  Answer: I am fine.
• Question: Do you need help?
  Answer: Yes, I need help.
• Question: Where is your folder?
  Answer: My folder is in my backpack.
• Question: Are you ready?
  Answer: Yes, I am ready.

Sometimes a complete sentence can be very short.

I ran. is a complete sentence.

It is short, but it still tells who and what happened.

Sometimes children make answers that are too short. That is okay while learning. We can fix them.

If a student says, Crayons, we can help turn it into a complete sentence:

I have crayons. or The crayons are on the table.

Tips for speaking in complete sentences

• Say the person, place, or thing.
• Tell the action or idea.
• Use words from the question.
• Speak clearly and slowly.
• Make sure your answer gives a full idea.

Let’s practice changing short answers into complete sentences.

Question: What do you see?

Short answer: A bird.

Complete sentence: I see a bird.

Question: Where do you sit?

Short answer: Chair.

Complete sentence: I sit in my chair.

Question: Do you like books?

Short answer: Yes.

Complete sentence: Yes, I like books.

Now remember this simple check:

• Did I answer the question?
• Did I say a whole idea?
• Did I use a complete sentence?

If the answer is yes, you are doing a great job.

Summary

A complete sentence gives a full idea. When you answer questions, try not to use only one word.

Instead, say who or what, and tell something about it. For example, say “I am drawing.” instead of only “Drawing.”

Using complete sentences helps you speak clearly in class and helps others understand you.

Conversational Turn-Taking means taking turns when we talk.

When one person is speaking, the other person listens. Then, when the speaker is finished or pauses, it is the next person’s turn to talk.

Taking turns in a conversation helps everyone feel heard. It also helps people understand each other.

Why is turn-taking important?

• It shows respect.
• It helps us listen.
• It keeps voices from talking at the same time.
• It helps conversations stay calm and clear.

What does good turn-taking look like?

• Look at the person who is speaking.
• Use a quiet body and listening ears.
• Wait until the speaker is done.
• Listen for a natural pause.
• Then speak in your turn.

A natural pause is a small stop in talking. It can happen when someone finishes a sentence or shares an idea.

When you hear that pause, you may begin speaking. You do not need to rush. You can wait for your turn.

What should we not do?

• Do not talk over someone.
• Do not interrupt.
• Do not shout your idea while someone else is speaking.

If you really want to share, you can hold your thought in your mind. Then say it when it is your turn.

Helpful turn-taking words

• “Can I have a turn?”
• “Now it is your turn.”
• “I’m listening.”
• “May I say something?”
• “Go ahead.”

How to take turns in a conversation

1. Listen to the speaker.
2. Wait quietly.
3. Hear the speaker finish or pause.
4. Speak when it is your turn.
5. Let the next person have a turn too.

Worked Example 1: Two friends talking

Liam says, “I saw a big dog at the park.”

Maya listens and waits.

Liam finishes speaking.

Then Maya says, “I saw a dog too!”

Why is this good? Maya waited until Liam was done. She did not talk over him.

Worked Example 2: What should you do?

Your classmate says, “My favorite fruit is…” and you know you want to say “apples!” right away.

Best choice: Wait. Listen until your classmate finishes. Then say, “My favorite fruit is apples.”

Why? Waiting gives your classmate a full turn.

Worked Example 3: In a small group

Three students are sharing ideas about pets.

• Ava says, “I like cats because they are soft.”
• Ben waits.
• Ava finishes.
• Ben says, “I like fish because they are quiet.”
• Now Cara waits for Ben to finish.
• Then Cara says, “I like dogs because they like to play.”

Why is this good? Each person gets a turn. Everyone listens. Everyone is heard.

Worked Example 4: Fix the conversation

Jay says, “I built a tall tower—”

Sam talks at the same time and says, “Me too! Mine was bigger!”

This is not good turn-taking because Sam interrupted Jay.

Let’s fix it:

• Jay says, “I built a tall tower.”
• Sam listens and waits.
• Jay finishes.
• Then Sam says, “Me too! Mine was bigger!”

Now both children get a turn.

Tips for remembering your turn

• Keep your idea in your mind.
• Raise your hand in class if needed.
• Take a breath and wait.
• Watch the speaker for signs they are done.

Turn-taking in the classroom

We use turn-taking during partner talk, group work, class sharing, and play time.

When we take turns, we are kind speakers and kind listeners.

Let’s practice

If your friend is talking, what do you do first?

Answer: Listen and wait.

If your friend stops and looks at you, what can you do?

Answer: It may be your turn to speak.

If two people talk at the same time, what should happen?

Answer: One person stops, listens, and lets the other person finish.

Summary

Conversational turn-taking means one person talks and the other person listens. Then the next person speaks at a natural pause or when the speaker is finished.

Good turn-taking is respectful, calm, and fair. When we wait, listen, and do not interrupt, everyone gets a chance to share.

Asking Clarifying Questions means asking a question when you do not understand something.

Sometimes a person is talking, and you miss a word. Sometimes the directions are too fast. Sometimes a word is new. When this happens, it is okay to ask for help.

Asking clarifying questions helps you listen better, learn better, and know what to do.

Good readers, listeners, and speakers ask questions. Asking questions is a smart thing to do.

When do we ask a clarifying question?

• When we did not hear something
• When we do not know what a word means
• When directions are confusing
• When we are not sure what to do next

What can we say?

• Can you please say that again?
• I did not hear that part.
• What does that word mean?
• Can you explain that?
• Can you show me?
• Which one do I use?
• Do we do this first or next?

These are polite question words and phrases:

• please
• can you
• what does ___ mean?
• do you mean ___?

When we ask a clarifying question, we use a kind voice. We wait for the speaker to finish. Then we ask our question.

How to ask a clarifying question

1. Listen carefully.
2. Think: What part do I not understand?
3. Ask a question about that part.
4. Listen to the answer.

Let’s learn the 3 big kinds of clarifying questions.

1. Asking someone to repeat

If you did not hear the words, you can ask the person to say them again.

• Can you say that again, please?
• I missed that. Can you repeat it?
• Can you say the last part again?

2. Asking what a word means

If you hear a word you do not know, ask what it means.

• What does that word mean?
• What is a habitat?
• Can you tell me what “enormous” means?

3. Asking for more explanation

If the idea or direction is confusing, ask for more help.

• Can you explain that?
• Can you show me how?
• What do I do first?
• Do I color first or cut first?

Worked Example 1: Asking to repeat

The teacher says, “Put your paper in the blue tray after you write your name.”

You only hear, “Put your paper...” and then you miss the rest.

You can ask: “Can you please say that again?”

This is a good clarifying question because you did not hear the full direction.

Worked Example 2: Asking what a word means

A classmate says, “My backpack is heavy because it is full.”

You do not know the word heavy.

You can ask: “What does heavy mean?”

This is a good clarifying question because you are asking about one word you do not understand.

Worked Example 3: Asking for more explanation

The teacher says, “Draw the setting from the story.”

You know how to draw, but you do not know what setting means.

You can ask: “What does setting mean?”

If you still feel unsure, you can also ask: “Can you show me?”

This is a good clarifying question because you are asking for help with a confusing word and the task.

Worked Example 4: Asking about steps

Your partner says, “First fold the paper, then cut on the line, then glue it.”

You are not sure what to do after folding.

You can ask: “What do I do after I fold the paper?”

You could also ask: “Do I cut next?”

This is a good clarifying question because you are asking about the next step.

How do we know if a question is a clarifying question?

A clarifying question helps you understand something better.

It is about the part that is confusing.

For example:

• Yes: “Can you repeat that?”
• Yes: “What does that word mean?”
• Yes: “Can you show me what to do first?”
• No: “What is your favorite color?”

The last question is a question, but it does not help you understand the lesson or directions. So it is not a clarifying question.

Tips for asking clarifying questions in class

• Look at the speaker.
• Listen first.
• Raise your hand if needed.
• Use polite words.
• Ask about the confusing part.
• Listen to the answer carefully.

Sentence starters you can use

• Can you say that again, please?
• I do not understand this part.
• What does ___ mean?
• Can you explain that another way?
• Can you show me how?
• What do I do next?

Let’s think together.

If you do not hear the directions, should you stay confused? No.

If you do not know what a word means, should you guess and worry? No.

You can ask a clarifying question. That helps you learn.

Quick practice

Read each situation. Think of a good clarifying question.

• The teacher talks too quietly. You miss the last words.
• You hear a new word in a story.
• You do not know whether to use crayons or pencils.

Good answers might be:

• Can you say the last part again, please?
• What does that word mean?
• Should I use crayons or pencils?

Remember: Asking clarifying questions is not a bad thing. It shows that you care about understanding.

Summary

Asking clarifying questions means asking for help when something is not clear.

You can ask someone to repeat, explain, define a word, or show you what to do.

Use polite words, ask about the confusing part, and listen to the answer. That is how good learners understand more every day.

Answering WH- Questions helps us listen carefully and give the right kind of answer.

WH- questions often begin with these words: who, what, where, when, why, and how.

Each question word asks for a different kind of answer. When we know what the question word means, we can answer clearly.

Let’s learn what each WH- word asks.

• Who asks about a person or people.
• What asks about a thing, an action, or an idea.
• Where asks about a place.
• When asks about time.
• Why asks for a reason.
• How asks about the way something happens or is done.

Here are some simple clues:

• If you hear who, think: “Which person?”
• If you hear what, think: “Which thing?” or “What happened?”
• If you hear where, think: “Which place?”
• If you hear when, think: “At what time?”
• If you hear why, think: “For what reason?”
• If you hear how, think: “In what way?”

Good listeners do three important things when answering WH- questions:

1. Listen to the whole story or sentence.
2. Listen for the question word.
3. Answer with the kind of information the question asks for.

Sometimes a short answer is okay. Sometimes a full sentence is even better.

For example, if the question is “Who is painting?” you can say “Mia.” A fuller answer is “Mia is painting.”

Now let’s look at each question word more closely.

Who asks about a person.

Examples:

• Who is your teacher?
• Who is holding the ball?

Your answer should name a person: “My teacher is Ms. Lee.” or “Sam is holding the ball.”

What asks about a thing or what is happening.

Examples:

• What is on the table?
• What did Ana draw?

Your answer might be: “A book is on the table.” or “Ana drew a cat.”

Where asks about a place.

Examples:

• Where is the dog?
• Where are the children playing?

Your answer tells the place: “The dog is in the yard.” or “The children are playing at the park.”

When asks about time.

Examples:

• When do we eat lunch?
• When did the story happen?

Your answer tells the time: “We eat lunch at noon.” or “The story happened in the morning.”

Why asks for a reason.

Examples:

• Why is Ella wearing boots?
• Why did Ben smile?

Your answer gives the reason: “Ella is wearing boots because it is raining.” or “Ben smiled because he was happy.”

How asks about the way something happens.

Examples:

• How did the baby bird move?
• How do you open the box?

Your answer tells the way: “The baby bird moved slowly.” or “I open the box by lifting the lid.”

Tip: The question word helps you know what kind of answer to give.

If the question says where, do not answer with a person. If the question says who, do not answer with a place.

Worked Example 1

Listen to this short story:

“Liam has a red kite. He runs to the park and flies it after school.”

Question: Who has a red kite?

Step 1: Find the question word: who.

Step 2: Who asks about a person.

Step 3: The person in the story is Liam.

Answer: Liam has a red kite.

Worked Example 2

Listen to this short story:

“Nora put her lunchbox on the table in the kitchen.”

Question: Where did Nora put her lunchbox?

Step 1: Find the question word: where.

Step 2: Where asks about a place.

Step 3: The place in the story is on the table in the kitchen.

Answer: Nora put her lunchbox on the table in the kitchen.

A shorter answer is: On the table in the kitchen.

Worked Example 3

Listen to this short story:

“Jay woke up early because he was going on a class trip.”

Question: Why did Jay wake up early?

Step 1: Find the question word: why.

Step 2: Why asks for a reason.

Step 3: The reason is he was going on a class trip.

Answer: Jay woke up early because he was going on a class trip.

Worked Example 4

Listen to this short story:

“At bedtime, Mom read a story softly to Ava.”

Question 1: When did Mom read a story to Ava?

Step 1: The question word is when.

Step 2: When asks about time.

Step 3: The time in the story is at bedtime.

Answer: Mom read a story to Ava at bedtime.

Question 2: How did Mom read the story?

Step 1: The question word is how.

Step 2: How asks about the way something happened.

Step 3: The story says Mom read softly.

Answer: Mom read the story softly.

Let’s practice thinking about the question word first.

• Who is carrying the bag? → Answer with a person.
• What is in the box? → Answer with a thing.
• Where is the class going? → Answer with a place.
• When will the game start? → Answer with a time.
• Why is the baby crying? → Answer with a reason.
• How did the turtle walk? → Answer with the way it happened.

Sometimes stories have many details. We need to choose the detail that matches the question.

Example story: “On Saturday morning, Zoe and her dad baked muffins at home for breakfast.”

• Who baked muffins? → Zoe and her dad.
• When did they bake muffins? → On Saturday morning.
• Where did they bake muffins? → At home.
• Why did they bake muffins? → For breakfast.
• What did they bake? → Muffins.

This shows that one story can answer many different WH- questions.

Helpful sentence starters can make your answers strong:

• Who? → “___ is/are ...”
• What? → “It is ...” or “They did ...”
• Where? → “It is at/in/on ...”
• When? → “It happened in the morning/after school/at night ...”
• Why? → “Because ...”
• How? → “It happened slowly/quickly/softly ...”

Be careful of common mistakes.

• Do not answer a who question with a place.
• Do not answer a where question with a person.
• Do not answer a when question with a reason.
• For why, try to tell because.
• For how, tell the way something was done.

Try this simple plan every time:

1. Hear the story.
2. Hear the WH- word.
3. Think: person, thing, place, time, reason, or way.
4. Say the answer clearly.

Summary

WH- questions help us talk about stories and what we hear. Who asks about a person, what asks about a thing or action, where asks about a place, when asks about time, why asks for a reason, and how asks about the way something happens.

When you listen carefully and match the question word to the right kind of answer, you can answer WH- questions correctly and confidently.

Retelling Spoken Information means telling back what you heard.

When we retell, we listen carefully and then say the important parts in the right order.

This helps us show that we understood a story, directions, or something a teacher read aloud.

Good retelling answers this idea: What happened first, next, and last?

When you listen, you do not have to say every single word again. You tell the main parts.

Think of retelling like putting story steps in a line.

• First
• Next
• Then
• Last

How to retell spoken information

1. Listen carefully. Keep your ears ready and your body calm.
2. Think about the big parts. What was most important?
3. Put the parts in order. Ask: What happened first? What happened after that? What happened at the end?
4. Tell it back in your own words. You can use simple words.

Helpful clue words can help you retell.

• first
• next
• then
• last

Sometimes you may also hear words like before and after. These words help us know the order.

What should you include in a retell?

• Who or what the speaker talked about
• The most important actions or events
• The order the events happened

What can you leave out?

• Tiny details that are not very important
• Words that do not change the big idea

Let’s learn with examples.

Worked Example 1

What you hear: “Sam put on his shoes. He grabbed his backpack. Then he went to school.”

Think: What happened first, next, and last?

• First: Sam put on his shoes.
• Next: He grabbed his backpack.
• Last: He went to school.

Retell: “First Sam put on his shoes, next he grabbed his backpack, and last he went to school.”

This retell is good because it tells the main parts in the correct order.

Worked Example 2

What you hear: “The class planted a seed. They watered it every day. Soon a green sprout popped up.”

Find the main parts:

• They planted a seed.
• They watered it every day.
• A sprout popped up.

Retell: “First the class planted a seed. Next they watered it every day. Last a green sprout popped up.”

Notice that the retell does not copy every word. It keeps the important ideas.

Worked Example 3

What you hear: “Mia lost her library book at home. She looked under the couch. Then she found it in her room and put it in her bag.”

Let’s put it in order:

• First: Mia lost her library book at home.
• Next: She looked under the couch.
• Then: She found it in her room.
• Last: She put it in her bag.

Retell: “First Mia lost her library book at home. Next she looked under the couch. Then she found it in her room. Last she put it in her bag.”

This example has four parts instead of three, and that is okay. We still tell them in order.

Worked Example 4

What you hear: “Our teacher read a book about ducks. After the story, we talked about what ducks eat. Then we drew duck pictures.”

Ask yourself:

• What happened first?
• What happened after that?
• What happened last?

Answer:

• First: The teacher read a book about ducks.
• Next: The class talked about what ducks eat.
• Last: They drew duck pictures.

Retell: “First our teacher read a book about ducks. Next we talked about what ducks eat. Last we drew duck pictures.”

Tips for strong retelling

• Listen all the way through.
• Think about the big events.
• Use order words like first, next, then, and last.
• Say it simply.
• Keep the events in order.

Let’s compare.

Spoken information: “Ben washed his hands, ate lunch, and threw away his trash.”

Good retell: “First Ben washed his hands, next he ate lunch, and last he threw away his trash.”

Not as good: “Ben ate lunch and washed his hands and trash.”

The second one is not as good because the events are mixed up and not clear.

If retelling feels hard, try this:

1. Touch one finger for each part you hear.
2. Say the parts quietly to yourself.
3. Use order words to tell them back.

You can practice retelling at school and at home.

• Retell a story your teacher read.
• Retell the steps for washing hands.
• Retell what you did in the morning.

Remember: Retelling spoken information means listening, thinking about the important parts, and saying them back in the right order.

When you use order words, your listener can understand your retell more easily.

Summary

To retell spoken information, listen carefully for the main parts. Then say those parts back in order using words like first, next, then, and last. You do not need every little detail. You just need the important ideas in the right order.

Describing Experiences with Specific Details

Sometimes we tell about something that happened to us. This is called an experience. When we use specific details, our listener can understand our story better.

Specific details tell what we saw, heard, felt, smelled, tasted, and how we felt inside. These details make our speaking clear and interesting.

Why specific details matter

If you say, “I went to the park,” that is a start. But your listener may still wonder many things.

If you say, “I went to the park and heard birds sing. I felt happy when I went down the big slide,” your listener can make a picture in their mind.

Good speakers tell:

• Where it happened
• What happened
• What they noticed with their senses
• How they felt

Use your five senses

Your senses help you add details to your story.

• I saw ...
• I heard ...
• I smelled ...
• I tasted ...
• I felt ...

Here are some detail words you can use:

• Sight: bright, red, big, tiny, shiny
• Sound: loud, quiet, soft, noisy
• Touch: warm, cold, smooth, rough, wet
• Smell: sweet, stinky, fresh
• Taste: yummy, salty, sweet, sour
• Feelings: happy, excited, proud, scared, sad, surprised

Start with a simple sentence, then add details

A simple sentence tells the basic idea. Then you can make it stronger by adding details.

Simple: “I had lunch.”

With details: “I had lunch at school. My pizza was warm and cheesy. I felt hungry, then happy when I ate it.”

A good way to tell about an experience

1. Say when or where it happened.
2. Tell what happened.
3. Add sense details.
4. Tell your feeling.

You can use sentence starters like these:

• “One day, I ...”
• “At the park, I ...”
• “I saw ...”
• “I heard ...”
• “It felt ...”
• “I felt ...”

Worked Example 1

Plain sentence: “I went outside.”

Let’s add details.

• Where? outside in my yard
• What did I see? green grass
• What did I feel? warm sun
• How did I feel inside? happy

Better sentence: “I went outside in my yard. I saw green grass and felt the warm sun. I felt happy.”

Why this is better: It tells where the child was, what the child saw, what the child felt, and the child’s feeling.

Worked Example 2

Plain sentence: “I went to a birthday party.”

Let’s add details.

• What did I see? blue balloons
• What did I hear? children singing
• What did I taste? sweet cake
• How did I feel? excited

Better sentence: “I went to a birthday party. I saw blue balloons and heard children singing. I ate sweet cake and felt excited.”

Worked Example 3

Plain sentence: “I went to the beach.”

Let’s add more details.

• What did I see? big waves
• What did I hear? splash, splash
• What did I feel? wet sand on my feet
• How did I feel inside? playful and happy

Better sentence: “I went to the beach with my family. I saw big waves and heard the water go splash, splash. The sand felt wet on my feet. I felt playful and happy.”

Worked Example 4

Plain sentence: “I read a book at school.”

Let’s make it more specific.

• Where? on the reading rug
• What did I see? bright pictures
• What did I hear? my teacher’s calm voice
• How did I feel? calm and interested

Better sentence: “At school, I read a book on the reading rug. I saw bright pictures and heard my teacher’s calm voice. I felt calm and interested.”

Tips for speaking clearly

• Speak in a strong, clear voice.
• Tell events in order.
• Add 2 or 3 details, not just 1.
• Say how you felt.
• Look at your listener if you can.

Let’s compare

Not many details: “I had fun at recess.”

More specific details: “At recess, I played tag with my friends. I heard kids laughing and felt the cool wind. I was excited and had fun.”

The second one helps the listener know more. It paints a picture with words.

Helpful question words

If you are not sure what to say, ask yourself these questions:

• Where was I?
• Who was there?
• What happened?
• What did I see or hear?
• What did it feel like?
• How did I feel?

Try this pattern

You can use this easy speaking pattern:

“I was at ____. I saw ____. I heard ____. It felt ____. I felt ____.”

Example: “I was at Grandma’s house. I saw a fluffy cat. I heard it purr. Its fur felt soft. I felt calm.”

What makes a strong experience story?

• It is about something real that happened to you.
• It has clear details.
• It uses sense words.
• It tells feelings.

Brief Summary

When you describe an experience, tell more than just what happened. Add specific details about what you saw, heard, felt, smelled, tasted, and how you felt inside. These details help your listener understand your story and enjoy hearing it.

Volume, Enunciation, and Pacing help us speak so other people can hear us and understand us.

When we talk, we do not just say words. We also choose how loud to be, how clearly to say the words, and how fast or slow to speak.

These three speaking skills are important at school, at home, and with friends. They help us share ideas, answer questions, and tell stories.

Let’s learn the three parts:

• Volume means how loud or quiet your voice is.
• Enunciation means saying words clearly.
• Pacing means how fast or slow you speak.

1. Volume: How loud or quiet you speak

Your voice should match the place you are in. If your voice is too quiet, people cannot hear you. If your voice is too loud, it can hurt ears or interrupt others.

Think about three kinds of voices:

• Whisper voice: very quiet
• Talking voice: just right for most classroom talking
• Presentation voice: a little louder so the whole room can hear

You can ask yourself, “Can my listener hear me clearly?” If not, you may need a stronger voice.

Good times to use different volume:

• Whisper voice when someone is resting or when your teacher asks for a very quiet voice.
• Talking voice when speaking to a partner or small group.
• Presentation voice when sharing with the class.

2. Enunciation: Saying words clearly

Enunciation means you open your mouth and say each word clearly. When you enunciate, your listener can understand your words.

If you mumble, your words may sound blurry. Clear speech helps people know what you mean.

To enunciate well:

• Open your mouth when you speak.
• Say the whole word.
• Do not rush through the sounds.
• Use your lips and tongue to shape the words.

For example, instead of saying something in a mushy way, say each word clearly: “I would like a red crayon.”

3. Pacing: How fast or slow you speak

Pacing means the speed of your speech. If you speak too fast, your listener may miss some words. If you speak too slow, it may be hard to follow your idea.

The best pace is smooth and easy to understand.

A good pace means:

• Not racing through the words
• Not stretching every word too long
• Taking small pauses when needed

Pauses are little stops. They help your listener understand your message. A pause can happen at the end of a sentence or between ideas.

For example: “My favorite animal is a turtle. It moves slowly. It has a hard shell.” The small stops make the speech easier to understand.

Why these skills matter

When you use the right volume, clear enunciation, and good pacing, people can listen better. This helps in many school activities.

• Answering the teacher’s question
• Reading out loud
• Telling a story
• Sharing an idea with a partner
• Speaking in front of the class

How to remember all three

You can check your speaking with these questions:

1. Volume: Am I too loud, too quiet, or just right?
2. Enunciation: Am I saying the words clearly?
3. Pacing: Am I speaking too fast, too slow, or just right?

Worked Example 1: Talking to one friend

Situation: You are telling your partner, “I finished my drawing.”

Think: You are close to one person, so you do not need a very loud voice.

Good choice:

• Volume: talking voice
• Enunciation: say each word clearly
• Pacing: normal speed

What it sounds like: “I finished my drawing.”

This works because your partner can hear and understand you.

Worked Example 2: Sharing with the class

Situation: You are standing in front of the class and saying, “My favorite food is pizza.”

Think: The whole class needs to hear you.

Good choice:

• Volume: presentation voice
• Enunciation: clear words
• Pacing: a little slower than talking to one friend

What it sounds like: “My favorite food is pizza.”

This works because everyone in the room has a better chance to hear each word.

Worked Example 3: Speaking too fast

Situation: A student says, “Mydogranfastatthepark!”

Problem: The words run together. The pacing is too fast, and the enunciation is not clear.

Fix it:

• Slow down
• Say each word
• Add small pauses if needed

Better way: “My dog ran fast at the park.”

Now the sentence is easy to understand.

Worked Example 4: Speaking too quietly

Situation: The teacher asks, “What is your answer?” You whisper, “Three.”

Problem: The teacher may not hear you.

Fix it:

• Use a stronger voice
• Say the word clearly
• Do not rush

Better way: “Three.”

Now your answer can be heard and understood.

Practice tips

• Stand or sit up tall when you speak.
• Look toward your listener.
• Take a breath before you begin.
• Open your mouth and say the whole word.
• Slow down if your words start to run together.
• Make your voice match the room.

Try it yourself

Say this sentence three ways: “I can read this sentence.”

• First, say it in a whisper voice.
• Next, say it in a talking voice.
• Last, say it in a presentation voice.

Now say it again very fast. Was it easy to understand? Then say it at a good pace. Which one sounded clearer?

Finally, say it with your mouth barely open. Then say it with clear enunciation. Which one helped the listener more?

Speaking checklist

• My voice is the right loudness.
• I am saying words clearly.
• I am not speaking too fast.
• I am not speaking too slow.
• My listener can understand me.

Summary

Volume is how loud or quiet your voice is. Enunciation is saying words clearly. Pacing is speaking at a speed that is easy to understand.

When you use all three together, you become a strong speaker. People can hear you, understand your words, and follow your ideas.

Topic Maintenance means staying on the same topic when people are talking.

When we talk with a teacher, a friend, or the class, we listen to the topic and say words that match that topic. This helps everyone understand the conversation.

If the class is talking about pets, then our words should be about pets. If we suddenly start talking about ice cream, we are off topic.

Why is topic maintenance important?

• It helps people understand us.
• It shows we are listening.
• It helps the group learn together.
• It keeps the conversation calm and clear.

How can I stay on topic?

1. Listen first. What is everyone talking about?
2. Think. Is my idea about the same thing?
3. Speak about that topic. Use words that match.
4. Keep going on the same idea. Do not jump to a new subject.

You can ask yourself:

• What are we talking about?
• Does my answer match?
• Am I helping the conversation stay on the same subject?

On topic means your words match the subject.

Off topic means your words do not match the subject.

Example 1: Easy

The teacher says, “What do you like to do at recess?”

On-topic answer: “I like to swing.”

This answer stays on recess.

Off-topic answer: “My dog is brown.”

This answer is about a dog, not recess.

Example 2: Staying with a partner

Two students are talking about their favorite fruit.

Student A says, “I like apples.”

On-topic answer: “I like bananas.”

Both students are talking about fruit.

Off-topic answer: “I have new shoes.”

New shoes are not part of the fruit topic.

Example 3: A longer conversation

Topic: things we see at the park.

Student A says, “I see trees at the park.”

Student B says, “I see birds.”

Student C says, “I see a slide.”

These are all on topic because they are all about the park.

If Student C says, “My birthday cake was blue,” that is off topic.

Example 4: When the topic changes

Sometimes the teacher or class changes to a new topic. Then we change with them.

First topic: weather.

Teacher says, “Is it sunny or rainy today?”

Good answer: “It is sunny.”

Then the teacher changes the topic and says, “What should we wear on a rainy day?”

Now a good answer is: “We should wear boots.”

This is still good topic maintenance because the speaker listened and followed the new topic.

Helpful sentence starters

• “I think ___.”
• “I like ___ because ___.”
• “I also see ___.”
• “My idea is about ___.”
• “I want to say something about ___.”

What if I want to say something different?

If you have a new idea that does not match the topic, wait until the right time.

You can listen, remember your idea, and share it later when the topic changes.

Tips for great topic maintenance

• Keep your eyes and ears on the speaker.
• Say one idea that matches the topic.
• If you are not sure, listen to another person first.
• Use words from the question in your answer.

Let’s practice thinking:

If the question is, “What is your favorite animal?” an on-topic answer could be, “My favorite animal is a cat.”

If the question is, “What do you eat for breakfast?” an on-topic answer could be, “I eat cereal.”

Each answer matches the question. That is topic maintenance.

Summary

Topic maintenance means staying on the same subject when you talk. Good speakers listen to the topic, think about it, and give an answer that matches. When you stay on topic, everyone can understand and learn together.

Building on Peer Contributions means listening to what a classmate says and then adding to it.

When we build on a friend's idea, we do not start with a brand-new idea right away. First, we show that we heard our classmate. Then we add a connected thought.

This helps everyone have a strong conversation. It shows listening, kindness, and teamwork.

You can build on a classmate's idea by:

• saying the classmate's name,
• telling what they said,
• adding your own idea,
• or kindly saying a different idea.

Here are some sentence starters you can use:

• I heard ___ say...
• ___ said...
• I want to add to what ___ said.
• I agree with ___ because...
• I have a different idea from ___.
• My idea is connected to ___'s idea.

Why do we do this?

• It shows we are listening.
• It helps our ideas fit together.
• It helps everyone feel important.
• It makes classroom talk clearer.

How to do it step by step:

1. Listen carefully to your classmate.
2. Think: What did my classmate say?
3. Say their idea in a short way.
4. Add your idea or a different idea.

Here is a simple pattern:

Classmate's name + what they said + my idea

For example: Mia said the story was funny. I agree because the dog jumped in the mud.

Worked Example 1

The class is talking about a story.

Ben says, "The rabbit was fast."

A good way to build on Ben's idea is: Ben said the rabbit was fast. I want to add that it was fast because it was scared.

Why is this a good answer?

• It says Ben's name.
• It tells Ben's idea.
• It adds a new idea.

Worked Example 2

The class is talking about weather.

Lila says, "It is windy today."

A good response is: Lila said it is windy today. I agree, and I saw the leaves moving.

Why does this work?

• It shows listening.
• It connects to Lila's words.
• It adds more information.

Worked Example 3

The class is talking about lunch.

Noah says, "Apples are crunchy."

A good response is: Noah said apples are crunchy. I have a different idea. Some apples are soft.

This is still building on Noah's idea because the speaker talks about Noah's idea first and then gives a different thought in a kind way.

Worked Example 4

The class is talking about recess.

Ava says, "I like the swings."

A stronger answer is: Ava said she likes the swings. My idea is connected because I like the slide at recess.

This answer works because it stays on the same topic and adds another idea about recess.

Let’s compare.

If Ava says, "I like the swings," which answer builds on her idea?

• Good: Ava said she likes the swings. I like the monkey bars.
• Not as good: My shoes are red.

The first answer matches the topic. The second answer does not connect to Ava's idea.

Kind words matter.

Sometimes you may not agree. That is okay. You can still be respectful.

Try saying:

• I heard Jay say the book was sad. I had a different feeling. I thought it was sweet.
• Ella said the game was easy. I think some parts were hard.

These responses are kind because they do not sound mean. They share a different idea in a calm way.

Tips to remember:

• Look at the speaker.
• Listen to the whole idea.
• Use the speaker's name.
• Stay on the same topic.
• Add something that fits.
• Use kind words.

You can practice with this easy frame:

___ said ___. I want to add ___.

___ said ___. I agree because ___.

___ said ___. I have a different idea: ___.

Brief Summary

Building on peer contributions means listening to a classmate, saying their idea, and then adding your own connected thought. You can agree, add more, or kindly share a different idea. When you do this, you show good listening and help the class talk together.

Respectful Expression of Opinions means sharing what you think in a kind way.

Sometimes, we do not all think the same thing. That is okay. People can like different games, foods, books, and ideas.

We can tell our opinion without being mean. We can listen to others, use calm words, and give a reason for what we think.

What is an opinion?

An opinion is what you think or feel. It is not something everyone has to agree with.

• "I like apples best."
• "Blue is the prettiest color."
• "Recess is the best part of the day."

These are opinions because different people may think different things.

What does respectful mean?

Respectful means kind, calm, and polite. When we speak respectfully, we show that other people's thoughts matter too.

Respectful words can sound like this:

• "I think..."
• "I feel..."
• "I like... because..."
• "I do not agree, but..."
• "I hear your idea."
• "My opinion is..."

How to share an opinion respectfully

1. Listen first. Let the other person finish talking.
2. Use kind words. Start with words like "I think" or "I feel."
3. Say your opinion. Tell what you think.
4. Give a reason. Tell why you think that.
5. Stay calm. Use a quiet voice and a kind face.

A good sentence frame is:

"I think _____ because _____."

Another good sentence frame is:

"I do not agree. I think _____ because _____."

Words to use

• please
• thank you
• I think
• I feel
• because
• maybe
• can we

Words not to use

• "You're wrong!"
• "That's dumb!"
• "No!" shouted loudly
• Mean names

Unkind words can hurt feelings. Kind words help people talk and learn together.

Why do we give a reason?

A reason tells why you think something. A reason helps others understand your opinion.

Look at these two sentences:

• "I like this book."
• "I like this book because it has funny pictures."

The second sentence is better for sharing an opinion because it gives a reason.

Worked Example 1: Sharing a simple opinion

Question: How can you share your opinion about fruit in a respectful way?

Opinion: You like bananas best.

Reason: They are sweet.

Respectful answer: "I think bananas are the best because they are sweet."

This works because it uses kind words and gives a reason.

Worked Example 2: Disagreeing kindly

Question: Your friend says, "Red is the best color." You like blue better. What can you say?

Respectful answer: "I do not agree. I think blue is the best color because it reminds me of the sky."

This works because you do not say anything mean. You share your own idea and give a reason.

Worked Example 3: Talking in class

Question: The class is choosing a read-aloud book. One student wants a dinosaur book. You want an animal book. What can you say?

Respectful answer: "I hear your idea. I think we should read the animal book because I want to learn about pets."

This works because you listen to the other idea first, then share your opinion kindly.

Worked Example 4: Fixing an unkind answer

Unkind answer: "No! That book is boring!"

Let's fix it.

• Say your opinion kindly.
• Give a reason.

Better answer: "I do not agree. I think another book would be better because I like funny stories."

This new answer is respectful and clear.

Helpful sentence starters

• "I think... because..."
• "My opinion is... because..."
• "I like... because..."
• "I do not agree. I think... because..."
• "I understand your idea, but I think..."

When someone shares an opinion with you

• Look at the speaker.
• Listen quietly.
• Do not interrupt.
• Think about their reason.
• Answer kindly.

Respectful expression of opinions in the classroom

In school, students work and talk together every day. You may choose a game, talk about a story, or decide how to do a project.

When you speak respectfully, everyone feels safer and happier. It helps the class learn together.

Remember

• It is okay to think something different.
• It is not okay to be rude.
• Use kind words.
• Give a reason.
• Listen to others too.

Quick practice

If someone says, "Dogs are the best pets," and you like cats better, you can say:

"I do not agree. I think cats are the best pets because they are soft and quiet."

Brief Summary

Respectful expression of opinions means telling what you think in a kind and calm way. You can use sentence starters like "I think" and "I do not agree," and you should give a reason by using "because." Good listeners also show respect by listening carefully and answering politely.

Oral Presentations are when you stand up, look at your audience, and talk so others can learn from you.

In 1st grade, an oral presentation can be very short. You might talk about a toy, a pet, a book, a picture, or something you learned.

When you give an oral presentation, you are sharing your ideas with words. You want your audience to hear you, understand you, and enjoy listening.

Why do we practice oral presentations?

• They help us speak clearly.
• They help us share our ideas.
• They help us listen to others.
• They help us feel brave and ready to talk in front of a group.

What does a good oral presentation look like?

A good oral presentation is clear, organized, and easy to follow.

You do not need to say a lot. You just need to say your ideas in order.

There are 3 easy parts to an oral presentation:

1. Beginning — Tell what you will talk about.
2. Middle — Share 2 or 3 facts or details.
3. End — Finish with a closing sentence.

Beginning

In the beginning, say your topic. This tells the audience what your presentation is about.

You can start with sentences like these:

• Today I will talk about my dog.
• I want to tell you about my favorite book.
• This is my shell from the beach.

Middle

In the middle, give a few details. Details are little facts that help people learn more.

You can tell:

• what it is
• what it looks like
• where it came from
• why it is important to you
• what it does

End

At the end, tell the audience you are done. A closing sentence helps your presentation feel finished.

You can end with sentences like these:

• That is why I like my toy.
• Thank you for listening.
• Now you know about my plant.

How to speak during a presentation

• Stand still or keep your body calm.
• Face the audience.
• Speak in a clear voice.
• Say your words slowly.
• Look up sometimes instead of only looking down.

What can your hands do?

Your hands can hold your object gently. You can also point to your picture or item when you talk about it.

Try not to wave your hands too much. Calm hands help the audience watch and listen.

What can your eyes do?

Your eyes can look at the class, your teacher, or different people in the room. You do not need to stare at one person the whole time.

Looking at the audience helps you seem ready and confident.

What if you feel nervous?

Many children feel nervous before speaking. That is okay.

You can try these steps:

• Take a slow breath.
• Hold your paper or object.
• Practice first.
• Remember that your class is there to listen.
• Speak one sentence at a time.

How to get ready

1. Pick your topic.
2. Think of 2 or 3 things to say.
3. Put your ideas in order.
4. Practice out loud.
5. Stand up and share.

A simple plan you can use

• Sentence 1: My topic is ____.
• Sentence 2: It is ____.
• Sentence 3: I like it because ____.
• Sentence 4: Thank you for listening.

Worked Example 1: Talking about a favorite fruit

Topic: apple

Plan:

• Beginning: Today I will talk about an apple.
• Middle: It is red. It is crunchy. I eat it at lunch.
• End: That is why I like apples. Thank you for listening.

Presentation:

Today I will talk about an apple. It is red. It is crunchy. I eat it at lunch. That is why I like apples. Thank you for listening.

Why this works: The speaker says the topic first, gives clear details, and ends with a closing sentence.

Worked Example 2: Showing a classroom object

Topic: pencil

Plan:

• Beginning: This is my pencil.
• Middle: It is yellow. I use it to write. It has an eraser.
• End: My pencil helps me do my work. Thank you for listening.

Presentation:

This is my pencil. It is yellow. I use it to write. It has an eraser. My pencil helps me do my work. Thank you for listening.

Why this works: The speaker talks in order and shares facts the class can understand.

Worked Example 3: Talking about a pet

Topic: cat

Plan:

• Beginning: I want to tell you about my cat.
• Middle: Her name is Dot. She is soft. She likes to nap.
• End: I love my cat very much. Thank you for listening.

Presentation:

I want to tell you about my cat. Her name is Dot. She is soft. She likes to nap. I love my cat very much. Thank you for listening.

Why this works: The speaker shares a name and simple details. The audience learns about the pet easily.

Worked Example 4: Talking about a picture you made

Topic: drawing

Plan:

• Beginning: Today I will share my drawing.
• Middle: I drew a tree. I used green and brown. I made it on Friday.
• End: I am proud of my picture. Thank you for listening.

Presentation:

Today I will share my drawing. I drew a tree. I used green and brown. I made it on Friday. I am proud of my picture. Thank you for listening.

Why this works: The speaker tells what the picture is, gives details, and ends politely.

Things to remember

• Stay on your topic.
• Use short, clear sentences.
• Tell your ideas in order.
• Use a strong voice.
• End with a closing sentence.

Good audience behavior

When someone else gives an oral presentation, you are part of the audience. Good listeners help the speaker feel safe and respected.

• Look at the speaker.
• Keep your body quiet.
• Listen to the words.
• Wait until the end to clap or ask a question.

If the teacher asks questions

After a presentation, someone may ask a simple question. Listen carefully, then answer with a short sentence.

Example:

• Question: What color is your kite?
• Answer: My kite is blue.

Let’s practice planning

If your topic is my favorite book, your plan could be:

• Beginning: I want to tell you about my favorite book.
• Middle: It has funny pictures. It is about a dog. My family reads it with me.
• End: That is why I like this book. Thank you for listening.

Easy checklist for your presentation

• Did I say my topic?
• Did I give 2 or 3 details?
• Did I speak clearly?
• Did I look up?
• Did I end with a closing sentence?

Summary

An oral presentation is a short talk you give to an audience. Good presentations have a beginning, a middle, and an end.

Say your topic first, share a few details, and finish with a closing sentence. Speak clearly, look up, and remember that practice helps you do your best.

Nonverbal Communication means sending a message without words.

Sometimes we talk with our face, hands, and body. This helps other people know how we feel and what we mean.

For example, a smile can show happiness. A wave can say hello. A nod can mean yes.

Learning nonverbal communication helps us in class, at home, and with friends. It helps us listen better and speak more clearly.

There are many kinds of nonverbal communication.

• Facial expressions: what your face shows
• Hand gestures: what your hands do
• Posture: how your body stands or sits
• Eye contact: looking at the person you are listening to or talking to

1. Facial expressions

Your face can show feelings.

• A smile can show you are happy or friendly.
• A frown can show you are sad or upset.
• Wide eyes can show surprise.

If your friend drops a toy and looks sad, you can tell how your friend feels by looking at their face.

2. Hand gestures

Your hands can send a message too.

• A wave can mean hello or goodbye.
• A thumbs-up can mean good job.
• Pointing can show where something is.
• Raising your hand can show that you want to speak.

In class, raising your hand is a helpful nonverbal way to show you have something to say.

3. Posture

Posture is how your body stands or sits.

• Sitting up straight can show you are ready to learn.
• Turning your body toward a speaker can show you are listening.
• Slumping may show tiredness or sadness.

Your body can help others understand if you are paying attention.

4. Eye contact

Eye contact means looking at the person who is speaking.

Eye contact can show respect and listening. It helps people know you are paying attention.

You do not need to stare. A gentle look is enough.

Nonverbal communication can match words.

When your body matches your words, your message is clear.

If you say, “Thank you,” with a smile, the words and face match.

If you say, “I am happy,” but you are frowning, the message can feel confusing.

Worked Example 1

Mia sees her teacher. Mia smiles and waves.

What is Mia saying without words?

Mia is showing a friendly greeting. Her smile and wave say, “Hello!”

Worked Example 2

Leo wants to answer a question in class. He sits up straight and raises his hand.

What is Leo showing?

Leo is showing that he is ready and wants to speak. His posture and hand gesture help the teacher understand.

Worked Example 3

Ava says, “I like your drawing,” and she smiles.

Do Ava’s words and face match?

Yes. Ava’s smile matches her kind words. This makes her message clear and friendly.

Worked Example 4

Ben says, “I am listening,” but he looks away and slumps in his chair.

Do Ben’s words and body match?

No. His body does not look ready or focused. Looking away and slumping can make it seem like he is not listening.

How to use nonverbal communication in class

• Look at the speaker.
• Sit or stand in a calm, ready way.
• Raise your hand when you want to talk.
• Smile when you want to be friendly.
• Nod to show you understand.

How to read nonverbal communication

• Look at the person’s face.
• Notice what their hands are doing.
• Notice how their body is sitting or standing.
• Think about how these clues help explain the words.

Nonverbal communication helps us be kind, clear, and good listeners.

When we use our face, hands, eyes, and body in a helpful way, other people understand us better.

Summary

Nonverbal communication is communication without words. We use facial expressions, hand gestures, posture, and eye contact to share meaning. When our body matches our words, our message is easier to understand.