Speaking Objectives (Grade 5)

By the end of grade 5, most students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audiences. Students prepare materials with audiences, time, and place in mind. Students use oral language to clarify and extend their understanding.

Most students select a focus, organizational structure, and point of view for an oral presentation. They decide what to say and how to say it. They clarify and support spoken ideas with evidence and examples. Most students engage the audience with appropriate verbal cues, facial expressions, and gestures.

By the end of grade 5, most students deliver narrative presentations that establish a situation, plot, point of view, and setting with descriptive words and phrases. Most students show the listeners, through their descriptions, what happens. Students deliver informative presentations about an important idea, issue, or event by framing questions to guide listeners, establishing a central idea or topic, and developing the topic with simple facts, details, examples, and explanations. Students also deliver oral responses to literature and other texts or presentations. These responses include both personal responses and textual evidence or examples from the work to support insights and conclusions. Students respect and respond sensitively to the ideas, opinions, and interpretations of others.

Foundational Objective: Speak to express information, thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.

participate in a variety of shared language experiences (e.g., dramatization, role play, interviewing, reader's theatre, choral speaking, storytelling, dramatic reading)
share ideas, observations, and experiences courteously during structured small and large group talk, and accept responsibility for fulfilling own role as a group member
prepare and present narrative presentations that establish a situation, point of view, and setting, and relate events in an effective sequence
prepare and present talks and oral reports on a specific topic using pre-established organizers, supporting examples or evidence, and visual aids to engage and inform an audience

Foundational Objective: Learn about and practise the skills and strategies of effective speakers.

Before Speaking:

decide what to say and how to say it
use personal experiences and prior knowledge as a basis for exploring and expressing opinions and understanding
seek others' viewpoints to build on personal responses and understanding
organize ideas and information in ways that clarify and shape understanding
locate additional information needed for a particular form, audience(s), or purpose(s)
organize information and ideas into categories (e.g., who, what, where, when, why, how) using a variety of strategies (e.g., webs, graphic organizers, sequences, charts)
choose forms (e.g., news stories, interviews, diagrams) appropriate to a variety of audiences and purposes

During Speaking

express and respond to ideas and opinions concisely and clearly
experiment with forms (e.g., audiovisual) and the incorporation of dramatic elements or visual aids to engage the audience
experiment with words and sentence patterns to create interest and variety
select and use appropriate volume, gesture, and intonation, and make adjustments for different purposes and audiences
use language appropriate to audience, purpose, and situation
support personal opinions, insights, and conclusions with examples and evidence
respond sensitively and respectfully to others

After Speaking:

work co-operatively with others in small groups on structured tasks
ask others for their ideas and express interest in their contributions
show consideration for those whose ideas, abilities, and language differ from their own

Foundational Objective: Assess strengths and set goals for future growth.

set goals to enhance the development of own speaking skills and strategies

Assessment Techniques for Speaking (Grade 5)

Sample assessment techniques include:

observation and developmental checklists (p. 124-125)
anecdotal records
oral language assessment (p. 128)
oral presentation and group work assessments (p. 130-137)
self-assessment (p. 126).

Instructional Suggestions for Speaking (Grade 5)

Sample instructional activities include:

model and discuss speaking strategies, techniques, and forms
plan lessons that require students to speak in a variety of formal and informal contexts (e.g., class discussions, small group discussions, announcements, storytelling, explaining what they have learned about a topic)
provide opportunities for students to practise speaking skills and strategies on a regular basis
engage students in activities to expand their repertoire of speaking skills
provide opportunities for students to reflect upon their speaking behaviours, skills, and strategies in a variety of ways
support students in setting goals to expand their repertoire of speaking skills and strategies
use activities such as:
- mini-lessons
- sharing circles
- talking circles
- read alouds
- booktalks
- storytelling
- role playing and dramatizations
- interviewing
- class meeting
- daily oral presentations
- fish bowl activity
- co-operative learning groups.