Directions

The ability to give clear oral directions is a skill that can be taught and practised in the context of English language arts activities.

Before Giving Directions

The teacher and students should consider the requirements for giving clear directions and prepare a list such as the following:

• structure the "direction-giving" talk beforehand
  
• organize instructions sequentially and logically
  
• include adequate supporting description and detail
  
• provide relevant, accurate, and complete information.

While Giving Directions

The students should:

• be certain there is a sequence of steps or an organized set of rules
  
• use key words that provide description and detail and allow for mutual understanding
  
• follow the same rules they would for other oral presentations regarding speech, volume, tone, and nonverbals
  
• use effective listening strategies by focusing on the speaker's information, listening for details, asking appropriate questions, and restating the speaker's words.

The following are examples of direction-giving talks students might prepare in the context of language arts activities:

• explaining how a board game works, if the game was constructed as a result of a reading selection or in response to another English language arts activity
  
• explaining how to make bannock, if extended activities involving foods were planned to accompany Literature Circles.

After Giving Directions

Self-assessment may take the form of a learning log or journal entry. Peer evaluation might include discussion (e.g., "Did the group understand what was to be done and how to do it? What was one especially good quality of the presentation? What might be one suggestion for improvement?"). Teacher assessment could be conducted using a checklist similar to the one on the following page.

Sample Direction-giving Assessment: Anecdotal Notes