SPEAK IT (3) - is an 16 page workbooklet with many practical every day speaking and listening tasks. SPEAK IT is all about communicating with those around us using verbal or speaking skills as well as understanding body language and listening skills. We often read or write small amounts of information every day and we often have to share with others. Sometimes we combine reading, writing and speaking skills and to help others understand our thoughts. We often use speaking skills without realising it, so this workbooklet will help you understand what skills you already use when speaking and learn some new ones!
Key topics include: types of speaking, when we speak or listen, speech tools, everyday speaking, putting it all into practice. This workbooklet is filled with active, visual and practical tasks for primary or lower secondary and special education students and offers staff flexibility about who delivers the workbooklet and how many tasks are completed. See also the corresponding literacy READ IT (1) and WRITE IT (2) workbooklets.
With an easy-to-follow format, a non-specialist teacher or teacher aide can deliver this workbooklet with confidence, add ideas and many student will self-direct their learning.
This workbooklet also includes a Student Learning Checklist and Assessment for Learning Feedback sheets.
Key topics include: types of speaking, when we speak or listen, speech tools, everyday speaking, putting it all into practice. This workbooklet is filled with active, visual and practical tasks for primary or lower secondary and special education students and offers staff flexibility about who delivers the workbooklet and how many tasks are completed. See also the corresponding literacy READ IT (1) and WRITE IT (2) workbooklets.
With an easy-to-follow format, a non-specialist teacher or teacher aide can deliver this workbooklet with confidence, add ideas and many student will self-direct their learning.
This workbooklet also includes a Student Learning Checklist and Assessment for Learning Feedback sheets.
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