Written by Barbara Doherty and Charlotte Jaffe

Public Speaking for Kids was designed to help teachers teach youngsters the basic elements of good speaking and to instill in them a sense of confidence as they communicate orally with others. The book is divided into three sections: The First Steps, Putting It into Practice, and All Around Town.



In Section I students are presented with the basic elements of good speaking. They learn to use their voices correctly and to apply eye contact, body language, and facial expressions in the proper manner. Tips on varied ways to prepare for oral presentations are given. 



Section II offers a variety of speaking experiences, both formal and informal, for solo or group presentations. Students learn to use oral language for various purposes and for various audiences and gain poise and become more confident about speaking in front of a group. They will also learn to write speeches and to prepare for oral assignments. 



Section III provides a unique culminating activity that focuses on the students’ own community. Parents, teachers, other classes, and administrators will be invited to attend the event. After researching important sites within their community, students will develop talks about these interesting places. Using well-prepared speeches, students will act as tour guides and take the audience on a journey “all around the town.” 



Download the Table of Contents page here. 



Grades 4–8 



The lessons and activities in this book align with the following Common Core State Standards*:
CCSS.ELA-Literacy.SL.4.4, 4.5, 4.6
CCSS.ELA-Literacy.SL.5.4, 5.5, 5.6
CCSS.ELA-Literacy.SL.6.4, 6.5, 6.6
CCSS.ELA-Literacy.SL.7.4, 7.5, 7.6



Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. 

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. 



*Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers 

Title: Common Core State Standards English Language Arts 

Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington, D.C. 

Copyright Date: 2010