August 1, 2012

Diane Foley, Network LeaderShirley Rouse-Bey, Achievement CoachDebbie White, Achievement CoachMarsha Volini, Achievement Coach

Today’s AgendaWelcome and IntroductionsActivity #1

An Overview of the Speaking, Listening, and Language Standards

BreakActivity #2

Literacy Focused StandardsComponents of a Unit OutlineCommon Core Aligned Instruction

LunchActivity #3

Supporting all students to access complex texts

Activity #4Tri-State Quality Review Rubric in Literacy

Overview of Standards Speaking & Listening Standard 1 Language Standard 6Connections to : ELA Shift 4 Danielson 3B Quality Review Indicator 1.2Video-The Socratic Seminar

Why Is Talk Important In Classrooms? Because participation in well-orchestrated discussions improves text comprehension: Helps students read critically and interpretively, prepares students to write about texts, supports vocabulary acquisition, develops students’ abilities to build text-based arguments and explicate (explain in a detailed and formal way) their reasoning. IFL

Current Practice

Think about your schoolWhat current practices around discussion

and language acquisition are evident in your school?

Record individually and then share at table- collect after presentation

Speaking & Listening Anchor Standard 1Comprehension and Collaboration (K-8)Prepare for and participate effectively in a

range of conversations and collaborations with diverse partners,

building on others’ ideas and expressing their own clearly and persuasively.

Pre-K Speaking and Listening Standard 1Comprehension and Collaboration

1. With guidance and support, participate in collaborative conversations with diverse partners about pre- kindergarten topics and texts with peers and adults in small and large groups.

a.Engage in agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

b.Engage in extended conversations.c.Communicate with individuals from different

cultural backgrounds

Language Anchor Standard 6Vocabulary Acquisition and Use (K-8)Acquire and use accurately a range of general

academic and domain-specific words and phrases sufficient

for reading, writing, speaking, and listening at the college and career readiness level; demonstrate

independence in gathering vocabulary knowledge when encountering an unknown term important to

comprehension or expression

Pre-K Language Standard 6

With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Table Talk and Share Out When you think of your teachers

incorporating these focus standards:Speaking and Listening Standard #1 and Language Standard #6, into lessons and curriculum units; what

types of activities/things do you now expect to :

1)See2)Hear In and outside of the classroom?

Table Talk and Share Out

Please record your thinking on the notes page at your table

Please then share out at your tables what you now expect to see and hear

Please chart your group responses

Common Core Shifts in Literacy

Shift 1 PK-5, Balancing Informational & Literary Texts

Shift 2 6-12, Knowledge in the Disciplines

Shift 3 Staircase of Complexity

Shift 4 Text-based Answers

Shift 5 Writing from Sources

Shift 6 Academic Vocabulary

Common Core Shift In ELA Shift 4 Text-based AnswersStudents have rich and rigorous

conversations which are dependent on a common text.

Teachers insist that classroom experiences stay deeply connected to the text on the page

and that students develop habits for making evidentiary arguments

both in conversation, as well as in writing to assess comprehension of a text.

Common Core Shift In ELA Shift 6 - Academic VocabularyStudents constantly build the vocabulary they need

to access grade level complex texts.By focusing strategically on comprehension of

pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and

less on esoteric literary terms (such as “onomatopoeia” or “homonym”),

Teachers constantly build students’ ability to access more complex texts across the content areas.

Socratic Seminar ConversationsWe will focus on:CCLS Standards for Speaking and Listening #1You will be assigned a specific grade standardTake a few minutes to read that standard on

the Checklist and refer to it as you view the Socratic video

Check off those grade level standards that you see or hear

How will the addition of speaking and listening standards shape classroom activities?

Socratic Seminarvideo

http://www.socraticseminars.com/education/socratic.html

Common Core State Standards and Socratic Seminars!

The regular and effective use of Socratic Seminars almost perfectly address Common Core State Standards, in addition, to modeling and encouraging civility in all students.

What do you think about this statement?

Danielson 3BQuestioning and discussion are the only

instructional strategies specifically referred to in the framework for teaching; this reflects their central importance to teachers’ practice. But in the framework, it is important that questioning and discussion are used as techniques to deepen student understanding, rather than serving as recitation, or a verbal “quiz.”

Danielson 3BClass discussions are animated, engaging all

students in important issues and in using their own language to deepen and extend their understanding. They may be based around questions formulated by the students themselves

Quality Review Rubric 2012-13Indicator 1.2 Develop teacher pedagogy from a coherent

set of beliefs about how students learn best that is informed by a research-based, common teaching framework and is aligned to curricula, engaging and meets the needs of all learners so that all students produce meaningful work products

Why Talk is Important In ClassroomsThere is an abundance of literature, on the effectiveness of classroom discussion as a means of improving children’s reading comprehension, and evidence-based reasoning, especially English Language Learners, where the opportunity to access a conversation, serves to scaffold their understanding

Vygotsky, 1978; Edwards & Mercer, 1987; Edwards & Westgate, 1994;Mercer, 1995; Nystrand, 1997; McNaughton, 2002

RESOURCES

Building Academic Language –Essential Practices for Content Classrooms –Grades 5-12

Jeff Zwiers

Content-Area Conversations-How to Plan Discussion-Based Lessons for Diverse Learners

Douglas Fisher Nancy Frey Carol Rothenberg

Thank You!!!

© AMNH / Denis Finnin

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