Speaking and Listening in Grades 3-5 - Santee School District...Speaking and Listening in Grades 3-5...

Speaking and Listening

in Grades 3-5

Nancy Frey, PhD

Santee School District

Standards committees formed

1993

1% of all information communicated on two-

way systems

Dial-up Internet services introduced

(c) Frey & Fisher, 2008

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focused Instruction

Guided

Instruction

“I do it”

“We do it”

“You do it

together” Collaborative

Independent “You do it

alone”

A Structure for Instruction that Works

GRR

doesn’t just

happen.

Re-create the magic every day.

Why Focus

on Purpose?

• Are students accessing grade level standards?

• Do students know what they are expected to learn, not just what they are expected to do?

• How is instructional time used?

• How does the teacher know when a learning goal has been met?

• Provides students with

examples of the

cognitive work they are

expected to do

• Provides students with

academic language

• Taps into innate ability

to imitate or mimic

others

Why Focus

on Modeling?

Why Focus on

Guided Instruction?

• Targets instructional

needs

• Provides feed forward

instruction, not just

feedback

• Provides for Tier 2

(RTI2) supplemental

intervention

Why Focus

on Collaborative

Learning?

• Students must interact, using academic language, if they are to reach proficiency

• Provides teachers time for small group guided instruction

• Transfer of responsibility to students

What instructional

moves does the

teacher use to

gradually release

cognitive

responsibility?

Video Analysis

GRR in 3rd Grade Math

• [video available on YouTube’s Fisher

and Frey Channel]

“Fewer, Clearer, Higher”

Goals of the CCSS-ELA

16 • College- and career-ready

• Technology-savvy

• Prepared for global economy

• Use of critical thinking skills

“Read like a detective, write like a reporter.”

What are the significant shifts?

K 1 2 3 4 5 6 7 8 9-10 11-12

State standards were forward-mapped

Existing State Standards

K 1 2 3 4 5 6 7 8 9-10 11-12

Anchor standards are backward-mapped

Backward design of CCSS-ELA standards

Key Features of the Standards

Text types, responding to

reading, and research.

Flexible communication and collaboration.

Text complexity and the growth of comprehension.

Academic language,

vocabulary, and effective use.

All must be present for literacy learning.

pp. 12-20

4 Domains • Reading (10 Literary & 10 Informational) • Writing (10) • Speaking and Listening (6) • Language (6)

Anchored K-12 College and Career-Readiness (CCR)

First Steps 1. What are your

speaking and

listening goals for

your class?

2. What is the first, small

change you can begin

tomorrow?

3. What is the easiest

thing you can change?

4. How will your grade

band look and learn

from one another?

Speaking and Listening

Anchor Standards Chapter 4

The Pivotal Standards

CCSS Speaking and Listening Anchor Standards

Talk occurs on

grade level

topics,

texts, and

issues.

To acquire a new language, you must use it, not merely listen to others using it.

TALK

K-2 Features • Following the rules of discussion

• Moving from participation to turn taking

• Sustaining discussion through questioning

• Adult support

3-5 Features • Preparation for discussion

• Yielding and gaining the floor

• Posing and responding to questions

• From explaining own ideas to explaining the

ideas of others

6-8 Features • Using evidence to probe and reflect

• Collegial discussions include goals and deadlines

• Questions connect ideas from several speakers

• Acknowledge new information

9-10 Features • Use prepared research in discussion

• Voting, consensus, and decision making

• Ensure hearing full range of opinions or options

• Summarize and synthesize points of disagreement

11-12 Features • Civil, democratic discussions

• Questions probe reasoning and evidence

• Resolving contradictions

• Determine what additional info is needed

Comprehension and Collaboration

1. Prepare for and participate in collaborations with

diverse partners, building on each others’ ideas and expressing their own clearly

and persuasively.

SL 4.1 c

Domain RL- Reading Standards for Literature RI- Reading Standards for Informational Text RF- Reading Standards: Foundational Skills W- Writing Standards SL- Speaking and Listening Standards L- Language Standards

Grade Level

Standard (numbered 1 to 6 or 1 to 10,

depending on the number of anchors

in each strand)

Element (applies to some

standards…a, b,c,…)

• What is familiar?

• What is new?

• What may be challenging

to students?

• What may be

challenging to us?

As a team, trace one anchor standard as it evolves from Kindergarten through grade 12. • What will need to be taught? • What experiences will they

require?

Be prepared to share!

Comprehension and Collaboration

“Integrating multiple sources of information…”

Comprehension and Collaboration

“Evaluate a speaker’s point of view…”

Comprehension and Collaboration Anchor Standard 3: Evaluate a speaker’s reasoning, and use of evidence

and rhetoric.

Grade 3

“Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.”

Grade 5

“Summarize the points a speaker makes and

explain how each claim is supported by reasons

and evidence.”

Constrained vs. Unconstrained Skills

Phonemic

Awareness

Phonics

Fluency

Constrained vs. Unconstrained Skills

Comprehension

Vocabulary

ABC Brainstorming Chart

Work with a partner to brainstorm

concepts, terms, and activities

associated with VOCABULARY and

COMPREHENSION.

How many can your team

come up with in 3 minutes?

Compare papers with others at your table and

add terms to your own. How many

terms did you collectively

gather?

How do these

classrooms

support

comprhension and

vocabulary

development?

Accountable Talk

• Accountability that discussions are on the topic

• Accountability to use accurate information

• Accountability to think deeply about what is being said

Describes high levels of engagement and critical thinking among learners

Promoting Oral Language

Accountable talk

• Press for clarification and explanation: Could you describe what

you mean?

• Require justification of proposals and challenges: Where did

you find that information?

• Recognize and challenge misconception: I don’t agree because

...

• Demand evidence for claims and arguments: Can you give me

an example?

• Interpret and use each other’s statements: David suggested … Institute for Learning, University of Pittsburgh

Accountable

Talk sounds

like…

Accountable Talk requires

conversational moves by the

teacher.

Don’t say something

students can say.

Tip #1: Begin with

the end in mind

How have you helped today?

Did you offer help?

Did you ask for help?

Did you accept help?

Did you nicely decline help so

you could try it yourself?

Teach

students a

helping

curriculum

Tip #2: Start Small

Tip #3: Start where

You’re comfortable

Tip # 4: Look to Learn

Next Steps 1. What are your

speaking and

listening goals for

your class?

2. What is the first, small

change you can begin

tomorrow?

3. What is the easiest

thing you can change?

4. How will your grade

band look and learn

from one another?

Thank you!

www.fisherandfrey.com