Speaking and Listening - Illinois Literacy in Action ... interrelationship between oral and written...
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Speaking and Listening ISBE ELA Content Specialists
Speaking and Listening - Illinois Literacy in Action ... interrelationship between oral and written language is illustrated on this slide, using the distinction linguists make bet\
Review the Speaking and Listening Anchor Standards
Identify resources for the speaking and listening standards.
College and Career Readiness (CCR) Anchor Standards are divided into four interrelated literacy strands.
CCR ELA/Literacy Strands
College & Career Readiness Anchor Standards
Reading Writing Speaking & Listening Language
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If literacy levels are to improve, the aims of the English language arts classroom, especially in the earliest grades, must include oral language in a purposeful, systematic way, in part because it helps students master the printed word. Besides having intrinsic value as modes of communication, listening and speaking are necessary prerequisites of reading and writing (Fromkin, Rodman, & Hyams, 2006; Hulit, Howard, & Fahey, 2010; Pence & Justice, 2007; Stuart, Wright, Grigor, & Howey, 2002). The K-12 Speaking and Listening Standards offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Appendix A
Receptive Language
Expressive Language
Oral Language
Listening Speaking
WrittenLanguage
Reading(Decoding &
Comprehension)
Writing (handwriting,
spelling, written composition)
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The interrelationship between oral and written language is illustrated on this slide, using the distinction linguists make between receptive language (language that is heard, processed, and understood by an individual) and expressive language (language that is generated and produced by an individual) Oral language development precedes and is the foundation for written language development; in other words, oral language is primary and written language builds on it. Children’s oral language competence is strongly predictive of their facility in learning to read and write: listening and speaking vocabulary and even mastery of syntax set boundaries as to what children can read and understand no matter how well they can decode (Catts, Adolf, & Weismer, 2006; Hart & Risley, 1995; Hoover & Gough, 1990: Snow, Burns, & Griffin, 1998). For children in preschool and the early grades, receptive and expressive abilities do not develop simultaneously or at the same pace: receptive language generally precedes expressive language. Children need to be able to understand words before they can produce and use them. Oral language is particularly important for the youngest students. Hart and Risley (1995), who studied young children in the context of their early family life and then at school, found that the total number of words children had heard as preschoolers predicted how many words they understood and how fast they could learn new words in kindergarten. Preschoolers who had heard more words had larger vocabularies once in kindergarten. Furthermore, when the students were in grade 3, their early language competence from the preschool years still accurately predicted their language and reading comprehension. The preschoolers who had heard more words, and subsequently had learned more words orally, were better readers. In short, early language advantage persists and manifests itself in higher levels of literacy. A meta-analysis by Sticht and James (1984) indicates that the importance of oral language extends well beyond the earliest grades. As illustrated in the graphic below, Sticht and James found evidence strongly suggesting that children’s listening comprehension outpaces reading comprehension until the middle school years (grades 6–8). Appendix A
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As illustrated in the graphic on the slide, Sticht and James found evidence strongly suggesting that children’s listening comprehension outpaces reading comprehension until the middle school years (grades 6–8). Additional Background Information: The research strongly suggests that the English language arts classroom should explicitly address the link between oral and written language, exploiting the influence of oral language on a child’s later ability to read by allocating instructional time to building children’s listening skills, as called for in the Standards. The early grades should not focus on decoding alone, nor should the later grades pay attention only to building reading comprehension. Time should be devoted to reading fiction and content-rich selections aloud to young children, just as it is to providing those same children with the skills they will need to decode and encode. This focus on oral language is of greatest importance for the children most at risk—children for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson & Smith, 1994). Ensuring that all children in the United States have access to an excellent education requires that issues of oral language come to the fore in elementary classrooms. Appendix A
Read Aloud
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Generally, teachers will encourage children in the upper elementary grades to read texts independently and reflect on them in writing. However, children in the early grades—particularly kindergarten through grade 3—benefit from participating in rich, structured conversations with an adult in response to written texts that are read aloud, orally comparing and contrasting as well as analyzing and synthesizing (Bus, Van Ijzendoorn, & Pellegrini, 1995; Feitelstein, Goldstein, Iraqui, & Share, 1993; Feitelstein, Kita, & Goldstein, 1986; Whitehurst et al., 1988). The Standards acknowledge the importance of this aural dimension of early learning by including a robust set of K–3 Speaking and Listening standards and by offering in Appendix B an extensive number of read-aloud text exemplars appropriate for K–1 and for grades 2–3. Because, as indicated above, children’s listening comprehension likely outpaces reading comprehension until the middle school years, it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading, with the balance gradually shifting to reading independently. By reading a story or nonfiction selection aloud, teachers allow children to experience written language without the burden of decoding, granting them access to content that they may not be able to read and understand by themselves. Children are then free to focus their mental energy on the words and ideas presented in the text, and they will eventually be better prepared to tackle rich written content on their own. Whereas most titles selected for kindergarten and grade 1 will need to be read aloud exclusively, some titles selected for grades 2–5 may be appropriate for read-alouds as well as for reading independently. Reading aloud to students in the upper grades should not, however, be used as a substitute for independent reading by students; read-alouds at this level should supplement and enrich what students are able to read by themselves. Appendix A
Sometimes the speaking and listening standards take a back seat to the other literacy standards, but they are critical components that are to be integrated with NOT separated from the others.
How are the Anchor Standards for Listening and Speaking organized?
Comprehension and Collaboration: SL.1-3
CCRA.SL.1: Have Collaborative Conversations
CCRA.SL.2: Listen to text and determine….
CCRA.SL.3: Ask questions of a speaker…
Listening Required!
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As each standard is brought up on the slide for listening, have participants look at their grade level standard booklet with resources.
ListeningIn order to add something to what somebody else said you have to be actively listening to what that person said.
Participants can silently read this slide. Tell them that they will be watching a short video in order to see the importance of listening to others in preparation for a task. The students in this video have been reading some pretty tough text. This video is a small portion of the classroom discussion in preparation for students to write to a higher level question. Video is 1:47 For kindergarten and 1st teaching them how and having them rehearse their answers really helps. To rehearse, they whisper their idea to themselves, while using gestures (from WholeBrainTeaching.com). Older students may want to use different hand signals that are less juvenile.
If the text is complex enough, students will need time to talk with others about their developing and deepening understanding of it. Of course, they need to be taught how to have these conversations and what to do when they get stuck.
Collaborative conversations themselves can unlock a text for students. That’s not to say that one student understands the text and tells the others what to think about it but rather that they discover the meaning of the text as they interact with one another.
Douglas Fisher and Nancy Freyhttp://www.kappancommoncore.org/improve-reading-with-complex-texts/
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Douglas Fisher and Nancy Frey remind us that if students are reading tough text, that speaking and listening standards can help them “unlock” a complex text. Have participants read the slide silently and turn and talk with a partner what challenges there are for teachers to create the types of conversations needed to unlock complex text. After a short discussion time, have participants share out and compile on chart paper or presentation slide the challenges. After challenges are shared, ask participants if they have solutions for the challenges listed.
Have participants watch this video and determine what the teacher did as a part of instruction to get students to unlock complex text. Start video at 1 min – stop at 4 min.
Kelly Gallagher discusses a strategy in his book Teaching Adolescent Writers to show the power of discussion as well as writing and rereading when reading complex text. Provide each participant with a handout and do as much with the strategy as time allows. If time doesn’t allow participants to complete all 4 steps, just spend a short amount of time on each step to get the idea or just describe the steps. The text on the handout is on the next slide. Steps: Have participants read the text. Rate themselves from a 1 -10 on how well they know the content. (1 – not at all 10 – I can teach it) Have participants reread the text. Rate themselves from a 1 -10 on how well they know the content. Have participants write about what they read. Rate themselves from a 1 -10 on how well they know the content. Have participants turn and talk about what they read and what they wrote. Rate themselves from a 1 -10 on how well they know the content. Participants should share their ratings and the impact on students if they did this in class.
Some writers have so confounded society with government, as to leave little or no distinction between them; whereas they are not only different, but have different origins. Society is produced by our wants, and government by our wickedness; the former promotes our happiness positively by uniting our affections, the latter negatively by restraining our vices. The one encourages intercourse, the other creates distinctions. The first is a patron, the last a punisher. Society in every state is a blessing, but government even in its best state is but a necessary evil in its worst state an intolerable one; for when we suffer, or are exposed to the same miseries by a government, which we might expect in a country without government, our calamities is heightened by reflecting that we furnish the means by which we suffer!Government, like dress, is the badge of lost innocence; the palaces of kings are built on the ruins of the bowers of paradise. For were the impulses of conscience clear, uniform, and irresistibly obeyed, man would need no other lawgiver; but that not being the case, he finds it necessary to surrender up a part of his property to furnish means for the protection of the rest; and this he is induced to do by the same prudence which in every other case advises him out of two evils to choose the least. Wherefore, security being the true design and end of government, it unanswerably follows that whatever form thereof appears most likely to ensure it to us, with the least expense and greatest benefit, is preferable to all others.
Thomas Paine’s Common Sense
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Text from handout.
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Have participants share out their ratings or what they think would be the findings if they completed all 4 steps. Discuss what they impact this activity might have on students and what they can learn about comprehension.
Collaborative construction of meaning between teachers and students leads to a higher quality of learning (Allen, 2003).
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This slide helps support step #4 of Gallagher’s Read, Rate, Re-read Strategy. Ask participants to share how this currently happens in their classroom or challenges they forsee. Slide Citation: Allen, S. (2003). An analytic comparison of three models of reading strategy instruction. IRAL: International Review of Applied Linguistics in Language Teaching. 41(4), 319-339.
Students that take part in discussion about complex text have an opportunity to see, hear, and correct misconceptions that otherwise might not have been apparent. (Hashey and Connors, 2003).
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More evidence to support collaborative discussion in the classroom. Slide Citation: Hashey, J. M, & Connors, D. J. (2003). Learn from our journey: Reciprocal teaching action research. Reading Teacher, 57(3), 224-233.
Thinking aloud and discussion of thoughts aid in clarification and revision of thinking and learning, therefore developing cognition.
(Vygotsky's theory of the fundamental role of social interaction (dialogue) in the development of cognition.)
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Slide Citation: Galloway, C. A. (2001). Vygotsky's learning theory. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Available Website: http://epltt.coe.uga.edu/index.php?title=Vygotsky%27s_constructivism
How to Access the PRC1) Click on the “Human” icon in the upper right of the PRC2) Click “Create account”3) Fill in the information required, marked with a “*” red
asterisk.4)Educators from PARCC Member organizations will see
an optional new field open to enter a “PARCC Member Code.”
Illinois’ code is IL18185) Check the box after reading the “Terms of Use” and “User Generated Content Disclaimer”6) Click “Create new Account”You will be automatically logged into the PRC and an email will be sent to the address provided confirming registration.
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http://prc.parcconline.org
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PARCC has produced a number of Speaking and Listening resources for teachers. The Speaking and Listening tools consist of K-2 performance tasks: Mode 1 performance tasks, and Mode 2 performance tasks, Discussion Rubrics and Listening Logs.� K-2 tasks are designed for young students to begin to develop presentation skills. Mode 1 tasks focus on students' ability to gather information presented orally and effectively participate in collaborative discussions. Mode 2 tasks focus on students' ability to conduct research on a topic and present their findings and conclusions to their classmates. Rubrics are effective tools to gather evidence to provide specific feedback to help move student learning forward.
ISBE Content Area Specialists have developed a number of resources to assist teachers with implementing the Speaking and Listening Standards. The document on the left is the booklets used during the presentation. The Kit on the right offers additional tools for meeting Standard #1. The link for these tools are in each grade level booklet.
