Say What?Assessing the Speaking and Listening Standards:

Tracking Evidence of Student Success

Kathy Galvin, ELA Consultant and Past President WSRA

Stephanie Bernander, Educational Consultant

● Understand the role of oral language in student

learning.

● Identify grade-level expectations for speaking

and listening.

● Understand how to use a variety of research-based

instructional and assessment practices to support

student learning

● Engage in instructional planning.

Objectives

● Welcome

● Grounding in Research

● Common Core State Standards

● Gradual Release of Responsibility

● Instructional and Assessment Practices

Elementary Example

High School Example

● Instructional Planning

● Closing

Agenda

• Pausing

• Paraphrasing

• Posing questions

• Providing data

• Putting ideas on the table

• Paying attention to self and others

• Presuming positive intentionsThe Adaptive School: Developing and Facilitating Collaborative Groups by Garmston and Wellman, p. 45.

7 Norms of Collaboration

Roles at the Table

•Facilitator – balances team

participation, keeps the conversation

moving & productive

•Timekeeper – keeps dialogue on task

by monitoring time

•Recorder – keeps detailed notes that

the team can refer back to

•Process Observer – monitors norms and working agreements

•Active participant – all team members use the 7 norms of

collaborative work as an engaged participant

Inclusion: Think - Pair - Share

Think- Name

- School

- Position

- Highlight/s from this school year

- Goal/s for today’s learning - Post on Linoit

Pair- Find your city partners

Share- Find your state partners

“The limits of my language mean the limits of my world.”

Ludwig Wittgenstein

Language

is purposeful.

is universal.

makes learning possible.

develops through use.

Theoretical Shift with the CCSS

Theoretical Shift with the CCSS

Theoretical Shift with the CCSS

Gradual Release of Responsibility

TEACHER RESPONSIBILITY

Focused Lesson “I do it”

“You do it

together”

“You do it

alone”

Guided Practice

Collaborative

Learning

Independent Practice

“We do it”

Commit to Daily Oral Language

• Integrate speaking and listening into reading and writing.

• Plan and ask questions to promote discourse about the

learning target.

• Model how to ask and answer questions.

• Provide students with sentence stems to support

students’ in asking and answering questions.

• Provide a print-rich environment.

• Structure tasks so all students have the opportunity to

engage in student-to-student discourse.

• Use flexible groups for varied purposes.

Read Articles with Notable PDF in

Your Article Groups1. “Real Talk: Real Teaching” by Maria

Nichols

2. “Speaking and Listening in the Content

Area Learning” by Doug Fisher and

Nancy Frey

3. “Conversing to Fortify Literacy,

Language, and Learning” by Jeff Zwiers

4. “Connecting Practice and Research:

Listening Guide” by Literacy Gains, 2008

5. “Speaking Volumes” by Doug Fisher and

Nancy Frey

What? So What? Now What?

What?

- What were the key points from the articles?

So What?

- Why are these key points important?

Now What?

- What are we going to do with this new learning?

Hosted Gallery Walk

1. One person stays with the poster to “host” other groups

2. Article Groups walk around from poster to poster, building

on what they learned in their Article Groups

3. Reflect

a. What was your biggest “a-ha” during the tour?

b. How was your learning enhanced by this method?

c. What role did collaboration play in your success?

d. Why was the individual responsibility component so

important?

• Pausing

• Paraphrasing

• Posing questions

• Providing data

• Putting ideas on the table

• Paying attention to self and others

• Presuming positive intentionsThe Adaptive School: Developing and Facilitating Collaborative Groups by Garmston and Wellman, p. 45.

College and Career Readiness (CCR) Anchor Standard 1: 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.

Pack, Stack, and Move into Grade-

level Groups

Grade Level Expectations

• Pausing

• Paraphrasing

• Posing questions

• Providing data

• Putting ideas on the table

• Paying attention to self and others

• Presuming positive intentionsThe Adaptive School: Developing and Facilitating Collaborative Groups by Garmston and Wellman, p. 45.

College and Career Readiness (CCR) Anchor Standard 1: 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.

Instructional Planning

Gradual Release of Responsibility

TEACHER RESPONSIBILITY

Focused Lesson “I do it”

“You do it

together”

“You do it

alone”

Guided Practice

Collaborative

Learning

Independent Practice

“We do it”

CCSS: Speaking and Listening

Teach Skills and Concepts

Instructional Practices

● Establish routines and

expectations

● Set clear instructional

purpose

● Model / demonstration

● Think aloud

● Anchor charts

Teach Skills and Concepts

Student Strategies

● Stem starters to support

conversations

What? So What? Now What?

What?

- What did you learn about teaching speaking and

listening skills and concepts?

So What?

- Why is this important?

Now What?

- What are you going to do with this new learning?

Look for Instructional Practices

and Student Strategies

Instructional Planning

CCSS: Speaking and Listening

Monitor Student Learning

& Provide Feedback

● Teacher Observation with Learning Trackerso Speaking and Listening Observation Logs

● Conferring Logs

● Student Reflection

Fifth-grade Debate

Tenth-grade Debate

Reflect

● What routines and expectations have been established?

● What do you see the teacher do/say?

● What do you see the students do/say?

What?- I learned __________________ about monitoring student

learning and providing feedback.

So What?- This is important because _____________________.

Now What?- With this new learning, I am going to ______________.

What? So What? Now What?

• Pausing

• Paraphrasing

• Posing questions

• Providing data

• Putting ideas on the table

• Paying attention to self and others

• Presuming positive intentions

Seven Norms of Collaboration

How are you doing?

Instructional Planning

CCSS: Speaking and Listening

How do you construct a task

that addresses the learning

target and is engaging and

interactive?

Quality Indicator #1

Complexity of Task: The task is a novel

application of a grade-level appropriate

concept and is designed so that the

outcome is not guaranteed (a chance for

productive failure exists).

Quality Indicator #2

Joint attention to tasks or materials Students

are interacting with one another to build each

other’s knowledge. Outward indicators include

body language and movement associated with

meaningful conversations, and shared visual

gaze on materials.

Quality Indicator #3

Argumentation not arguing: Student use

accountable talk to persuade, provide

evidence, ask questions of one another, and

disagree without being disagreeable.

Quality Indicator #4

Language support: Written, verbal, teacher,

and peer supports are available to boost

academic language usage.

Quality Indicator #5

Grouping: Small groups of 2-5 students are

purposefully constructed to maximize

individual strengths without magnifying areas

of needs (heterogeneous grouping).

Quality Indicator #6

Teacher role: What is the teacher doing while

productive group work is occurring?

Engage Students in Contexts Where

They Apply Skills & Concepts to Learn● Back-to-Back and Face-to-Face

● Building Background Knowledge

● Carousel Brainstorm

● Chalk Talk

● Concentric Circles

● Discussion Appointments

● Final Word

● Fish Bowl

● Gallery Walk/Hosted Gallery Walk

● Give One, Get One, Move On (GoGoMo)

● Infer the Topic

● Interactive Word Wall

● Jigsaw

● Mystery Quotes

● Peer Critique

● Praise, Question, Suggestion

● Quiz-Quiz-Trade

● Rank-Talk-Write

● Say Something

● Science Talks

● Socratic Seminars

● Take a Stand

● Tea Party

● Think-Pair-Share

● World Cafe

● Written Conversations

LIST-GROUP-LABEL

1. Look at the LIST of

speaking and listening

activities

2. GROUP the activities based

on a commonality

3. LABEL the groups

Commit to Daily Oral Language

1. Integrate speaking and listening into reading and

writing.

2. Plan questions to promote discussion.

3. Model how to ask and answer questions.

4. Provide students with sentence stems to support

students’ in asking and answering questions.

5. Provide a print-rich environment.

6. Structure tasks so all students have the

opportunity to participate in discussions.

7. Use flexible groups for varied purposes.

Instructional Planning

Instructional Planning

• Understand the role of oral language in student

learning

• Identify grade-level expectations for speaking

and listening

• Understand how to use instructional and assessment

practices to support student learning

• Create tasks that engage learners

• Engage in instructional planning

Objectives