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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