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