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Making the Most ofListening and Learning

Supporting your Implementation and Extensions

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Welcome Back! We’ll get started in just a moment…

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Introductions

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ReframingWhere We’ve Been Where We Are Headed

• Overview of NYLA by Core Knowledge®

• Common Core Shifts for ELA

• Listening and Learning Strand of NYLA

• Teaching Content IS Teaching Reading

• Coherence• Domains

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Goals• Develop an understanding of the considerations

that were made in the development of Listening and Learning Strand.

• Learn strategies and meaningful extensions for successful implementation of Listening and Learning.

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ObjectivesBy the end of this session, you should be able to:

• explain how teaching content is teaching reading;

• explain the usefulness and limitations of teaching reading strategies;

• identify the filters used to determine the coherent sequence of domains;

• distinguish a domain from a theme or concept.

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Itinerary• watch a video about the relationship between

content and reading;

• read an article and identify implications regarding the use/limits of reading strategies;

• hear the filters that determine the intended sequence of domains;

• compare and contrast domain-based learning from other organizing structures.

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Pre-Assessment• Complete the

Pre-Assessment.

• You will have 8 minutes.

• We will share the answers in the post-assessment tomorrow.

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Teaching Content is Teaching Reading

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What shift tells us that knowledge matters and that we can focus early on helping students learn knowledge in the disciplines?

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Teaching Content IS

Teaching Reading, video

Professor Daniel Willingham, U. Va.

Internet link: Teaching Content is Teaching Reading

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https://www.youtube.com/watch?v=RiP-ijdxqEc

https://www.youtube.com/watch?v=RiP-ijdxqEc

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The Matthew Effect• The rich get richer;

the poor languish.

• Those who are exposed to content that builds background knowledge & complex domain-specific vocabulary will simply be better readers.

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But What about Reading Strategies?• Read the article by cognitive scientist, Dan

Willingham titled: “The Usefulness of Brief Instruction in Reading Strategies,”(pp. 7-15).

• Discuss/record the key ideas, implications, and what each implication might look/sound like,(p.5-6).

• Be prepared to share.

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Pg.#

Key Idea Implication for K-2 Teachers

What this might look like/sound like in a K-2 classroom (specific grade)


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Summarizing Statements

1. On a notes page, write an “elevator statement” that would help her understand.

2. Turn & share with a partner at your table.

Suppose a parent asks: “Why are you teaching science and history instead of reading?”

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BREAK

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CoherenceKnowledge Builds on Knowledge

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Year-long Scope and Sequence

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Kindergarten Grade 1 Grade 2Nursery Rhymes and Fables Different Lands,

Similar StoriesFighting for a Cause

The Human Body: Five Senses Fables and Stories Fairy Tales and Tall Tales

Stories

The Human Body: Body Systems, Germs, Diseases, and Preventing Illness

Cycles in Nature

Plants Early World Civilizations Insects

Farms Early American Civilizations Ancient Greek Civilizations Kings and Queens Astronomy Greek Myths

Seasons and Weather Animals and Habitats Early Asian Civilizations

Colonial Towns and Townspeople

Fairy Tales

Charlotte’s Web I & II

Taking Care of the Earth History of the Earth Immigration


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Kindergarten DomainsNursery Rhymes & FablesFive SensesStoriesPlants*Farms*Native Americans*Kings and Queens*Seasons and WeatherColumbus and the Pilgrims*Colonial Towns and TownspeopleTaking Care of the EarthPresidents and American Symbols

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Let’s cover “Kings and Queens” before we cover Columbus

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Let’s cover “Native Americans” before we cover Columbus

Let’s cover “Plants” and “Farms” to better understandNative Americans.

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FiltersFollow chronological order or geographic historyIntegrate geography and maps with historyAddress pre-requisite understanding/vocabulary before

concepts that contain themMove from micro to macro or macro to micro as

appropriate (i.e., consider how to move from specific instances to general concepts or vice versa)

Micro to MacroMacro to Micro

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What is a Domain?How do Domain-based

English Language Arts Units differ from Traditional Interdisciplinary Units?

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Unit ExaminationExamine the two units:

What do you notice?

How are they similar?How are they different?

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Human Body

Domains of Learning

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DomainVocabulary

SkeletonBonesSkullMusclesMouth

HeartBloodBrainNervesStomach

Related Set of Language and Vocabulary

Human Body

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DomainVocabulary



Introduction to Body Systems

Germs, Diseases,Preventing Illness

Science Biographies

Related Sub-Topics

Human Body

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DomainVocabulary




Topic VocabularyEnzymeOxygen


Topic VocabularyVaccination

ExerciseHealthy

Small Pox

Science Biographies

Topic VocabularySmall Pox (Edward Jenner)

Subtopic Vocab is Shared and/or Specific

Human Body

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DomainVocabulary






ExerciseHealthy

Small Pox

Science Biographies


Sub-Topics are Related and Build Coherently

Human Body

Topic VocabularyEnzymeOxygen

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DomainVocabulary



HumanBody

KBody PartsFive SensesTaking care: Hygiene, Diet, Exercise

1Intro to Body SystemsTaking Care: Germs, Disease, Illness

2-3Digestive and Excretory SystemsTaking Care: NutritionMuscular, Skeletal, and Nervous Systems

4-5Circulatory SystemRespiratory SystemEndocrine System

Builds Cumulatively Across Grades

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Change / Transformation

Systems

Cause & Effect

DomainVocabulary



Human Body


Topic Vocabulary



ExerciseHealthy

Small Pox

Science Biographies


Domains Support a Variety of Concepts

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Domain-based UnitA unit of study which:

• Is narrow enough to stay on topic for 2-3 weeks so FAMILIARITY builds, yet broad enough to build CUMULATIVELY across grades

• Has related SUB-TOPICS

• Is connected by a related set of domain-specific VOCABULARY

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A DOMAIN-based Unit

Columbus & the Pilgrims

1. FAMILIARITY with Columbus builds.2. There is a BUILDING of and REPETITION of

VOCABULARY.3. Content knowledge is CUMULATIVE across grades. 4. We can reinforce concepts, like discovery, in the

context of domain-based units!

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A THEME-based Unit

FamousExplorers

1. FAMILIARITY with Columbus doesn’t build.2. There is no BUILDING of and REPETITION of DOMAIN-

SPECIFIC VOCABULARY.3. Content knowledge is CUMULATIVE across grades, but

not coherent.

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A CONCEPT-based Unit

Discovery

1. FAMILIARITY with Columbus does not build.2. There is no BUILDING of and REPETITION of DOMAIN-

SPECIFIC VOCABULARY.3. Content knowledge is CUMULATIVE across grades but

not coherent.

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Columbus Domain

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NY COMMON CORE LEARNING STANDARDS

Building knowledge systematically in English language arts is like giving children various pieces of a puzzle in each grade that, over time, will form one big picture. At a curricular or instructional level, texts—within and across grade levels—need to be selected around topics or themes that systematically develop the knowledge base of students. Within a grade level, there should be an adequate number of titles on a single topic that would allow children to study that topic for a sustained period. The knowledge children have learned about particular topics in early grade levels should then be expanded and developed in subsequent grade levels to ensure an increasingly deeper understanding of these topics.

(K-5 Staying on Topic, p. 43 of the CCLS).

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ELA vocabulary standards call for students to develop understanding of words and phrases, their relationships, and their nuances and to acquire new vocabulary, particularly general academic and domain-specific words and phrases.

ELA standards call for a balance of fiction and nonfiction text taught during the language arts block, so that by 4th grade, 50% of the texts students are reading are informational/explanatory texts and 50% are fiction.

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NY COMMON CORE LEARNING STANDARDS


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Debrief: Unit Examination

How were these units similar?

How were they different?

Which unit is the domain-based unit?

How do you know?

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• Take a moment to jot down what you know about Domain-based units.

• Complete each of the four sections:

Write a brief definition List 3+ vocabulary words associated with

the term “domain-based units”

Provide a brief example Give a brief non-example

Definition Associated Vocabulary

Examples

Non-examples

Domain-based Units

What do you know about Domains?

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Extension Questions• What are the 3 most

important things to remember about domain-based units?

• What is something that you may struggle with when implementing domain-based units?

• How can this struggle be managed?

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Definition Associated Vocabulary

ExamplesNon-examples

Domain-based Units

What do you know about Domains?


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Partner Debrief

1. Share your diagram with a partner.

2. Compare responses.

3. Add to your diagram.

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Looking AheadTomorrow’s Focus:• Listening and Learning

Read-alouds• Selecting• Presenting• Discussing• Extending

Remember to Bring:Participant HandoutsParticipant Slides or

Thumb drives

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Day 2: Self-Assessment & EvaluationComplete the Self-Assessment & Evaluation

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Making the Most ofListening and Learning

Supporting your Implementation and Extensions

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Community Builder:Find Someone Who…

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Review & Framing

Yesterday Today

• Listening & Learning Strand of NYLA by Core Knowledge®

• Teaching Content IS Teaching Reading• Coherence• Domains

• Read aloudsSelectingPresentingDiscussingExtending

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Goals• Understand the considerations that were made

in the development of Listening and Learning Strand;

• Learn strategies for successful implementation of Listening and Learning and read-alouds;

• Learn ways to develop related, meaningful extensions that build knowledge, language, and vocabulary.

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ObjectivesBy the end of this session, you should be able to:

• distinguish conducting a read-aloud from reading out loud;

• describe criteria by which to select a text for read-alouds;

• describe the steps for conducting an effective read-aloud…

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Objectives Continued…By the end of this session, you should be able to:

• explain the benefits of identifying and adhering to collaborative conversation goals;

• identify strategies to include non-responders in collaborative conversations;

• describe the purpose of extension activities that follow a read-aloud;

• distinguish meaningful extension activities from those which are merely engaging.

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Itinerary• Discussion: What Read-Alouds Are and Why

They are Important for Your Students• Activity: Apply Critical Attributes to Select Good

Texts for Read-Alouds• Video: Tips for Presenting Read-Alouds• Learn: Ways to Facilitate Collaborative

Conversations about Texts Read Aloud• Video: Avoiding the Trap of Meaningless Extension

Activities• Post-Test: Summary & Closure

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Activating Questions

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As we proceed through these four processes, think about these essential questions:

What is a read-aloud and how is it different from reading out loud?

Why might read-alouds be particularly important for your student population?


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Common Core Learning Standards & Read-Alouds

“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.”

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What IS a Read-Aloud?More than reading OUT loud, it is an instructional process used to: expose students to text ABOVE their level; give access to the rich language, syntax, and

vocabulary of complex text; deepen understanding of fiction and non-fiction

domain content; model fluency, but takes advantage of strategic

pausing points; engage students in rich, structured, collaborative

conversations about the text.

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Why Read-Alouds?They are a vehicle for:

• building background knowledge;• providing multiple exposures to vocabulary; • exposure to a wider variety of syntax and

sentence structures;

• modeling fluency and enjoyment of reading;• teaching and practicing the high quality content

and listening and speaking goals of the New York Common Core Learning Standards.

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Making the Most of Listening & Learning

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SELECTING A HIGH QUALITY TEXT FOR A READ-ALOUDWhat are the characteristics?

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Read-Aloud Research

Listening comprehensionoutpaces

Reading comprehension

age (Sticht 1984)

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Selecting Read-Alouds

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• Content*• Vocabulary*• Complexity*• Illustrations• Length• Accuracy*• Appropriate• Diversity• Size *Critical Components


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Activity: Critical Components

• Why is this a critical component of high quality read-alouds?

• What shift does the component address? What is your rational?

ComplexityVocabulary

ContentAccuracy

1 243

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Review: Critical Components

Accuracy

Content

Complexity

Vocabulary

Shift 2

Shift 3

Shifts 1 & 2

Shift 6

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Supporting ALL Learners

What considerations can you make to support all the learners in your classroom?

ComplexityVocabulary

ContentAccuracy

1 243

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Accuracy/ContentSupport:• Selecting texts that are amenable to chunking

the read-aloud.• Select texts with images that can help enhance

understanding• Identify supplemental images to support

understandingChallenge:• Select additional, accurate texts on the topic to

supplement the read-aloud (e.g. primary source documents, biographies, current events)

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VocabularySupport• Select texts with images that can help

enhance understanding.• Find supplemental texts that repeat the

vocabulary. • Identify supplemental images to support

understanding the vocabulary.Challenge• Find supplemental texts with fewer images.• Find supplemental texts that include more

complex vocabulary.

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ComplexitySupport• Supplement with a less complex book (different

version) on the same topic or story. Start with topics/stories that have multiple editions.

Challenge• Supplement with texts on the same topic that

are more complex, include multiple/different perspectives, and texts that show growth over time.

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Is This a Good Read-Aloud?

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1. Domain-specific vocabulary

2. Text Complexity (accessible at the listening comprehension level of students in this grade)

3. Text-dependent questions

4. Content learned

Focus on these points as you evaluate the texts:


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Debrief

Turn and Talk:

• Which passage would you consider to be a good read-aloud?

• What did you take away from this activity?

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Key Points

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PASSAGE 1 PASSAGE 2Domain vocabulary:

tongue taste

Domain vocabulary:

sense tongue taste saliva mouth sweet swallow taste buds

Complexity: Most students

would be able to read this on their own.

Complexity: Most students would best be able to

understand this if it was read-aloud.


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Key Points

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PASSAGE 1 PASSAGE 2Possible text-dependent questions:• What can your

tongue do?

Possible text-dependent Questions:• What are the bumps on your tongue called

that help you taste foods?• How does saliva make food easier to swallow?• Who does the taste buds tell if food tastes

good or bad?What students can learn:• They have a

tongue.• The tongue can

taste.

What can students learn:• The tongue can taste.• Taste is the weakest sense.• Saliva helps melt (dissolve) chew-up food

making it easier to swallow. • The tongue has bumps, called taste buds, that

tell the brain is something tastes good or bad.


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Summary

things I am already doing…

things I can integrate into my practice…

immediate next step I can take…

How do you present a read-aloud?What does a good one look like and sound like?+

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BREAK

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PRESENTING A READ-ALOUDWhat does a good read-aloud look like?

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Introducing the Read-Aloud

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• Help students transition

• Set a purpose

• Activate background

knowledge

• Preview domain vocabulary


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Presenting the Read-Aloud• Read the book as a

performance: with expression, character voices, variation of tone and volume.

• Model fluency.

• Read at an even pace to allow students time to form mental pictures in their minds.

• Model appreciation and joy for reading.

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Pausing to Interact

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• Plan and ask focusing & extending questions that are text-dependent; provide cues;

• Pause briefly: Interact, Invite, & Refocus;

• Call for correct language, complete sentences, definitions, elaboration, evidence from text, or use of domain vocabulary;

• Use visuals to explain concepts;

• Highlight key vocabulary (tier 2/3) for discussion. Shifts 2, 4, & 6


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Core Vocabulary – Tiers of Vocab.

(Beck, McKeown, & Kucan, 2002)

Tier Two Tier ThreeAny general academic words targeted for the lesson

Any domain-specific words targeted for the lesson.

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• As you watch the video, consider moves that reinforce the shifts and missed opportunities to reinforce them.

• Use the first column of your handout (page 28) to track moves you see the teacher make.

• Use the second column to note how these move benefit students or to add additional moves you note or might make.

Read-Aloud in Action

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Use the Ruby Bridges Video Here

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Read-Aloud in Action

Take three minutes to discuss with a partner:

• What moves did you see from column one that seemed to benefit students?

• What moves reinforced which shifts? Were there missed opportunities to support particular shifts?

• What might you replicate when conducting read-alouds with YOUR students?

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Supporting ALL Learners• What supports can be

provided for struggling students?

• What challenges can be provided for students who need acceleration?

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Supporting ALL LearnersSupports• Form smaller read-aloud groups.• Note “dense” areas for pausing.• Preview content and vocabulary first.• Highlight images that enhance understanding. Challenges• Call for definitions of terms in text and current

contexts.• Prepare thinking prompts and higher-order

questions in advance.

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Summary




What’s the difference between asking questions and facilitating conversations? +

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LUNCH

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ReframingWhere we have been Where we are heading • What Read-Alouds Are

and Why They are Important

• Critical Attributes to Select Good Texts for Read-Alouds

• Tips for Presenting Read-Alouds

• Ways to Facilitate Collaborative Conversations about Texts Read Aloud

• Avoiding the Trap of Meaningless Extension Activities

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FACILITATING DISCUSSION OF READ-ALOUDSWhat are the common traps?

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Comprehension & Collaboration

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.

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SL Standard K.1Participate in collaborative conversations with diverse partners about K topics and texts with peers and adults in small and larger groups.

K

Follow agreed-upon rules for discussions.

Continue a conversation through multiple exchanges.

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SL Standard 1.1K

1

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.


Ask questions to clear up confusion about the topics and texts under discussion.

Build on others’ talk in conversation by responding to the comments of others through multiple exchanges.

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SL Standard 2.1K

1

2



Ask for clarification and further explanation as needed about the topics and texts under discussion.

Build on others’ talk in conversation by linking their comments to the remarks of others.

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SL Standard 3.1K

1

2

3

Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

Explain their own ideas and understanding in light of the discussion.

Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

Follow rules for discussions.

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SL Standard 4.1K

1

2

3

4



Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

Review the key ideas expressed and explain their own ideas in light of the discussion.

Follow rules for discussions and carry out assigned roles.

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SL Standard 5.1K

1

2

3

4

5



Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussion.

Follow rules for discussions and carry out assigned roles.

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SL Standard 6.1K

1

2

3

4

5

6

Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues building on others’ ideas and expressing their own clearly.

Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

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SL Standard 7.1K

1

2

3

4

5

6

7


Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

Acknowledge new information expressed by others, and, when warranted, modify their own views.

Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

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SL Standard 8.1

2

3

4

5

6

7

8


Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

2

3

4

5

6

7

8

K

1

Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

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Speaking and ListeningCollege and career-ready students will…• have ample opportunities to take part in a variety

of rich, structured conversations around a common text;

• contribute accurate, relevant information;

• respond to and develop what others have said;

• make comparisons and contrasts; analyze and synthesize a multitude of ideas in various domains.

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Speaking and Listening

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K

1

2


Follow agreed-upon rules for discussions


Build on others’ talk in conversation by linking their comments to the remarks of others

K – 2 students will…• have ample opportunities to take part in a

variety of rich, structured conversations around a common text;

• build on others’ talk by linking their comments to the remarks of others;

• ask for clarification and further explanation as needed.


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Guiding the ConversationWhat makes a good text-based question?• Requires the text or evidence from the text to

answer

• Can be answered with careful reading in the absence of background knowledge

• Coherently builds to understanding –the questions don’t jump around in the text

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Guiding the ConversationWhat makes a good text-based question?• Stray from the text toward connections and

extensions only after the text has been explored.

• Early questions focus on specific phrases and sentences from the text (literal) before moving to inferential ideas.

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Bloom’s Revised Taxonomy

CreatingEvaluatingAnalyzingApplying UnderstandingRemembering 60%

20%

20%

Good & Brophy:• One level is not

better than another; both matter

• Sequencing of levels matters

• What will best build cognitive connections to enhance understanding?

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Supporting ALL Learners

What considerations for “collaborative discussions”

might you make to support the teaching and learning of

ALL learners?

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Supporting ALL LearnersSupport• Begin with literal questions or questions that

require less language to answer.• Use images, gestures, and verbal cues to

guide students to the answer.• Reread pertinent sections of the text.• Provide wait-time to process question.

Challenge• Ask inferential questions and elaborate.• Ask students to create their own questions.

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3 COMMON TRAPSThat Hinder Effective Collaborative Conversations

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#3 Forgetting the Discussion Goals

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• Determine student comprehension of the topic.

• Provide an opportunity for student use of domain-specific vocabulary.

• Teach and practice guidelines and standards for listening and speaking.

• Foster careful attention to the text.Make it clear to students that the standard of “knowing” is the ability to explain to others, not understanding when explained by others.

- Daniel T. Willingham


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Think, Pair, ShareHow do collaborative conversations support

the goals of the Common Core “Shifts”?

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Shift 4 Shift 6


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Comprehension & Collaboration

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.

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SL Standard 2.1K

1

2

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and large groups.



Build on others’ talk in conversation by linking their comments to the remarks of others.

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#2 Not Teaching Students How to Discuss

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• What are the agreed- upon rules for discussion?

• How do you build on others’ contributions?

• How do you clarify your own understanding?

• How do you share your thoughts?


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Scaffolding Think-Pair-ShareWithin Lessons 1 – 5 of Kindergarten L&L the

teacher models:I am going to ask a question. I will give you a minute to think about the question, and then I will ask you to turn to your neighbor and discuss the question. Finally, I will call on several of you to share what you discussed with your partner.

Lessons 6+:With your partner, think-pair-share about…

Grades 1 and 2:Who/What/Why/Where? Pair Share: Asking questions after a read-aloud is one way to see how much everyone has learned. Think of a question you can ask your neighbor about the read-aloud that starts with the word who/what/why/where.

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#1 No Repertoire for Non-Responders

• Wait.• Provide a hint or cue.• Paraphrase the question.• Fall back to a simpler

(related) question, then return to the initial question.

• Provide a lifeline, but return to the non-responder for a final answer.

• Reread pertinent text.

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Summary




What are extension activities?+Page 34 129


BREAK

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MEANINGFUL WAYS OF EXTENDING LEARNING

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Aligning Lesson Components

objective

criteria for

success

standard

activitiesassessmentStandard:Content& Skills

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ExtensionsFollow-up Activities:

• Completed later in the day (after Language Arts block)

• Last approximately twenty minutes

• Designed to reinforce language and domain vocabulary

• May make cross-curricular connections

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Extensions• Identify 2-3 activities and

describe what they look like.

• Read the descriptions; compare/contrast them with your initial thoughts.

• Identify what shift(s) are being addressed by each activity you chose.

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The Activity Trap: Video

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Selecting Meaningful Focus

• Deepen understanding of the objective.

• Engage learners with the content (e.g. technology).

• Provide opportunities to use selected vocabulary.

• Use authentic connections that serve learning.

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Making Focus Visible• Make explicit the purpose of

the activity.

• Share the objective with which it aligns.

• Allows students to explain how the activity relates to the text and objective.

• Try It Out: Use a chosen extension activity & grade-appropriate objective.

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Selecting Meaningful ConnectionsConnections:

• are authentic and natural

• are purposeful

• bring a value-added component

• integrate naturally

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An apple a day keeps the doctor away!

Integrating Meaningful Connections

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Germs, Diseases & Preventing IllnessTaking care of your body

DRY BONES…the leg bone is connectedto the knee bone,and the knee bone is connected…

Body SystemsSkeleton system: Skeleton, Bones & Skull

The Human Body


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Supporting ALL Learners• If an activity doesn’t create

or extend understanding, we try another.

• This is the heart of differentiation.

• “It’s not a magical formula; it’s a commitment to keep trying until you find a pathway that leads the student to understanding.”

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Paired Verbal FluencyStand & find a partner. (A/B)

Round One:

Person A: (2 min.) Share how you might differentiate your extension activity.

Person B: (1 min.) Share a comment or a suggestion to help.

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Paired Verbal Fluency

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Round Two:Person B: (2 min.) Share how you might differentiate your extension activity.

Person A: (1 min.) Share a comment or a suggestion to help.


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Activating Questions (round 2)

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Now that we have completed these four processes, think about these essential

questions:What is a read-aloud and how is it different from reading out loud?

Why might read-alouds be particularly important for your student population?


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Post Test• Complete the

Post-Assessment.

• You will have 8 minutes to complete the test.

• Then we will reveal the answers.

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Post-Assessment Review

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Self-check:1. above 5. TRUE

2. content, vocabulary,complexity, illustrations, length, accuracy, appropriateness, diverse, OR book size

6. TRUE

7. TRUE

8. False sequencing events oriented in time generates greater overlap in vocabulary and consider prerequisite knowledge

9. TRUE

3. wait 10.False “knowing” is the ability to explain to others.

4. domain-specific vocabulary

11. TRUE

12.TRUE


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Looking AheadTomorrow’s Focus:• The Skills Strand

Remember to Bring:Participant HandoutsParticipant Slides or Thumb

drives

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Documents

Creative Commons Licensing