Getting on the Right Track: Investigating Instructional Shifts ELA/ELD Listening and Speaking with the Common Core

Getting on the Right Track:Investigating Instructional Shifts

ELA/ELD Listening and Speaking with the

Common Core

Instructional Leadership Corp Presenters

• Karin Barone, M.A. Ed, NBCT [email protected]

- 4th-6th grade GATE; STEM Specialist;

mailto:[email protected]

Agenda

1. Zooming in on speaking and academic language in ELA Shifts 2 and 3

2. ELA Claims3. Speaking Activity Type 1: “Stronger &

Clearer Each Turn” Activities (Output)4. Speaking Activity Type 2: “Constructive

Conversation” Activities (Interaction)5. Four Domains6. Applying Shifts: What are you taking

back?7. Next Steps

4

Cognitive Learning

– Bloom: What type of thinking is needed to complete a task?

– Webb: How deeply do you have to understand the content to successfully interact with it? How complex or abstract is the content?

Common Core requires High-Level Cognitive

Demand

Students Demonstrate Deeper Conceptual

Understanding

Application of Content Knowledge & Skills to New Situations and

Tasks

Applies Webb’s Depth of Knowledge (DOK) to Bloom’s Cognitive Process Dimensions

5Webb, 2006

6

Knowing your students and attending to all strengths and needs

Strong content knowledge

Use of effective instructional strategies and Depths of Knowledge (DOKs)

Incorporating the 4 SBAC Claims and multiple types of formative and summative assessments

4 D

omai

ns Students

Instruction & Pedagogy

Content

Claims & Assessment

*

7

Mat

h Cl

aim

s Claim

#1Concepts & Procedures “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”

Claim#2

Problem Solving“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”

Claim#3

Communicating Reasoning“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”

Claim#4

Modeling and Data Analysis“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

*

8

ELA

Clai

ms

Claim#1

Reading“Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.”

Claim#2

Writing“Students can produce effective and well-grounded writing for a range of purposes and audiences.”

Claim#3

Speaking and Listening“Students can employ effective speaking and listening skills for a range of purposes and audiences.”

Claim#4

Research/Inquiry“Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.”

9

Differences Between the 1997 Standards and Common Core Standards1997 Standards

Focused on CONTENT...The WHAT

• Students will know…

• Students will remember…

• Students will understand…

Common Core Standards

Focused on SKILLS…The HOW

• Career and College Readiness Skills

• Critical thinking skills - Analyze - Compare and Contrast - Show evidence - Synthesize - Create

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ELA Shifts Math Shifts

1. Informational TextBuilding knowledge through content-rich non-fiction.

1. FocusNarrow the scope of content and deepen how time and energy is spent.

2. Evidence from TextReading, writing, and speaking grounded in evidence from text, both literary and informational.

2. CoherenceIntegration across grades & subject areas.

3. Text ComplexityRegular practice with complex text and its academic language.

3. RigorConceptual understanding, procedural fluency, and application of skills in problem solving situations.

Zooming in on ELA Shifts 2 and 3

2. Reading, writing, and speaking

grounded in evidence

from text, both literary and

informational.

3. Regular practice with complex text and its academic language.

We are here

Speaking and Listening 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. Standard 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Warming Up Speaking Skills with “Pro-Con”

Topics: Camping, Shopping, Traveling, TV, Computers, Video Games, School, Cars, Conferences, Testing, Internet

Transitions: However, On the other hand, Then again, but

Frames: One advantage is … For example, … Another positive of … is… because…A negative aspect of ___ is …In spite of the positives of _____,

Variations: Compare-contrast, Cause-Effect, For-Against; Whole class Pro-Con;

Pro-Con Directions

1. Director directs three changes with a clap and prompt (e.g., “Pro!” “Con!” “Pro!” “Con”…).

2. Actor says as much as possible in the time, but using sentences and linking them, if possible.

3. Director listens for appropriate time to interrupt.

4. Director listens to decide and tell actor which side he or she leaned toward.

Warming Up Speaking Skills with “Pro-Con”

Topics: Cell phones used in schoolTransitions: However,

On the other hand, Then again, but

Frames: One advantage is … For example, … Another positive of … is… because…A negative aspect of ___ is …In spite of the positives of _____,

Variations: Compare-contrast, Cause-Effect, For-Against; Whole class Pro-Con;

Oral Output vs. Interaction

1. Output is one-way, one-time communication. Output activities tend to include think-pair-shares, answering teacher questions, jigsaws, pro-cons, and oral presentations.

2. Interactions are back-n-forth conversations in which participants build on one another’s ideas to build up and clarify knowledge that wasn’t in their minds before talking.

Idea

“Stronger & Clearer Each Turn” Activities (to fortify oral output)

1. Talk to a different partner each turn.2. Opinions, ideas, and answers should become

stronger (often longer) and clearer each turn. (This often includes supporting the idea with evidence and examples.)

3. Students borrow and use the language, ideas, and evidence of others for future turns.

Clearer & Stronger Each Turn Activity: Opinion Formation Cards

Principle: Build

with others’ ideas

& language

You can use frames such as:- In my opinion, ____ because _____. - Despite the advantages of …- Given the points that I have heard so far, such as … - I think I lean more to the side of ____ because …

1. Choose text quotations that support different sides of the issue and put them on small cards or strips.

2. Tell students the topic and have them start forming their own opinion.

3. Have students read their own card and think about how it supports, contradicts, or even changes their opinion.

4. Students then meet with students who have different points (different colors), read quotations to each other, and both state their current opinion on the issue. (They can also ask questions and prompt for elaboration.) (They can also first meet with a partner with the same quotation to clarify its meaning.)

Should cell phone use be banned in school?

Student Model of Opinion Formation Cards

In a recent study of children

who played violent video games,

the children were found to

exhibit more violent behaviors,

drawings, and language than

children who didn’t play violent

games.

My quote is, “Parents claim…In my opinion, video games are bad. Like war games show kids how to shoot other people.

My quote says, “In a recent...I agree with it. I think video games are bad cuz they show violence.

My quote says…”In a recent…”In my opinion, violent video games should be banned because they show violence that kids copy. For example, in a war video game kids shoot others.My quote says…”In a recent study…”Even though some video games are educational, many are very violent and should be banned. Kids get excited to shoot others and their minds fill with violence. Games might teach to solve problems, but in my opinion kids will be less violent without them.

This card says, “Even though… Even though some video games fill kids’ minds with violence, a lot are educational. They solve problems and read.

My card says… “Companies…In my opinion….

Should video games be banned?

Name

What do you think is the most important theme of this short story?

Me (just two or three key words, if any)

1.

2.

3.

Me

Even though….Because a large percentage of students…In order to…

An Easier “Stronger & Clearer Each Turn” Activity: Interview Grid

How does the circulatory system work?How did geography influence Native American culture in this region?Explain how to divide fractions and why the method works.Should students be prohibited from using cell phones at school?

Name



1.

2.

3.

Me



How does the circulatory system work?How did geography influence Native American culture in this region?Explain how to divide fractions and why the method works.What do you think is the most important theme of this short story?

Name



1.

2.

3.

Me



How does the circulatory system work?How did geography influence Native American culture in this region?Explain how to divide fractions and why the method works.

Do you feel the Native Americans were treated fairly/appropriately/ethically by the Spanish?

Name



1.

2.

3.

Me



How does the circulatory system work?How did geography influence NativeExplain how to divide fractions and whyHow does the circulatory system work?

Name



1.

2.

3.

Me



How does the circulatory system work?How did geography influence Native American culture in this region?Explain how to divide fractions and why the method works.How does geography influence Native American culture in this region?

Name



1.

2.

3.

Me



How does the circulatory system work?How did geography influence Native American culture in this region?Explain how to divide fractions and why the method works.Explain how to divide fractions and why the method works?

Name



1.

2.

3.

Me



How does the circulatory system work?How did geography influence Native American culture in this region?Explain how to divide fractions and why the method works.Why are rules important to have in school?

Name



1.

2.

3.

Me



How does the circulatory system work?How did geography influence Native American culture in this region?Explain how to divide fractions and why the method works.What are the importance of the American symbols we learned about?

Name



1.

2.

3.

Me



How does the circulatory system work?How did geography influence Native American culture in this region?Explain how to divide fractions and why the method works.Why should we get to use the bikes on the playground?

Name



1.

2.

3.

Me



How does the circulatory system work?How did geography influence Native American culture in this region?Explain how to divide fractions and why the method works.Why do we learn the sounds of our letters?

Name



1.

2.

3.

Me



How does the circulatory system work?How did geography influence NativeExplain how to divide fractions and whyWhy do we have to know where we live?

Name



1.

2.

3.

Me



How does the circulatory system work?How did geography influence NativeExplain how to divide fractions and whyOut of all the civilizations we have learned about, which do you feel is the best or most important?

Name



1.

2.

3.

Me



How does the circulatory system work?How did geography influence NativeExplain how to divide fractions and whyWhich character from the novel contributed the most to the story? Why?

Debrief – “Stronger & Clearer Each Turn” Activity

1. What does this type of activity do for learners?

2. How does it connect to the Common Core and the shifts we highlighted at the outset? (speaking with evidence & academic language)

3. How might you use this type of activity in your setting?

Oral Output vs. Interaction

1. Output is one-way, one-time communication. Output activities tend to include think-pair-shares, answering teacher questions, jigsaws, pro-cons, and oral presentations.

2. Interactions are back-n-forth conversations in which participants build on one another’s ideas to build up and clarify knowledge that wasn’t in their minds before talking.

ALDNetwork.org Understanding Language

Idea

Constructive Conversation Skills

Goal: Students collaboratively (but w/o teacher) build an idea (e.g., knowledge, agreement, solution), using the following skills:

(Mini-teachers)

Negotiate Ideas

Create Idea

ClarifyIdea

Fortify Idea

Build Idea

Hand motions

Video – Argument Scale Conversations

Context5th grade Language Arts/ELD class; Advanced and early advanced partners.

This Clip student conversation (http://youtu.be/soHXHaPDZgE)• After reading an article on a program that gives pizza as reward for

reading, students discuss their opinions on the issue.• Look for supporting opinions, building on ideas, and clarifying

http://youtu.be/soHXHaPDZgE

Student Task

• Based on what you read in the text, do you think cell phones should be allowed in schools? Using the lists provided in the text, write a paragraph arguing why your position is more reasonable than the opposing position.

1. What skills will students need to have in order to complete this task?

2. How are the skills linked to Common Core?

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Some of the reasons to support cell phones in school are as follows:• Students can take pictures of class projects to e-mail or show

to parents.• Students can text-message missed assignments to friends that

are absent.• Many cell phones have calculators or Internet access that

could be used for assignments.• If students are slow to copy notes from the board, they can

take pictures of the missed notes and view them later.• During study halls, students can listen to music through their

cell phones.• Parents can get in touch with their children and know where

they are at all times.• Students can contact parents in case of emergencies.

Some of the reasons to forbid cell phones in school are as follows:

• Students might send test answers to friends or use the Internet to cheat during an exam.

• Students might record teachers or other students without their knowledge. No one wants to be recorded without giving consent.

• Cell phones can interrupt classroom activities.• Cell phones can be used to text during class as a way of

passing notes and wasting time.

Based on what you read in the text, do you think cell phones should be allowed in schools? Using the lists provided in the text, write a paragraph arguing why your position is more reasonable than the opposing position.

ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE

My responses to opposing points

2D-Scale

My position

Opposing position

Reasons & Evidence

Reasons & Evidence

Should cell phones

be banned in

school?

“Constructive Conversations” Activity for All 4 Skills:Argument Balance Scale

3-D Version

Think-Stop

• What are you focusing on right now in your classroom?

• How could you use variations (i.e. compare/contrast; Pro/Con;

cause/effect; for/against; main idea/details; main idea/theme) with these same strategies?• Use a post-it-note and add your ideas to the

grid.

Commonalities

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ELA Cognitive Rigor Matrix

SBAC Content Specifications for ELA

Bloom’s Taxonomy

+Webb’s Depth-of-Knowledge

Levels

(Hess, Carlock, Jones, & Walkup, 2009)

Maximize Student Learning

What’s Your Plan?

• What will you work on for session 2?• What kind of evidence/artifact can you bring

back with you to share?• Come with gold nuggets and lumps to share

and ask questions/clarifications.• 3-2-1 paper (today and bring one back)• Complete survey – exit slip

Documents

Getting on the Right Track: Investigating Instructional Shifts ELA/ELD Listening and Speaking with the Common Core