Norming the CCSS Classroom to Increase English Learners ’ Language Production

June 28, 2013 New English Language Development and Common Core State Standards Institute

Laurie Stapleton, M.F.A, Ph.D., Secondary Literacy Coordinator

Yee Wan, Ed.D., Multilingual Programs Coordinator

Norming the CCSSClassroom to Increase English Learners’ Language Production

Outcomes/Agenda

• Understand CCSS- and research-based rationale for rewarding, meaningful, and productive student-student talk in the classroom

• Understand how the new ELD standards are integrated with CCSS—Speaking/Listening

• Experience learning activities that foster student communication, collaboration, and presentations

2

Introductions

• Your name, school, what you teach, a hobby.

• What brought you to “Norming the 21st Century Classroom” today.

3

Special Envelope

• Your group’s “Norm”• Sentence Stems• Note-taking Guide• A Task Card

4

Special Envelope

• Person closest to the podium distributes Note-Taking Guide and Sentence Stems.

• Look over the Sentence Stems that match your group’s norm!

5

https://www.teachingchannel.org/videos/increasing-student-collaboration

“Turn to Your Partner”

6



“Turn to Your Partner”

How do students learn to collaborate effectively? In your experience, what skills do they most need to develop?

Use a highlighted sentence stem!

7

Common Core State Standards (CCSS)

Outline the most essential skills and knowledge every student needs to master to succeed in 21st Century college and careers.

8

Norming the 21st Century Classroom

Considerations•Technology•Multimedia•Text Complexity/Non-fiction Texts•Range of Reading and Writing•Learning Activities/Assessments•Student Talk•Room Arrangement

9

Our Focus: Student Talk

10

Communication and Collaboration: 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.

2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

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

CCSS (ELA)—Speaking and Listening

11

Communication and Collaboration: 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.

2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

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


12


Presentation of Knowledge and Ideas4 Present information, findings, and supporting

evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

13


Presentation of Knowledge and Ideas4 Present information, findings, and supporting

evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

14

ELD Standards: Matching Activity

Directions:1.Select the zip-lock baggie.

2. Match the ELA standards (yellow) to their corresponding ELD standards (green)

3. Discuss to what extent the ELA and ELD standards are aligned.

4.Cite evidence of an alignment between the two standards.

15

ELA and ELD Standards Alignment

ELA & Literacy

Grade 7: Speaking and Listening Standards Comprehension and Collaboration1. Engage effectively in a range of collaborative discussions

ELD1. Exchanging information/ideasContribute to class, group, and partner discussions by following turn‐taking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and providing useful feedback.

3. Supporting opinions and persuading othersNegotiate with or persuade others in conversations using appropriate register using a variety of learned phrases, indirect reported speech, and open responses.

5. Listening activelyDemonstrate active listening in oral presentation activities by asking and answering detailed questions with minimal prompting and support.

16

CCSS—Mathematics

Standards for Mathematical Practice1 —“…can explain correspondences between

equations, verbal descriptions, tables, etc…”

3 “Construct viable arguments and critique the reasoning of others. […] Students at all grades can listen [to] the arguments of others [and] ask useful questions to clarify or improve the arguments.”

17

CCSS—Mathematics

Standards for Mathematical Practice1 —“…can explain correspondences between

equations, verbal descriptions, tables, etc…”

3 “Construct viable arguments and critique the reasoning of others. […] Students at all grades can listen [to] the arguments of others [and] ask useful questions to clarify or improve the arguments.”

18

Research: Effects of Communication/ Collaboration on

Learning• Language Acquisition Theory (Ruiz, Wong)• Social Learning Theory (Bandura)• Cultural Learning Theory (Vygotsky)• Complex Instruction / Heterogeneous

Groups (Cohen/Lotan)• Cooperative Learning (Kagan; Johnson, et

al; Kinsella)• SEWB (Noddings, Medoff, Rogers)

19

21st Century Literacy

• New Literacies• Technology• Multimedia

• Collaboration and Interdependence

• Communication

• Creative Thinking

• Critical Problem Solving• Entrepreneurial spirit

“The 4 Cs”

20




• Communication



English Learners

21




• Communication



Social-Emotional Well Being

(SEWB)

22




• Communication



College AND Career Success

23

“Norming”

norm—a standard, model, or pattern.ing—a suffix forming the present participle of verbs.“Norming”—to set, promote, repeat, refine, and “live” our standard of behavior.

24

“Norming”

norm—a standard, model, or pattern.ing—a suffix forming the present participle of verbs.“Norming”—to set, promote, repeat, refine, and “live” our standard of behavior.

25

Freewrite

What makes you want to be part of a group?


Freewrite: What makes you want to be part of a group?

Our Group’s Norm: ____________________________________________

Looks like Sounds like

26

“Turn to Your (other) Partner”

Share what makes you enjoy being part of a group.

Use your highlighted sentence stems!

27

5 Keys to Promote Student Talk

1. Norms (not rules) Set at beginning of year Teach throughout year School/district consistency

28

1. Norms (not rules)2. Sentence Starters/Stems3. Relevant group task4. Authentic audience5. Self Reflection/Peer Assessments


29

Norms (not rules)

1. Listen actively and make eye contact.2. Make connections.3.Take initiative!4.Invite others into the conversation.5.Appreciate others’ ideas.

30

“The Five Habits of Highly Effective Discussants”

1. Listen actively and make eye contact.2. Make connections.3.Take initiative!4.Invite others into the conversation.5.Appreciate others’ ideas.

Stach Ishigaki, ELA Teacher, Eastside College Prep HS, East Palo Alto, CA (2007)

31

Sentence Stems

32

SENTENCE STEMS

33

(1) Listen actively and make eye contact.

Listen actively and make eye contact.

Elaborate and Clarify

• Can you elaborate? • What do you mean by…? • Will you tell me more about…? • What makes you think that? • What is your rationale? • Will you explain that again? • I have a question about… • I am wondering if… • Can you give an example? • Can you tell me again in different

words? • What do you mean?

Paraphrase and Summarize

• What have we discussed so far? • How should we summarize what we

talked about? • We can say that… • I think I heard you say _____; is

that right? • I’m not sure I understand what you

mean. Can you explain it again? • So you are saying that… • What I hear you saying is… • I agree with (person) that… • I found out from ______ that…

Make Eye Contact

• with the speaker • with the listeners •

Other Non-verbal Communication

• smile • nod • sit up straight • be interested

34

(2) Make connections.

Make connections.

Text to Text

According to the author. According to the text The text say In the video The data indicate Can you give an example? Can you show me where it says

that? Are there any cases of that? For example… One case showed… According to research This reminds me of the text/song/

experiment/book/video/ article… Based on…, I infer that… The most important details are...

Text to Self

So how can we apply this idea to our lives?

What can we learn about this character/event/process?

I think the author wrote it to teach us about…

In my life… I think it can teach us… If I were…I would have… I think/believe that… The part that interested me most… In my opinion I really liked it when… It seems to me that… I am wondering if… In my experience…

Text to World What are some themes that

emerged? One theme might be… This reminds me of a current

event/situation/problem/approach… What might be a counterclaim? Another counterclaim?

Text to My Classmates

My idea builds upon _____’s idea. I want add on to what you said… Piggybacking on your idea… _______ shared with me that… I found out from ____ that… My idea is similar/related to _____’s

idea. Building on what ____ said… _____ pointed out to me that… I respectfully disagree… I appreciate ____’s point of view,

however I have a different opinion. Similarly… Our group sees it differently. Elaborating on ____’s idea/

suggestion, I would add that…

35

(3) Take initiative!

Take initiative!

Individual Contribution

I guess/predict/imagine/ believe/think/hypothesize that…

I learned… I wonder… In my opinion… I want to know more about… I didn’t agree with or like… The part I liked best was… IT seems to me that… I’ll get an extra graphic organizer

from the shelf. I’ll take this section… I’ll share my

idea/experience/answer first…

Group Contribution

What if we… Here’s something we might try Maybe we could… What process should we use for

consensus? Let’s make a plan Let’s get organized Who will be facilitator / recorder /

timekeeper / errand runner / illustrator?

Returning to Task

We only have five minutes left. Let’s see if we can wrap up by then.

That’s interesting, but let’s get back to our task.

This has been a great discussion. Let’s revisit our task directions…

Do you think it’s time to ask the teacher for help?

Group Presentation

Our group sees it differently. We decided/agreed that… We had a different approach. Our project consisted of… Our approach/process/methods… We investigated… Now, we would like you to complete

this activity…

36

(4) Invite others into the conversation.

(Share the air space!)

Invite others into the conversation (Share the air space!)

Seek each other’s opinions

We haven’t heard from ___ yet; what do you think?

Let’s hear from ____ next. I’d like to know what you/all of us

think about… Which was your favorite part? What is the biggest surprise? Which of your ideas would you

most like represented in our project?

Let’s each choose one difficult passage, and try to help each other make meaning…

Share knowledge and responsibility

How would you like me to represent this idea/project?

How would you like this to sound? Let’s be sure all of us have

contributed our knowledge/ideas… Let’s hear/record each of our “text-

to-text connections…” I might have created the

PowerPoint / illustration / visual differently, however I appreciate your approach, too!

37

(5) Appreciate others’ ideas.

Appreciate others’ ideas.

Express appreciation/ agreement

Interesting idea—I hadn’t thought of that.

That’s an interesting/creative/ brilliant/fabulous idea

I am going to use your idea when… I agree with (person) that… I agree with ____ because _____ I like what you’re saying. I have a

question/thought/reference… I see what you mean. Thank you for sharing your

experience. You did a lot of work on this –

thank you. This seems important. Will you

elaborate/explain it further?

Build off each other’s ideas

Elaborating on ____’s idea/ suggestion, I would add that…

I want to expand on your point about…

Similar to what ____ said, I want to add on to what you said… My idea builds upon ____’s idea. My idea is similar to/related to

____’s idea. I’d like to piggyback on what you

said… My partner mentioned… _____ shared with me/pointed out

to me that…

Seek others’ opinion/ knowledge

What do you think? Can you add to this idea? Do you agree? Will you explain that again? I’d like to know what all of you think

about… We haven’t heard from you yet.

Respectfully challenge/ disagree

I respectfully disagree. I believe that… I appreciate your idea, however I see it

another way. I have a different answer than you. I understand what you are saying,

however…

38

Scaffold: From 2 to 4

Now that we’ve practiced in pairs, let’s try using sentence stems in groups.

First, we need to decide what the norm actually means.

39

Example:

“Invite others into the conversation”

LOOKS LIKE•A group sitting evenly in a square or circle.•People looking at the speaker

SOUNDS LIKE•Everyone’s voice is heard•People asking each other questions

40

Timed Writing

Write as many ideas as you can think of that describes what your norm looks and sounds like (2 mins)


Freewrite: What makes you want to be part of a group?

Our Group’s Norm: ____________________________________________

Looks like Sounds like

41

Round Robin

Each person takes turns sharing an idea until everyone has shared all her/his ideas.

Add each other’s ideas to your list.

Place or or next to repeats.

42

Consensus, Compromise, Community

Place or or next to repeats.

Place each shared idea on a single post-it, and affix to matching Norm poster.

43

Relevant Group Task

Our Class Inquiry: “Norming the 21st Century Classroom”

Outcome: to develop and share knowledge about our inquiry

Five Groups: each analyzing a different “norm” in relation to the key principle, “Relevant Group Task”

44

45

46

Group Task

Each group has a task card that includes:A description of a meaningful task related to our class inquiryDirections for completing the taskA group norm, sentence stems, and individual rolesA performance outcomeAn authentic audience

47

Group Roles

Conversation Starter and Contributors

Timekeeper

Recorder

Title Slide Creator48

Authentic Audience

Showtime in 15 minutes!

49

1. Norms (not rules)2. Sentence Starters/Stems3. Relevant group task4. Authentic audience5. Self Reflection/Peer Assessments


50

Self Reflection / Peer Assessment

Group Reflection Name_________________

Our group focused on the norm ________________________________________________. Two sentence stems we used were:

1. 2.

+ of our group’s communication

of our group’s communication

Independent Reflection

An idea/insight I contributed to my group that I am proud of:

An idea/insight one of my group mates contributed that I appreciated:

Why

How

What

How Great Leaders Inspire Action Simon Sinek

My Personal “Why”

51

Self Reflection / Peer Assessment



1. 2.






Why

How

What



52

CCSS represents…

The most significant, exciting, hopeful educational reform in the last century

53

Why

How

What


54

Finding your Why

A special child in your lifeA vision of societyA reason to be in your classroom, each day

55

Finding your Why

Why is it important for you to facilitate communication, collaboration, and presentations among students in your classroom?



1. 2.






Why

How

What



56

A new authentic audience

• When the music stops, form groups of 4.

57

A new authentic audience

• When the music stops, form groups of 4.

• Read aloud your “why.”• Listener across from speaker

expresses appreciation about a specific idea.

58

59

Outcomes/Agenda

• Understand CCSS- and research-based rationale for rewarding, meaningful, and productive student-student talk in the classroom

• Understand how the new ELD standards are integrated with CCSS—Speaking/Listening

• Experience learning activities that foster student communication, collaboration, and presentations

60

Closure

Thank you!

Laurie Stapleton, M.F.A., [email protected] Wan, [email protected]

61

mailto:[email protected]

mailto:[email protected]

Documents

Norming the CCSS Classroom to Increase English Learners ’ Language Production