Speaking and Listening Standards Kit ... Presentation Resources 1. Speaking and Listening PowerPoint:

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  • Summary of Presentation The purpose of the Speaking and Listening Standards Kit Presentation is to build an understanding of the six Speaking and Listening Standards and to identify how the standards can be integrated into classroom instruction. The Kit provides a number of resources that can help educators implement the six Speaking and Listening Standards. All materials, including additional resources, can be found at http://www.ilwritingmatters.org/speaking-and-listening.html

    Speaking and Listening Standards Kit Contents

    Presentation Resources 1. Speaking and Listening PowerPoint: The PowerPoint is designed for Grades K-12 and is an overview

    of the six Speaking and Listening Standards.

    2. Handouts and Resources That Can Accompany the PowerPoint Article: Collaborative Conversations by Doug Fisher and Nancy Frey PowerPoint: Speaking and Listening Presentation Speaking and Listening Glossary Grade Level Speaking and Listening Standards Booklets Collaborative Conversation Sentence Stems Talk to the Duck Strategy PBS Online Tool PARCC Online Tool

    Presentation Options

    1. Educators can use the PowerPoint as an overview of the Speaking and Listening Standards and consider

    Standards implementation for the classroom. Various resources from the kit can be used in tandem with

    the PowerPoint as desired by the presenter.

    2. Curriculum Coordinators or school leaders can use the Kit to provide a Speaking and Listening

    overview to a K-12 audience.

    3. Grade level groups may use the kit to build knowledge of the Speaking and Listening Standards

    and locate resources to assist with grade level implementation.

    Speaking and Listening Standards

    Kit Presentation


  • Prepare for Facilitation 1. Read the following Facilitator’s Guide. 2. Make copies of handouts to be used. 3. Ensure that the presentation room includes internet access and video and audio capabilities.

    Presentation Time Considerations:

    How Much Time Do You Have?

    Use These Slides

    Use These Activities Use These Handouts

    Note: The following are suggestions for presenting the Speaking and Listening Standards Kit Presentation. The presenter should use their best judgement on the audience needs when planning the presentation.

    120 Minutes All slides All activities Use all handouts, resources, and optional activities and handouts that match the needs of the audience.

    90 Minutes All slides All activities  Eliminate Article Jigsaw Activity on slide 12

     Eliminate Reciprocal Teaching Ideas on slide 19

    60 Minutes All slides Eliminate exploration of resources. Any turn and talk activity must be monitored to fit the time allotted for the presentation.

     Eliminate Article Jigsaw Activity on slide 12

     Eliminate Reciprocal Teaching Ideas on slide 19

     Eliminate Read, Rate, Re-Read Activity on Slides 15, 16. Still take time to describe the activity (Slides 14 & 15)

    Language Standards Kit Presentation Facilitator’s Guide

    Slide #1 – Title Slide

    Welcome participants. Have participants share their current position and what they hope they will learn in the session.

    Slide #2

    This slide provides participants with the outcomes for the session.

  • Slide #3

    This slide shows participants the 4 strands in the ELA Standards that have anchor standards – what students should know and be able to do by the end of their high school career. (The foundational skills for grades K-5 are the 5th ELA strand, but they do not have anchor standards). Tell participants that the K-12 Anchor Standards offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Appendix A Today we will focus on the Speaking and Listening Strand, a peek at the anchor standards and look at the grade specific speaking and listening that is a step on the way to each anchor standard. Additional Research: If literacy levels are to improve, the aims of the English language arts classroom, especially in the earliest grades, must include oral language in a purposeful, systematic way, in part because it helps students master the printed word. Besides having intrinsic value as modes of communication, listening and speaking are necessary prerequisites of reading and writing (Fromkin, Rodman, & Hyams, 2006; Hulit, Howard, & Fahey, 2010; Pence & Justice, 2007; Stuart, Wright, Grigor, & Howey, 2002).

    Slide #4

    Oral language development precedes and is the foundation for written language development; in other words, oral language is primary and written language builds on it. Children’s oral language competence is strongly predictive of their facility in learning to read and write: listening and speaking vocabulary and even mastery of syntax set boundaries as to what children can read and understand no matter how well they can decode (Catts, Adolf, & Weismer, 2006; Hart & Risley, 1995; Hoover & Gough, 1990: Snow, Burns, & Griffin, 1998). Additional Research:

     For children in preschool and the early grades, receptive and expressive abilities do not develop simultaneously or at the same pace: receptive language generally precedes expressive language.

     Children need to be able to understand words before they can produce and use them. Oral language is particularly important for the youngest students. Hart and Risley (1995), who studied young children in the context of their early family life and then at school, found that the total number of words children had heard as preschoolers predicted how many words they understood and how fast they could learn new words in kindergarten. Preschoolers who had heard more words had larger vocabularies once in kindergarten. Furthermore, when the students were in grade 3, their early language competence from the preschool years still accurately predicted their language and reading comprehension. The preschoolers who had heard more words, and subsequently had learned more words orally, were better readers. In short, early language advantage persists and manifests itself in higher levels of literacy.

    Slide #5

    As illustrated in the graphic on the slide, a meta-analysis by Sticht and James (1984), found evidence strongly suggesting that children’s listening comprehension outpaces reading comprehension until the middle school years. Additional Research: The research strongly suggests that the English language arts classroom should explicitly address the link between oral and written language, exploiting the influence of oral language on a child’s later ability to read by allocating instructional time to building children’s listening skills, as called for in the Standards. Appendix A

  • Slide #6

    Generally, teachers will encourage children in the upper elementary grades to read texts independently and reflect on them in writing. However, children in the early grades—particularly kindergarten through grade 3—benefit from participating in rich, structured conversations with an adult in response to written texts that are read aloud, orally comparing and contrasting as well as analyzing and synthesizing (Bus, Van Ijzendoorn, & Pellegrini, 1995; Feitelstein, Goldstein, Iraqui, & Share, 1993; Feitelstein, Kita, & Goldstein, 1986; Whitehurst et al., 1988).

     Because, as indicated in the previous slide, children’s listening comprehension likely outpaces reading comprehension until the middle school years, 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.

     By reading a story or nonfiction selection aloud, teachers allow children to experience written language without the burden of decoding, granting them access to content that they may not be able to read and understand by themselves. Children are then free to focus their mental energy on the words and ideas presented in the text, and they will eventually be better prepared to tackle rich written content on their own. Whereas most titles selected for kindergarten and grade 1 will need to be read aloud exclusively, some titles selected for grades 2–5 may be appropriate for read-alouds as well as for reading independently. Reading aloud to students in the upper grades should not, however, be used as a substitute for independent reading by students; read-alouds at this level should supplement and enrich what students are able to read by themselves. Appendix A

    Slide #7

    Have participants read slide #7. Ask participants to share out what is challenging about integrating the speaking and listening standards with other standards.

    Slide #8

    Handouts: (The sticky note image has “2” on it to reflect the 2 handouts)

     Grade Level Speaking and Listening Booklets – These booklets provide grade specific strategies and resources for the classroom.

     Glossary for Speaking and Listening Standards Terminology This slide identifies the first three speaking and listening anchor standards. The first three standards require students to listen o