MAKING THE MOST OF CARPET TIME

for ACTIVE LISTENING

Oral Language development (speaking and listening)

For the next few slides, jot down your observations about how these students are engaging in learning.

WHIP-AROUNDShare your ideas about what may be contributing to (or hindering) learning for the students in the pictures. If someone takes your idea, just say “Pass”.

NOTE: Whip-around is an excellent “check for understanding” activity. You don’t have to do it with the entire class. Try it with a table group or with the back row.

LEARN FROM EACH OTHER

Review the handout on Active Listening Strategies (to get some ideas). With your colleagues, talk about your own strategies for “carpet time” and/or how you keep students engaged during whole group instruction.

• What works for you?

• What do you want to explore for this coming year to ensure active learning while students are on the carpet?

• What have you seen others do that you are curious about?

SHARE OUT – volunteers?

NOTE: remember the following activities are always better than just having students raise their hand to share. You will always get the same students sharing if all you do is call on those who like to raise their hand.• Pulling sticks• Number off within a table group and call on a certain number

to share• Number off within a table group and person #2 has to share

what person #1 said• Whip-around • Ticket out the door

THE IMPORTANCE OF PARAPHRASING

Think Pair Share and Tell

LET’S WATCH SOME PARAPHRASING FIRST GRADERS…..

I ALWAYS HAVE TOYS…

FORTUNE COOKIE STATEMENT

With a partner, by yourself or in a table group, come up with a statement that is no less than 8 words and no more than 12 words long that synthesizes your learning today.

Example: “Students need to listen actively and have opportunity to orally share.”