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 others. As each anchor standard animates on the slide, have participants open their grade level booklet and read the coordinating standard at their grade level. If time allows, participants can read through the additional resources listed on each page and share out with a neighbor ideas they can try in their classroom.

Slide #9

Participants can silently read this slide. Tell them that they will be watching a short video. In the video, students have been reading tough text. This video is a small portion of the classroom discussion that prepares students to write. (Video is 1:47) Note About the Video

Kindergarten and 1st classrooms may want to have students whisper their idea to themselves WHILE using gestures.

Older students may want to use different hand signals that are less juvenile.

Ask participants to share what additional ideas to encourage listening in the classroom.

Slide #10

Handout: Grade Level Speaking and Listening Booklets This slide identifies the last three speaking and listening anchor standards. The final three standards require students to speak. As each anchor standard animates on the slide, have participants open their grade level booklet and read the coordinating standard at their grade level. If time allows, participants can read thorough the additional resources listed on each page and share out with a neighbor ideas they can try in their classroom.

Slide #11

Tell participants that they will be watching a 2 minute video about respectful talk. Respectful talk is foundational when providing classroom speaking and listening opportunities. Tell participants to watch for the following:

1. How does Ms. Chism use accountable talk stems? 2. What concrete strategies does Ms. Chism introduce for getting students

to engage in respectful talk? 3. How could you use Ms. Chism’s strategies in your classroom?

Slide #12

Douglas Fisher and Nancy Frey remind us that if students are reading tough text, that speaking and listening standards can help them “unlock” a complex text. Have participants read the slide silently and turn and talk with a partner what challenges there are for teachers to create the types of conversations needed to unlock complex text. After a short discussion time, have participants share out challenges and possible solutions. Optional Article Handout and Jigsaw Activity The handout image that appears on the next click is a reminder to share a resource available in the Speaking and Listening Kit. The Collaboration Conversations Article (Fisher and Frey) provides more information on collaborative discussions. A possible activity, if time allows, is to jigsaw the article and share out. The article is found in on the Speaking and Listening Kit webpage.

Slide #13

Have participants watch this video and determine what the teacher did as a part of instruction to get students to unlock complex text. Start the video at 1 min – stop at 4 min.

Slide #14

Kelly Gallagher discusses a strategy in his book Teaching Adolescent Writers to show the power of discussion as well as writing and rereading when reading complex text. The strategy provided brings home the power of rereading, writing and SPEAKING and LISTENING about text. Provide each participant with a handout (If time doesn’t allow participants to complete all 4 steps, just spend a short amount of time on each step so participants understand the strategy. ) Steps are on the next slide’s notes.

Slide #15

This slide is the text from the handout from the previous slide. Steps in this strategy are:

1. Have participants read the text. Rate themselves from a 1 -10 on how well they know the content. (1 – not at all 10 – I can teach it)

2. Have participants reread the text. Rate themselves from a 1 -10 on how well they know the content.

3. Have participants write about what they read. Rate themselves from a 1 -10 on how well they know the content.

4. Have participants turn and talk about what they read and what they wrote. Rate themselves from a 1 -10 on how well they know the content.

Slide #16

Have participants share out their ratings or what they think would be the findings if they completed all 4 steps. Discuss what they impact this activity might have on students and what they can learn about comprehension.

Slide #17

Have participants read the slide. Ask participants: 1. Do you agree with this statement? Why or Why not? 2. How does collaborative construction of meaning between teachers and

students LEAD to a higher quality of learning? 3. What strategies can teachers employ to encourage collaborative

construction of meaning in the classroom? Slide Citation: Allen, S. (2003). An analytic comparison of three models of reading strategy instruction. IRAL: International Review of Applied Linguistics in Language Teaching. 41(4), 319-339.

Slide #18

This statement provide additional evidence to support infusing Speaking and Listening Standard #1 in our classrooms. Discussion Question

• Ask participants if they have had experience as students or in their adult life where discussion about complex texts helps correct misconceptions about what they thought the text said.

Optional Collaborative Sentence Stems Handout The handout image that appears on the click is a reminder to share a resource available in the Speaking and Listening Kit. The Collaboration Sentence Stems are a tool to help students speak effectively in a group and they are found in on the Speaking and Listening Kit webpage with a description on how to use them in the classroom.

Slide Citation:

Hashey, J. M, & Connors, D. J. (2003). Learn from our journey: Reciprocal teaching action research. Reading Teacher, 57(3), 224-233.

Slide #19

This statement is from Lev Vygotsky. Vygotsky is well known for the theory “zone of proximal development”, often abbreviated as ZPD. The ZPD is the difference between what a learner can do without help and what he or she can do with help. It is a concept introduced, yet not fully developed, by Soviet psychologist Lev Vygotsky (1896–1934) during the last ten years of his life. Discussion Questions:

Ask participants if they believe discussion can become “the help” students need in order to “go to the next level” of learning.

Does this happen in our classrooms today? Why or why not? Extra Strategy and Resource to support Slides 17-19 – Reciprocal Teaching Reciprocal Teaching Description and Resources

Reciprocal teaching is a cooperative learning instructional method in which natural dialogue models and reveals learners' thinking processes about a shared learning experience. Teachers foster reciprocal teaching through their belief that collaborative construction of meaning between themselves and students leads to a higher quality of learning (Allen, 2003) (slide 17).

Students take ownership of their roles in reciprocal teaching when they feel comfortable expressing their ideas and opinions in open dialogue. They take turns articulating and thinking out loud – talking through their thoughts - with each learning strategy employed.

Effective reciprocal teaching lessons include scaffolding, thinking aloud, using cooperative learning, and facilitating metacognition with each step. Each strategy is taught by the teacher and is clearly understood by students before they go on to the next strategy (Hashey et al, 2003) (slide 18).

Procedures are first modeled by the teacher. Then they are practiced and coached with peer and teacher feedback. Finally, the leadership of the group work strategy is handed over to the students (Allen, 2003). Continual teacher and student modeling of cognitive processes for each of the four strategies - predicting, questioning, clarifying, summarizing - is an integral part of the process. The teacher monitors and evaluates to determine where scaffolding is needed to help students to be successful in using strategies. Students become aware of their own learning processes and think critically about them. (Palincsar et al, 1984, 1986)

Reciprocal Teaching Strategy Resources

Elementary Resources: http://www.readingrockets.org/strategies/reciprocal_teaching

Middle/High School Resources: http://www.readingquest.org/strat/rt.html

Slide #20

ISBE Content Area Specialists have developed a number of resources to assist teachers with implementing the Speaking and Listening Standards. The document on the left are the grade level booklets used in the presentation. The Classroom Collaboration Kit on the right offers additional tools for meeting Standard #1. The link for these tools are in each grade level booklet. The Classroom Collaboration Kit can be found on the www.ilclassroomsinaction.org site. Click on the red button “Instructional Supports”. Direct link: (http://www.ilclassroomsinaction.org/instructional-supports.html)

Slide #21

Thank participants for their attention and engagement. If time allows, take participants to where the Speaking and Listening Kit is housed. (http://www.ilwritingmatters.org/speaking-and-listening.html) Additional resources in the Speaking and Listening Kit as well as other resources will be found here.