I HAVE COMMAND OF THE ENGLISH LANGUAGE! Roxanne M. Williams [email protected] 1

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I HAVE COMMAND OF THE ENGLISH LANGUAGE!

Roxanne M. Williams [email protected]

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Abstract

Students rate their common core speaking and listening skills through comparing Little Red Riding Hood version. Pair share, whole group discussion, and an audience response system elicit conversation. Pick up a clicker and mirror this engaging activity!

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Changes

Concept of how we assess reading has changed – How we teach reading has changed (Daily 5)

CCSS Scale has changed (1-4 vs. alphabet) On-going vs. end of unit

Process vs. product Formative vs. summative

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Assessment Changes

Some teachers may be using the “old” curriculum and materials (and tests) and try to “tweak” it to fit CCSS

Evolving strategies as the teacher becomes more familiar with CCSS

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Focus

Some strategies to assess reading comprehension and speaking and listening skills by looking through the CCSS lens

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Varied Groupings

Whole group Student pair-share Guided reading groups One-on-one conferencing

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Whole Group Instruction

Example of comparing & contrasting two literature selections Two fairy tales Prerecorded answers to CCSS Short teacher review of CCSS concept Speaking & listening rubric Clipboard from “Really Good Stuff” Pair share answers –assessing speaking &

listening Clickers: self-evaluate speaking & listening

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FAIRY TALES(USE CLICKERS!!!)I can build on other’s ideas.

(CCSL.3.1)

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CC Speaking & Listening Skills CCSL. 3.1 = Engage effectively in a

range of collaborative discussions (one-on-one, in groups, and teacher led)….building on others’ ideas and expressing their own clearly

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CC Speaking & Listening Skills CCSL.3.1a = Come to discussions

prepared, having read and studied require materials

CCSL.3.1b = Follow agreed-upon rules for discussions

CCSL.3.1c = Ask questions and link their comments to the remarks others

CCSL.3.1d = Explain own ideas and understanding

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Discussion

Whole Class Rules Always listen to what others say; you’re not

talking while someone else is talking Usually when you talk, you need to build on

what the last person said Don’t say mean things about what others

have said Pair Share Rules:

Same rules as whole class One person should not do all of the talking

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Scoring: Teacher & Self-Score Scoring you: 1, 2, 3, 4 1= not talking at all, or talking off-topic 2 = talking on-topic some 3= talking on-topic and building on

other’s ideas 4= talking on-topic and building on

other’s ideas and expressing your thoughts to show command of the English language

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Model, Model, Model

What does command of the English language look like? Specific nouns, action verbs, adjectives

What does good listening look like? Eye contact, facing the other person,

evidence of listening when you build on someone else’s ideas

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Fairy Tales We Have Read! The True Story of the Three Little Pigs The play version of The Three Little Pigs The video version of The Three Little Pigs Lon Po Po (Chinese Version of Little Red

Riding Hood) The traditional version of Little Red Riding

Hood Goldilocks and The Three Bears Pip Squeak, Mouse in Shining Armor

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Compare & Contrast Fairy Tales

The traditional version of Little Red Riding Hood

Lon Po Po

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1. Compare & Contrast–Ask Questions (CCRL. 3.1)

The traditional version of Little Red Riding Hood ________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________________________________

Lon Po Po _______________________

__________________________________________________________________________________

______________________________________________________________________________________________________________________________

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Do you ask questions as you read? (CCRL.3.1)

How well did you speak and listen during pair share?

1. Not talking at all, or talking off-topic

2. Talking on-topic some3. Talking on-topic &

building on others’ ideas

4. Talking on-topic, building on others’ ideas, & showing command of the English language.

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2. Compare & Contrast – Retell Stories & determine the central message (CCRL.3.2)

The traditional version of Little Red Riding Hood ______________________

______________________________________________________________________________________________________________________________________________________________________________________________________

Lon Po Po

____________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Did you determine a central message? (CCRL. 3.2)



2. Talking on-topic some 3. Talking on-topic &



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3. Compare & Contrast – Characters (CCRL.3.3)

The traditional version of Little Red Riding Hood Traits:

_____________________________________________________________________

Motivations: _____________________________________________________________________

Feelings: ___________________________________________________________________________

Lon Po Po

Traits: _____________________________________________________________________

Motivations: _____________________________________________________________________

Feelings: ___________________________________________________________________________

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Can you compare & contrast characters? (CCRL.3.3)






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4.Compare & Contrast – Are there words or phrases with double meanings? (explain) (CCRL.3.4)

The traditional version of Little Red Riding Hood ________________________

___________________________________________________________________________________________

___________________________________________________________________________________________________________________

Lon Po Po

___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

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Can you find words or phrases with double meanings? (CCRL.3.4)





4. Talking on-topic, building on others’ ideas, & showing command of the English language

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5. Compare & Contrast – Parts of Stories (format): Are there chapters, scenes, or stanzas? (CCRL.3.5)


____________________________________________________________________________________________

Lon Po Po

____________________________________________________________________________________________

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Can you identify parts of stories: chapters, scenes, or stanzas? (CCRL.3.5)How well did you speak and listen during pair share?


2. Talking on-topic some3. Talking on-topic, &



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6. Compare & Contrast – Point of View (CCRL.3.6)

Little Red Riding Hood’s Viewpoint _______________________

_____________________________________________________________________

Your viewpoint: ___________________________________________________________________________________________________________________

Wolf’s viewpoint _______________________

_____________________________________________________________________

Your viewpoint: ___________________________________________________________________________________________________________________

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Can you compare and contrast point of view? (CCRL.3.6)






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7. Compare & Contrast – IllustrationsHow do the illustrations help you understand the wolf’s character? (CCRL. 3.7)


______________________________________________________________________________________________________________________________________________________

Lon Po Po

__________________________________________________________________________________________________________________________________________

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How do illustrations help you understand the wolf’s character? (CCRL. 3.7)How well did you speak and listen during pair share?





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8. Compare & Contrast – Plots (CCRL.3.9)


Beginning?____________________________________________________________

Middle? _____________________________________________________________________

End? _____________________________________________________________________

Lon Po Po

Beginning?____________________________________________________________

Middle? _____________________________________________________________________

End? _____________________________________________________________________

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Can you compare & contrast plots? (CCRL.3.9)






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Overall, are you able to build on others’ ideas? (CCSL. 3.1)






Not talking at all, or talking off-topic

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20%

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Guided Reading Group Instruction Diversity – IEP students Assessment in guided reading groups

Prerecorded CCSS answers Immediate feedback with new report card

scale Speaking & listening skills

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Example of Prerecorded Answers on Guided Reading Group Questions

1. RL. 3.1, 3.3 How do you think Josh felt about getting to go to the game? Find support from the text to prove your answer.

2. RL.3.7 What does the illustration on page 9 suggest?

3. RL. 3.1, 3.2 What is the message the author wants the reader to learn from this story? Use support from the text to prove your answer.

4. RL. 3.4 Read the sentence below and tell what the word assembly means.

The first day of school Mrs. Martin called the elementary school to an assembly. We all gathered in the APR. We all learned the school rules together.

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One-on-one Conferencing Instruction

CCSS report card – recording sheet Example of “Fact & Opinion” cards and

text examples – Why do you think this is an opinion? What do you see in the text that leads you to believe this is a fact?

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One-on-one Conferencing Cont. Students prerecorded answers are

discussed Question how the score should be recorded

because after discussion, students’ answers reflect greater understanding than what they had on the paper.

Teachable moments

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Pros to CCSS

CCSS – Forces students to show in-depth support for their answers

Increase in one-on-one conferencing for purposes of assessment

Increase in collaboration – students & teachers

Increase in students’ ability to communicate with clarity Right puzzle pieces = CCSS stays in place;

teachers are actually implementing it

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Cons to CCSS

CCSS – subjectivity in scoring Scoring Disjointedness between

buildings & schools

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Notes:

Binder for recording CCSS – Teachers Pay Teachers: Third Grade CC Gradebook by Marianne Patterson.

“Masteryconnect” – computer based program to record CCSS’s; gradebook; free subscription

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I HAVE COMMAND OF THE ENGLISH LANGUAGE! Roxanne M. Williams [email protected] 1