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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
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Introductions
• Your name, school, what you teach, a hobby.
• What brought you to “Norming the 21st Century Classroom” today.
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Special Envelope
• Your group’s “Norm”• Sentence Stems• Note-taking Guide• A Task Card
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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!
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https://www.teachingchannel.org/videos/increasing-student-collaboration
“Turn to Your Partner”
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“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!
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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.
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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
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Our Focus: Student Talk
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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
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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
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CCSS (ELA)—Speaking and Listening
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.
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CCSS (ELA)—Speaking and Listening
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.
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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.
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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.
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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.”
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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.”
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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)
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21st Century Literacy
• New Literacies• Technology• Multimedia
• Collaboration and Interdependence
• Communication
• Creative Thinking
• Critical Problem Solving• Entrepreneurial spirit
“The 4 Cs”
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21st Century Literacy
• New Literacies• Technology• Multimedia
• Collaboration and Interdependence
• Communication
• Creative Thinking
• Critical Problem Solving• Entrepreneurial spirit
English Learners
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21st Century Literacy
• New Literacies• Technology• Multimedia
• Collaboration and Interdependence
• Communication
• Creative Thinking
• Critical Problem Solving• Entrepreneurial spirit
Social-Emotional Well Being
(SEWB)
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21st Century Literacy
• New Literacies• Technology• Multimedia
• Collaboration and Interdependence
• Communication
• Creative Thinking
• Critical Problem Solving• Entrepreneurial spirit
College AND Career Success
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“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.
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“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.
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Freewrite
What makes you want to be part of a group?
Norming the 21st Century Classroom
Freewrite: What makes you want to be part of a group?
Our Group’s Norm: ____________________________________________
Looks like Sounds like
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“Turn to Your (other) Partner”
Share what makes you enjoy being part of a group.
Use your highlighted sentence stems!
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5 Keys to Promote Student Talk
1. Norms (not rules) Set at beginning of year Teach throughout year School/district consistency
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1. Norms (not rules)2. Sentence Starters/Stems3. Relevant group task4. Authentic audience5. Self Reflection/Peer Assessments
5 Keys to Promote Student Talk
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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.
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“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)
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Sentence Stems
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SENTENCE STEMS
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(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
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(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…
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(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…
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(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!
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(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…
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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.
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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
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Timed Writing
Write as many ideas as you can think of that describes what your norm looks and sounds like (2 mins)
Norming the 21st Century Classroom
Freewrite: What makes you want to be part of a group?
Our Group’s Norm: ____________________________________________
Looks like Sounds like
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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.
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Consensus, Compromise, Community
Place or or next to repeats.
Place each shared idea on a single post-it, and affix to matching Norm poster.
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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”
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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
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Group Roles
Conversation Starter and Contributors
Timekeeper
Recorder
Title Slide Creator48
Authentic Audience
Showtime in 15 minutes!
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1. Norms (not rules)2. Sentence Starters/Stems3. Relevant group task4. Authentic audience5. Self Reflection/Peer Assessments
5 Keys to Promote Student Talk
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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”
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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”
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CCSS represents…
The most significant, exciting, hopeful educational reform in the last century
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Why
How
What
How Great Leaders Inspire Action Simon Sinek
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Finding your Why
A special child in your lifeA vision of societyA reason to be in your classroom, each day
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Finding your Why
Why is it important for you to facilitate communication, collaboration, and presentations among students in your classroom?
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”
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A new authentic audience
• When the music stops, form groups of 4.
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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.
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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