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Making the Most ofListening and Learning
Supporting your Implementation and Extensions
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Welcome Back! We’ll get started in just a moment…
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Introductions
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ReframingWhere We’ve Been Where We Are Headed
• Overview of NYLA by Core Knowledge®
• Common Core Shifts for ELA
• Listening and Learning Strand of NYLA
• Teaching Content IS Teaching Reading
• Coherence• Domains
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Goals• Develop an understanding of the considerations
that were made in the development of Listening and Learning Strand.
• Learn strategies and meaningful extensions for successful implementation of Listening and Learning.
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ObjectivesBy the end of this session, you should be able to:
• explain how teaching content is teaching reading;
• explain the usefulness and limitations of teaching reading strategies;
• identify the filters used to determine the coherent sequence of domains;
• distinguish a domain from a theme or concept.
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Itinerary• watch a video about the relationship between
content and reading;
• read an article and identify implications regarding the use/limits of reading strategies;
• hear the filters that determine the intended sequence of domains;
• compare and contrast domain-based learning from other organizing structures.
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Pre-Assessment• Complete the
Pre-Assessment.
• You will have 8 minutes.
• We will share the answers in the post-assessment tomorrow.
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Teaching Content is Teaching Reading
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What shift tells us that knowledge matters and that we can focus early on helping students learn knowledge in the disciplines?
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Teaching Content IS
Teaching Reading, video
Professor Daniel Willingham, U. Va.
Internet link: Teaching Content is Teaching Reading
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The Matthew Effect• The rich get richer;
the poor languish.
• Those who are exposed to content that builds background knowledge & complex domain-specific vocabulary will simply be better readers.
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But What about Reading Strategies?• Read the article by cognitive scientist, Dan
Willingham titled: “The Usefulness of Brief Instruction in Reading Strategies,”(pp. 7-15).
• Discuss/record the key ideas, implications, and what each implication might look/sound like,(p.5-6).
• Be prepared to share.
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Pg.#
Key Idea Implication for K-2 Teachers
What this might look like/sound like in a K-2 classroom (specific grade)
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Summarizing Statements
1. On a notes page, write an “elevator statement” that would help her understand.
2. Turn & share with a partner at your table.
Suppose a parent asks: “Why are you teaching science and history instead of reading?”
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BREAK
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CoherenceKnowledge Builds on Knowledge
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Year-long Scope and Sequence
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Kindergarten Grade 1 Grade 2Nursery Rhymes and Fables Different Lands,
Similar StoriesFighting for a Cause
The Human Body: Five Senses Fables and Stories Fairy Tales and Tall Tales
Stories
The Human Body: Body Systems, Germs, Diseases, and Preventing Illness
Cycles in Nature
Plants Early World Civilizations Insects
Farms Early American Civilizations Ancient Greek Civilizations Kings and Queens Astronomy Greek Myths
Seasons and Weather Animals and Habitats Early Asian Civilizations
Colonial Towns and Townspeople
Fairy Tales
Charlotte’s Web I & II
Taking Care of the Earth History of the Earth Immigration
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Kindergarten DomainsNursery Rhymes & FablesFive SensesStoriesPlants*Farms*Native Americans*Kings and Queens*Seasons and WeatherColumbus and the Pilgrims*Colonial Towns and TownspeopleTaking Care of the EarthPresidents and American Symbols
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Let’s cover “Kings and Queens” before we cover Columbus
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Let’s cover “Native Americans” before we cover Columbus
Let’s cover “Plants” and “Farms” to better understandNative Americans.
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FiltersFollow chronological order or geographic historyIntegrate geography and maps with historyAddress pre-requisite understanding/vocabulary before
concepts that contain themMove from micro to macro or macro to micro as
appropriate (i.e., consider how to move from specific instances to general concepts or vice versa)
Micro to MacroMacro to Micro
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What is a Domain?How do Domain-based
English Language Arts Units differ from Traditional Interdisciplinary Units?
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Unit ExaminationExamine the two units:
What do you notice?
How are they similar?How are they different?
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Human Body
Domains of Learning
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DomainVocabulary
SkeletonBonesSkullMusclesMouth
HeartBloodBrainNervesStomach
Related Set of Language and Vocabulary
Human Body
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DomainVocabulary
SkeletonBonesSkullMusclesMouth
HeartBloodBrainNervesStomach
Introduction to Body Systems
Germs, Diseases,Preventing Illness
Science Biographies
Related Sub-Topics
Human Body
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DomainVocabulary
SkeletonBonesSkullMusclesMouth
HeartBloodBrainNervesStomach
Introduction to Body Systems
Topic VocabularyEnzymeOxygen
Germs, Diseases,Preventing Illness
Topic VocabularyVaccination
ExerciseHealthy
Small Pox
Science Biographies
Topic VocabularySmall Pox (Edward Jenner)
Subtopic Vocab is Shared and/or Specific
Human Body
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DomainVocabulary
SkeletonBonesSkullMusclesMouth
HeartBloodBrainNervesStomach
Introduction to Body Systems
Germs, Diseases,Preventing Illness
Topic VocabularyVaccination
ExerciseHealthy
Small Pox
Science Biographies
Topic VocabularySmall Pox (Edward Jenner)
Sub-Topics are Related and Build Coherently
Human Body
Topic VocabularyEnzymeOxygen
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DomainVocabulary
SkeletonBonesSkullMusclesMouth
HeartBloodBrainNervesStomach
HumanBody
KBody PartsFive SensesTaking care: Hygiene, Diet, Exercise
1Intro to Body SystemsTaking Care: Germs, Disease, Illness
2-3Digestive and Excretory SystemsTaking Care: NutritionMuscular, Skeletal, and Nervous Systems
4-5Circulatory SystemRespiratory SystemEndocrine System
Builds Cumulatively Across Grades
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Change / Transformation
Systems
Cause & Effect
DomainVocabulary
SkeletonBonesSkullMusclesMouth
HeartBloodBrainNervesStomach
Human Body
Introduction to Body Systems
Topic Vocabulary
Germs, Diseases,Preventing Illness
Topic VocabularyVaccination
ExerciseHealthy
Small Pox
Science Biographies
Topic VocabularySmall Pox (Edward Jenner)
Domains Support a Variety of Concepts
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Domain-based UnitA unit of study which:
• Is narrow enough to stay on topic for 2-3 weeks so FAMILIARITY builds, yet broad enough to build CUMULATIVELY across grades
• Has related SUB-TOPICS
• Is connected by a related set of domain-specific VOCABULARY
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A DOMAIN-based Unit
Columbus & the Pilgrims
1. FAMILIARITY with Columbus builds.2. There is a BUILDING of and REPETITION of
VOCABULARY.3. Content knowledge is CUMULATIVE across grades. 4. We can reinforce concepts, like discovery, in the
context of domain-based units!
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A THEME-based Unit
FamousExplorers
1. FAMILIARITY with Columbus doesn’t build.2. There is no BUILDING of and REPETITION of DOMAIN-
SPECIFIC VOCABULARY.3. Content knowledge is CUMULATIVE across grades, but
not coherent.
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A CONCEPT-based Unit
Discovery
1. FAMILIARITY with Columbus does not build.2. There is no BUILDING of and REPETITION of DOMAIN-
SPECIFIC VOCABULARY.3. Content knowledge is CUMULATIVE across grades but
not coherent.
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Columbus Domain
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NY COMMON CORE LEARNING STANDARDS
Building knowledge systematically in English language arts is like giving children various pieces of a puzzle in each grade that, over time, will form one big picture. At a curricular or instructional level, texts—within and across grade levels—need to be selected around topics or themes that systematically develop the knowledge base of students. Within a grade level, there should be an adequate number of titles on a single topic that would allow children to study that topic for a sustained period. The knowledge children have learned about particular topics in early grade levels should then be expanded and developed in subsequent grade levels to ensure an increasingly deeper understanding of these topics.
(K-5 Staying on Topic, p. 43 of the CCLS).
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ELA vocabulary standards call for students to develop understanding of words and phrases, their relationships, and their nuances and to acquire new vocabulary, particularly general academic and domain-specific words and phrases.
ELA standards call for a balance of fiction and nonfiction text taught during the language arts block, so that by 4th grade, 50% of the texts students are reading are informational/explanatory texts and 50% are fiction.
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NY COMMON CORE LEARNING STANDARDS
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Debrief: Unit Examination
How were these units similar?
How were they different?
Which unit is the domain-based unit?
How do you know?
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• Take a moment to jot down what you know about Domain-based units.
• Complete each of the four sections:
Write a brief definition List 3+ vocabulary words associated with
the term “domain-based units”
Provide a brief example Give a brief non-example
Definition Associated Vocabulary
Examples
Non-examples
Domain-based Units
What do you know about Domains?
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Extension Questions• What are the 3 most
important things to remember about domain-based units?
• What is something that you may struggle with when implementing domain-based units?
• How can this struggle be managed?
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Definition Associated Vocabulary
ExamplesNon-examples
Domain-based Units
What do you know about Domains?
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Partner Debrief
1. Share your diagram with a partner.
2. Compare responses.
3. Add to your diagram.
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Looking AheadTomorrow’s Focus:• Listening and Learning
Read-alouds• Selecting• Presenting• Discussing• Extending
Remember to Bring:Participant HandoutsParticipant Slides or
Thumb drives
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Day 2: Self-Assessment & EvaluationComplete the Self-Assessment & Evaluation
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Making the Most ofListening and Learning
Supporting your Implementation and Extensions
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Community Builder:Find Someone Who…
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Review & Framing
Yesterday Today
• Listening & Learning Strand of NYLA by Core Knowledge®
• Teaching Content IS Teaching Reading• Coherence• Domains
• Read aloudsSelectingPresentingDiscussingExtending
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Goals• Understand the considerations that were made
in the development of Listening and Learning Strand;
• Learn strategies for successful implementation of Listening and Learning and read-alouds;
• Learn ways to develop related, meaningful extensions that build knowledge, language, and vocabulary.
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ObjectivesBy the end of this session, you should be able to:
• distinguish conducting a read-aloud from reading out loud;
• describe criteria by which to select a text for read-alouds;
• describe the steps for conducting an effective read-aloud…
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Objectives Continued…By the end of this session, you should be able to:
• explain the benefits of identifying and adhering to collaborative conversation goals;
• identify strategies to include non-responders in collaborative conversations;
• describe the purpose of extension activities that follow a read-aloud;
• distinguish meaningful extension activities from those which are merely engaging.
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Itinerary• Discussion: What Read-Alouds Are and Why
They are Important for Your Students• Activity: Apply Critical Attributes to Select Good
Texts for Read-Alouds• Video: Tips for Presenting Read-Alouds• Learn: Ways to Facilitate Collaborative
Conversations about Texts Read Aloud• Video: Avoiding the Trap of Meaningless Extension
Activities• Post-Test: Summary & Closure
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Activating Questions
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As we proceed through these four processes, think about these essential questions:
What is a read-aloud and how is it different from reading out loud?
Why might read-alouds be particularly important for your student population?
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Common Core Learning Standards & Read-Alouds
“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.”
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What IS a Read-Aloud?More than reading OUT loud, it is an instructional process used to: expose students to text ABOVE their level; give access to the rich language, syntax, and
vocabulary of complex text; deepen understanding of fiction and non-fiction
domain content; model fluency, but takes advantage of strategic
pausing points; engage students in rich, structured, collaborative
conversations about the text.
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Why Read-Alouds?They are a vehicle for:
• building background knowledge;• providing multiple exposures to vocabulary; • exposure to a wider variety of syntax and
sentence structures;
• modeling fluency and enjoyment of reading;• teaching and practicing the high quality content
and listening and speaking goals of the New York Common Core Learning Standards.
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Making the Most of Listening & Learning
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SELECTING A HIGH QUALITY TEXT FOR A READ-ALOUDWhat are the characteristics?
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Read-Aloud Research
Listening comprehensionoutpaces
Reading comprehension
age (Sticht 1984)
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Selecting Read-Alouds
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• Content*• Vocabulary*• Complexity*• Illustrations• Length• Accuracy*• Appropriate• Diversity• Size *Critical Components
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Activity: Critical Components
• Why is this a critical component of high quality read-alouds?
• What shift does the component address? What is your rational?
ComplexityVocabulary
ContentAccuracy
1 243
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Review: Critical Components
Accuracy
Content
Complexity
Vocabulary
Shift 2
Shift 3
Shifts 1 & 2
Shift 6
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Supporting ALL Learners
What considerations can you make to support all the learners in your classroom?
ComplexityVocabulary
ContentAccuracy
1 243
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Accuracy/ContentSupport:• Selecting texts that are amenable to chunking
the read-aloud.• Select texts with images that can help enhance
understanding• Identify supplemental images to support
understandingChallenge:• Select additional, accurate texts on the topic to
supplement the read-aloud (e.g. primary source documents, biographies, current events)
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VocabularySupport• Select texts with images that can help
enhance understanding.• Find supplemental texts that repeat the
vocabulary. • Identify supplemental images to support
understanding the vocabulary.Challenge• Find supplemental texts with fewer images.• Find supplemental texts that include more
complex vocabulary.
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ComplexitySupport• Supplement with a less complex book (different
version) on the same topic or story. Start with topics/stories that have multiple editions.
Challenge• Supplement with texts on the same topic that
are more complex, include multiple/different perspectives, and texts that show growth over time.
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Is This a Good Read-Aloud?
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1. Domain-specific vocabulary
2. Text Complexity (accessible at the listening comprehension level of students in this grade)
3. Text-dependent questions
4. Content learned
Focus on these points as you evaluate the texts:
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Debrief
Turn and Talk:
• Which passage would you consider to be a good read-aloud?
• What did you take away from this activity?
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Key Points
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PASSAGE 1 PASSAGE 2Domain vocabulary:
tongue taste
Domain vocabulary:
sense tongue taste saliva mouth sweet swallow taste buds
Complexity: Most students
would be able to read this on their own.
Complexity: Most students would best be able to
understand this if it was read-aloud.
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Key Points
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PASSAGE 1 PASSAGE 2Possible text-dependent questions:• What can your
tongue do?
Possible text-dependent Questions:• What are the bumps on your tongue called
that help you taste foods?• How does saliva make food easier to swallow?• Who does the taste buds tell if food tastes
good or bad?What students can learn:• They have a
tongue.• The tongue can
taste.
What can students learn:• The tongue can taste.• Taste is the weakest sense.• Saliva helps melt (dissolve) chew-up food
making it easier to swallow. • The tongue has bumps, called taste buds, that
tell the brain is something tastes good or bad.
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Summary
things I am already doing…
things I can integrate into my practice…
immediate next step I can take…
How do you present a read-aloud?What does a good one look like and sound like?+
81
BREAK
83
PRESENTING A READ-ALOUDWhat does a good read-aloud look like?
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Introducing the Read-Aloud
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• Help students transition
• Set a purpose
• Activate background
knowledge
• Preview domain vocabulary
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Presenting the Read-Aloud• Read the book as a
performance: with expression, character voices, variation of tone and volume.
• Model fluency.
• Read at an even pace to allow students time to form mental pictures in their minds.
• Model appreciation and joy for reading.
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Pausing to Interact
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• Plan and ask focusing & extending questions that are text-dependent; provide cues;
• Pause briefly: Interact, Invite, & Refocus;
• Call for correct language, complete sentences, definitions, elaboration, evidence from text, or use of domain vocabulary;
• Use visuals to explain concepts;
• Highlight key vocabulary (tier 2/3) for discussion. Shifts 2, 4, & 6
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Core Vocabulary – Tiers of Vocab.
(Beck, McKeown, & Kucan, 2002)
Tier Two Tier ThreeAny general academic words targeted for the lesson
Any domain-specific words targeted for the lesson.
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• As you watch the video, consider moves that reinforce the shifts and missed opportunities to reinforce them.
• Use the first column of your handout (page 28) to track moves you see the teacher make.
• Use the second column to note how these move benefit students or to add additional moves you note or might make.
Read-Aloud in Action
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Use the Ruby Bridges Video Here
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Read-Aloud in Action
Take three minutes to discuss with a partner:
• What moves did you see from column one that seemed to benefit students?
• What moves reinforced which shifts? Were there missed opportunities to support particular shifts?
• What might you replicate when conducting read-alouds with YOUR students?
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Supporting ALL Learners• What supports can be
provided for struggling students?
• What challenges can be provided for students who need acceleration?
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Supporting ALL LearnersSupports• Form smaller read-aloud groups.• Note “dense” areas for pausing.• Preview content and vocabulary first.• Highlight images that enhance understanding. Challenges• Call for definitions of terms in text and current
contexts.• Prepare thinking prompts and higher-order
questions in advance.
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Summary
things I am already doing…
things I can integrate into my practice…
immediate next step I can take…
What’s the difference between asking questions and facilitating conversations? +
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LUNCH
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ReframingWhere we have been Where we are heading • What Read-Alouds Are
and Why They are Important
• Critical Attributes to Select Good Texts for Read-Alouds
• Tips for Presenting Read-Alouds
• Ways to Facilitate Collaborative Conversations about Texts Read Aloud
• Avoiding the Trap of Meaningless Extension Activities
98
FACILITATING DISCUSSION OF READ-ALOUDSWhat are the common traps?
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Comprehension & Collaboration
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.
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SL Standard K.1Participate in collaborative conversations with diverse partners about K topics and texts with peers and adults in small and larger groups.
K
Follow agreed-upon rules for discussions.
Continue a conversation through multiple exchanges.
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SL Standard 1.1K
1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions.
Ask questions to clear up confusion about the topics and texts under discussion.
Build on others’ talk in conversation by responding to the comments of others through multiple exchanges.
103
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SL Standard 2.1K
1
2
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions.
Ask for clarification and further explanation as needed about the topics and texts under discussion.
Build on others’ talk in conversation by linking their comments to the remarks of others.
104
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SL Standard 3.1K
1
2
3
Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
Explain their own ideas and understanding in light of the discussion.
Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
Follow rules for discussions.
105
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SL Standard 4.1K
1
2
3
4
Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
Review the key ideas expressed and explain their own ideas in light of the discussion.
Follow rules for discussions and carry out assigned roles.
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SL Standard 5.1K
1
2
3
4
5
Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussion.
Follow rules for discussions and carry out assigned roles.
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SL Standard 6.1K
1
2
3
4
5
6
Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues building on others’ ideas and expressing their own clearly.
Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
108
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SL Standard 7.1K
1
2
3
4
5
6
7
Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues building on others’ ideas and expressing their own clearly.
Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
Acknowledge new information expressed by others, and, when warranted, modify their own views.
Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
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SL Standard 8.1
2
3
4
5
6
7
8
Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues building on others’ ideas and expressing their own clearly.
Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
2
3
4
5
6
7
8
K
1
Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
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Speaking and ListeningCollege and career-ready students will…• have ample opportunities to take part in a variety
of rich, structured conversations around a common text;
• contribute accurate, relevant information;
• respond to and develop what others have said;
• make comparisons and contrasts; analyze and synthesize a multitude of ideas in various domains.
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Speaking and Listening
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K
1
2
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions
Ask for clarification and further explanation as needed about the topics and texts under discussion.
Build on others’ talk in conversation by linking their comments to the remarks of others
K – 2 students will…• have ample opportunities to take part in a
variety of rich, structured conversations around a common text;
• build on others’ talk by linking their comments to the remarks of others;
• ask for clarification and further explanation as needed.
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Guiding the ConversationWhat makes a good text-based question?• Requires the text or evidence from the text to
answer
• Can be answered with careful reading in the absence of background knowledge
• Coherently builds to understanding –the questions don’t jump around in the text
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Guiding the ConversationWhat makes a good text-based question?• Stray from the text toward connections and
extensions only after the text has been explored.
• Early questions focus on specific phrases and sentences from the text (literal) before moving to inferential ideas.
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Bloom’s Revised Taxonomy
CreatingEvaluatingAnalyzingApplying UnderstandingRemembering 60%
20%
20%
Good & Brophy:• One level is not
better than another; both matter
• Sequencing of levels matters
• What will best build cognitive connections to enhance understanding?
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Supporting ALL Learners
What considerations for “collaborative discussions”
might you make to support the teaching and learning of
ALL learners?
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Supporting ALL LearnersSupport• Begin with literal questions or questions that
require less language to answer.• Use images, gestures, and verbal cues to
guide students to the answer.• Reread pertinent sections of the text.• Provide wait-time to process question.
Challenge• Ask inferential questions and elaborate.• Ask students to create their own questions.
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3 COMMON TRAPSThat Hinder Effective Collaborative Conversations
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#3 Forgetting the Discussion Goals
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• Determine student comprehension of the topic.
• Provide an opportunity for student use of domain-specific vocabulary.
• Teach and practice guidelines and standards for listening and speaking.
• Foster careful attention to the text.Make it clear to students that the standard of “knowing” is the ability to explain to others, not understanding when explained by others.
- Daniel T. Willingham
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Think, Pair, ShareHow do collaborative conversations support
the goals of the Common Core “Shifts”?
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Shift 4 Shift 6
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Comprehension & Collaboration
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.
123
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SL Standard 2.1K
1
2
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and large groups.
Follow agreed-upon rules for discussions.
Ask for clarification and further explanation as needed about the topics and texts under discussion.
Build on others’ talk in conversation by linking their comments to the remarks of others.
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#2 Not Teaching Students How to Discuss
125
• What are the agreed- upon rules for discussion?
• How do you build on others’ contributions?
• How do you clarify your own understanding?
• How do you share your thoughts?
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Scaffolding Think-Pair-ShareWithin Lessons 1 – 5 of Kindergarten L&L the
teacher models:I am going to ask a question. I will give you a minute to think about the question, and then I will ask you to turn to your neighbor and discuss the question. Finally, I will call on several of you to share what you discussed with your partner.
Lessons 6+:With your partner, think-pair-share about…
Grades 1 and 2:Who/What/Why/Where? Pair Share: Asking questions after a read-aloud is one way to see how much everyone has learned. Think of a question you can ask your neighbor about the read-aloud that starts with the word who/what/why/where.
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#1 No Repertoire for Non-Responders
• Wait.• Provide a hint or cue.• Paraphrase the question.• Fall back to a simpler
(related) question, then return to the initial question.
• Provide a lifeline, but return to the non-responder for a final answer.
• Reread pertinent text.
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Summary
things I am already doing…
things I can integrate into my practice…
immediate next step I can take…
What are extension activities?+Page 34 129
BREAK
131
MEANINGFUL WAYS OF EXTENDING LEARNING
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Aligning Lesson Components
objective
criteria for
success
standard
activitiesassessmentStandard:Content& Skills
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ExtensionsFollow-up Activities:
• Completed later in the day (after Language Arts block)
• Last approximately twenty minutes
• Designed to reinforce language and domain vocabulary
• May make cross-curricular connections
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Extensions• Identify 2-3 activities and
describe what they look like.
• Read the descriptions; compare/contrast them with your initial thoughts.
• Identify what shift(s) are being addressed by each activity you chose.
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The Activity Trap: Video
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Selecting Meaningful Focus
• Deepen understanding of the objective.
• Engage learners with the content (e.g. technology).
• Provide opportunities to use selected vocabulary.
• Use authentic connections that serve learning.
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Making Focus Visible• Make explicit the purpose of
the activity.
• Share the objective with which it aligns.
• Allows students to explain how the activity relates to the text and objective.
• Try It Out: Use a chosen extension activity & grade-appropriate objective.
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Selecting Meaningful ConnectionsConnections:
• are authentic and natural
• are purposeful
• bring a value-added component
• integrate naturally
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An apple a day keeps the doctor away!
Integrating Meaningful Connections
141
Germs, Diseases & Preventing IllnessTaking care of your body
DRY BONES…the leg bone is connectedto the knee bone,and the knee bone is connected…
Body SystemsSkeleton system: Skeleton, Bones & Skull
The Human Body
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Supporting ALL Learners• If an activity doesn’t create
or extend understanding, we try another.
• This is the heart of differentiation.
• “It’s not a magical formula; it’s a commitment to keep trying until you find a pathway that leads the student to understanding.”
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Paired Verbal FluencyStand & find a partner. (A/B)
Round One:
Person A: (2 min.) Share how you might differentiate your extension activity.
Person B: (1 min.) Share a comment or a suggestion to help.
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Paired Verbal Fluency
144
Round Two:Person B: (2 min.) Share how you might differentiate your extension activity.
Person A: (1 min.) Share a comment or a suggestion to help.
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Activating Questions (round 2)
146
Now that we have completed these four processes, think about these essential
questions:What is a read-aloud and how is it different from reading out loud?
Why might read-alouds be particularly important for your student population?
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Post Test• Complete the
Post-Assessment.
• You will have 8 minutes to complete the test.
• Then we will reveal the answers.
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Post-Assessment Review
148
Self-check:1. above 5. TRUE
2. content, vocabulary,complexity, illustrations, length, accuracy, appropriateness, diverse, OR book size
6. TRUE
7. TRUE
8. False sequencing events oriented in time generates greater overlap in vocabulary and consider prerequisite knowledge
9. TRUE
3. wait 10.False “knowing” is the ability to explain to others.
4. domain-specific vocabulary
11. TRUE
12.TRUE
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Looking AheadTomorrow’s Focus:• The Skills Strand
Remember to Bring:Participant HandoutsParticipant Slides or Thumb
drives
149