Speaking and Listening in Grades K-2 Nancy Frey, PhD Santee School District

1993 Standards committees formed 1% of all information communicated on two-way systems Standards committees formed

1995 Dial-up Internet services introduced Standards are written

1997 Standards adopted

TEACHER RESPONSIBILITY “I do it” Focused Instruction Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works (c) Frey & Fisher, 2008

GRR doesn’t just happen. Re-create the magic every day.

Why Focus on Purpose? Are students accessing grade level standards? Do students know what they are expected to learn, not just what they are expected to do? How is instructional time used? How does the teacher know when a learning goal has been met?

Why Focus on Modeling? Provides students with examples of the cognitive work they are expected to do Provides students with academic language Taps into innate ability to imitate or mimic others

Why Focus on Guided Instruction? Targets instructional needs Provides feed forward instruction, not just feedback Provides for Tier 2 (RTI2) supplemental intervention

Why Focus on Collaborative Learning? Students must interact, using academic language, if they are to reach proficiency Provides teachers time for small group guided instruction Transfer of responsibility to students

What instructional moves does the teacher use to gradually release cognitive responsibility? Video Analysis

Partner Talk in 2nd Grade [video available at YouTube’s Fisher and Frey Channel]

What instructional moves does the teacher use to gradually release cognitive responsibility? Video Analysis

How Did We Arrive at the Common Core Standards for English Language Arts?

“Fewer, Clearer, Higher” Purpose of the newly designed standards “Fewer, Clearer, Higher”

What are the significant shifts?

Key Features of the Standards pp. 12-20 Text complexity and the growth of comprehension. Text types, responding to reading, and research. Flexible communication and collaboration. Academic language, vocabulary, and effective use.

Anchored K-12 4 Domains Reading (10 Literary & 10 Informational) Writing (10) Speaking and Listening (6) Language (6) Anchored K-12 College and Career-Readiness (CCR) K-2: pp. 17-19

“With adult support and guidance…”

First Steps What are your speaking and listening goals for your class? 2. What is the first, small change you can begin tomorrow? 3. What is the easiest thing you can change? 4. How will your grade band look and learn from one another?

Speaking and Listening Anchor Standards Chapter 4

The Pivotal Standards

CCSS Speaking and Listening Anchor Standards

Talk occurs on grade level topics, texts, and issues.

TALK To acquire a new language, you must use it, not merely listen to others using it.

How does this classroom speaking and listening?

K-2 Features Following the rules of discussion Moving from participation to turn taking Sustaining discussion through questioning Adult support

3-5 Features Preparation for discussion Yielding and gaining the floor Posing and responding to questions From explaining own ideas to explaining the ideas of others

6-8 Features Using evidence to probe and reflect Collegial discussions include goals and deadlines Questions connect ideas from several speakers Acknowledge new information

9-10 Features Use prepared research in discussion Voting, consensus, and decision making Ensure hearing full range of opinions or options Summarize and synthesize points of disagreement

11-12 Features Civil, democratic discussions Questions probe reasoning and evidence Resolving contradictions Determine what additional info is needed

Comprehension and Collaboration 1. Prepare for and participate in collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.

What is familiar? What is new? What may be challenging to students? What may be challenging to us?

(applies to some standards…a, b,c,…) Domain RL- Reading Standards for Literature RI- Reading Standards for Informational Text RF- Reading Standards: Foundational Skills W- Writing Standards SL- Speaking and Listening Standards L- Language Standards Standard (numbered 1 to 6 or 1 to 10, depending on the number of anchors in each strand) Grade Level   SL 4.1 c Reading Standard for Informational Text, Grade 1, Standard 10, Element “a” Element (applies to some standards…a, b,c,…) K-2: p. 18

As a team, trace the anchor standards as it evolves from Kindergarten through grade 12. What will need to be taught? What experiences will they require? Be prepared to share!

Comprehension and Collaboration “Integrating multiple sources of information…”

Comprehension and Collaboration “Evaluate a speaker’s point of view…”

Comprehension and Collaboration Anchor Standard 3: Evaluate a speaker’s reasoning, and use of evidence and rhetoric. Kindergarten “Ask and answer questions in order to seek help, get information, or clarify something that is not understood.” Grade 2 “Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.”

Presentation of Knowledge and Ideas “…digital media and visual displays…”

Presentation of Knowledge and Ideas “Present information… such that listeners can follow…”

Think-Pair-Share I connect with… I’m wondering about… I think that…

Constrained vs. Unconstrained Skills Phonemic Awareness Phonics Fluency

Constrained vs. Unconstrained Skills Comprehension Vocabulary

Read and discuss the CCSS statement on listening comprehension in your handout. What are the implications for your grade band? What does this confirm for you? Where will you need to make changes to your practice?

ABC Brainstorming Chart Work with a partner to brainstorm concepts, terms, and activities associated with VOCABULARY and COMPREHENSION. How many can your team come up with in 3 minutes?

Compare papers with others at your table and add terms to your own Compare papers with others at your table and add terms to your own. How many terms did you collectively gather?

Building Comprehension and Vocabulary Through Speaking and Listening

Songs and chants Puppetry Word play Syllable clapping

Accountable Talk Describes high levels of engagement and critical thinking among learners Accountability that discussions are on the topic Accountability to use accurate information Accountability to think deeply about what is being said

Promoting Oral Language Accountable talk Press for clarification and explanation: Could you tell us more? Require justification of proposals and challenges: Where did you find that information? Recognize and challenge misconception: I don’t agree because ... Demand evidence for claims and arguments: Can you give me an example? Interpret and use each other’s statements: David suggested … Institute for Learning, University of Pittsburgh

Turn and Talk

Accountable Talk sounds like …

Don’t say something students can say. Accountable Talk requires conversational moves by the teacher. Don’t say something students can say.

Conversational Moves of the Teacher Marking: “That’s an important point.” Challenging students: “What do you think?” Michaels, S., O’Connor, M. C., Hall, M. W., & Resnick, L. B. (2010). Accountable Talk® Sourcebook: For Classroom Conversation That Works (v.3.1). University of Pittsburgh Institute for Learning. Retrieved from http://ifl.lrdc.pitt.edu Michaels, et al., 2010

Conversational Moves of the Teacher Keeping the channels open: “Did everyone hear that?” Keeping everyone together: “Who can repeat…?” Michaels, S., O’Connor, M. C., Hall, M. W., & Resnick, L. B. (2010). Accountable Talk® Sourcebook: For Classroom Conversation That Works (v.3.1). University of Pittsburgh Institute for Learning. Retrieved from http://ifl.lrdc.pitt.edu Michaels, et al., 2010

Pressing for accuracy: “Where can we find that?” Linking contributions: “Who wants to add on…?” Verifying and clarifying: “So, are you saying…?” Building on prior knowledge: “How does this connect?” Pressing for reasoning: “Why do you think that?” Expanding reasoning: “Take your time; say more.” Michaels, et al., 2010

Tip #1: Begin with the end in mind Teach what is most valuable from the beginning: we help each other, and we are accountable for what we say to one another.

Teach students a helping curriculum

Tip #2: Start Small

Tip #3: Start where you’re comfortable. Begin with routines and activities that you are most comfortable with. Make it easier on yourself and your students by choosing ones you have more confidence in.

Tip # 4: Look to Learn

Common Core State Standard Supplemental Materials Engage NY New York Language Arts Program Listening and Learning Strand and Skills Strand

Common Core State Standard Supplemental Materials EngageNY K-2 ELA Listening and Learning Strand http://www.engageny.org/resource/kindergarten-english-language-arts-listening-and-learning-strand EngageNY K-2 Skills Strand http://www.engageny.org/resource/kindergarten-english-language-arts-skills-strand

Next Steps What are your speaking and listening goals for your class? 2. What is the first, small change you can begin tomorrow? 3. What is the easiest thing you can change? 4. How will your grade band look and learn from one another?

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