Speaking and Listening in the Common Core Maryland Assessment Group Conference Wednesday, October 22, 2014

 “Unpack” the speaking and listening standards  Use an integrated approach lesson to prepare students for speaking and listening  Review the PARCC Speaking and Listening Assessment Objectives:

Reflection tool: How familiar are you with the speaking and listening anchor standards? How has your department addressed these standards? Pre-Assessment

 “To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations – as part of a whole class, in small groups, and with a partner.” Speaking and Listening in the Common Core

 Video   Sue Pimentel Discusses the Speaking and Listening Standards Speaking and Listening from the Experts

 5- 6 th grade  standards-progression-grade-5-grade-6 standards-progression-grade-5-grade-6  6-7 th grade  standards-progression-grade-6-grade-7\ standards-progression-grade-6-grade-7\  7-8 th grade  standards-progression-grade-7-grade-8 standards-progression-grade-7-grade-8 Unpacking the MS PARCC Progressions

 1. Real Time Engagement (MODE 1) performances will entail real time engagement in the speaking and listening process. Students will listen to a pre-recorded speech and/or media production and speak/respond using spontaneous oral responses. Mode 1 performance based tasks will be administered in grades 3, 5, 7, 9, and 11.  2. Advance Preparation (MODE 2) performances will entail advance preparation in the speaking and listening process. Students will perform research using authentic and grade-appropriate topics, share their findings in the form of a formal presentation (speaking) and respond spontaneously to audience questions (listening and speaking); Mode 2 performance based tasks will be administered in grades 4, 6, 8, 10, and 12. Now, let’s review the Speaking and Listening expectations for PARCC

Activity: An Integrated Approach:  Watch 2 minutes and 10 seconds of the video and consider how a student could use Real Time Engagement and Advanced Preparation to respond to President Obama’s speech.  l2CaJATHDc l2CaJATHDc Preparing students for SP & L in PARCC

Speaking and Listening Assessment 9  Purpose is to inform instruction, not for accountability purposes  Not part of summative score  Will utilize paper and technology-based multi-media  Educator scored  Spans Grades K-12  Assessment to be ready by July 2015  Development to be led by Council for Aid to Education (CAE)

Discussion Rubrics Assess how well students speak and listen during classroom discussions across content Current development for K, 1, 2, 3, 4-5, 6-8, 9-12 Guidelines/video samples Listening Logs Assess student active listening skills in response to oral and video presentations Rubrics to score listening logs Samples Performance Tasks Measure Speaking and Listening Skills Sample student responses Scoring guides PARCC’s Speaking and Listening Assessment: Overview 10

PARCC’s Speaking and Listening Assessment: Overview 11 Mode 1 Mode 2 K-2 Real time engagement Gr. 3, 5, 7, 9, 11 Advanced Preparation Gr. 4, 6, 8, 10, 12 Describe (gr. K-1) Tell or Recount (gr. 2)

 Pick a grade level and review the evidence tables. Work with a partner. Based on the standards and evidences, what questions might one ask to prompt evidence of mastery of the standards during classroom discussions?  What questions might appear on a listening log?  What are potential Mode 1 opportunities for that grade level that would logically allow for demonstration of the standards and evidences?  What are potential Mode 2 opportunities for that grade level that would logically allow for demonstration of the standards and evidences? Evidence Tables for Speaking and Listening 12

Role of the Teacher:  Provide oral and written feedback  Use tools being developed  Discussion rubrics  Guides  Listening logs  PD videos The Role of the Teacher/Impact on Learning 13 Impact on Learning: Student growth in oral communication skills Student achievement across contents

1) What “tools” (strategies) do teachers need to facilitate rich discussions? 2) Reflect on the “tools” in your box. What are the responsibilities of a teacher for instruction? What are the responsibilities of the student? How can teachers foster student independence during learning? Facilitator’s ToolKit

     ommon_Core_Implementation_Video_Series.html ommon_Core_Implementation_Video_Series.html Resources:

Thank you! Please contact MSDE staff with additional questions: Ava Spencer Kanika Dorsey