I HAVE COMMAND OF THE ENGLISH LANGUAGE! Roxanne M. Williams 1

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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! 3

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 4

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 5

Focus  Some strategies to assess reading comprehension and speaking and listening skills by looking through the CCSS lens 6

Varied Groupings  Whole group  Student pair-share  Guided reading groups  One-on-one conferencing 7

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 8

FAIRY TALES (USE CLICKERS!!!) I can build on other’s ideas. (CCSL.3.1) 9

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 10

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 11

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 12

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 13

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 14

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 15

Compare & Contrast Fairy Tales  The traditional version of Little Red Riding Hood  Lon Po Po 16

1. Compare & Contrast–Ask Questions (CCRL. 3.1) The traditional version of Little Red Riding Hood  _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ Lon Po Po  _____________________ _____________________ _____________________ _____________________ _____________________  _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ 17

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 some 3. Talking on-topic & building on others’ ideas 4. Talking on-topic, building on others’ ideas, & showing command of the English language. 18

2. Compare & Contrast – Retell Stories & determine the central message (CCRL.3.2) The traditional version of Little Red Riding Hood  ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ Lon Po Po  ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ 19

Did you determine a central message? (CCRL. 3.2) How well did you speak and listen during pair share? 1. Not talking at all, or talking off-topic 2. Talking on-topic some 3. Talking on-topic & building on others’ ideas 4. Talking on-topic, building on others’ ideas, & showing command of the English language. 20

3. Compare & Contrast – Characters (CCRL.3.3) The traditional version of Little Red Riding Hood  Traits: __________________________ __________________________ _________________  Motivations: __________________________ __________________________ _________________  Feelings: __________________________ __________________________ _______________________ Lon Po Po  Traits: __________________________ __________________________ _________________  Motivations: __________________________ __________________________ _________________  Feelings: __________________________ __________________________ _______________________ 21

Can you compare & contrast characters? (CCRL.3.3) How well did you speak and listen during pair share? 1. Not talking at all, or talking off-topic 2. Talking on-topic some 3. Talking on-topic & building on others’ ideas 4. Talking on-topic, building on others’ ideas, & showing command of the English language. 22

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  _________________________ _________________________ _________________________ _________________________ _______________ 23

Can you find words or phrases with double meanings? (CCRL.3.4) How well did you speak and listen during pair share? 1. Not talking at all, or talking off-topic 2. Talking on-topic some 3. Talking on-topic & building on others’ ideas 4. Talking on-topic, building on others’ ideas, & showing command of the English language 24

5. Compare & Contrast – Parts of Stories (format): Are there chapters, scenes, or stanzas? (CCRL.3.5) The traditional version of Little Red Riding Hood  ___________________ ___________________ ___________________ ___________________ ________________ Lon Po Po  ___________________ ___________________ ___________________ ___________________ ________________ 25

Can you identify parts of stories: chapters, scenes, or stanzas? (CCRL.3.5) How well did you speak and listen during pair share? 1. Not talking at all, or talking off-topic 2. Talking on-topic some 3. Talking on-topic, & building on others’ ideas 4. Talking on-topic, building on others’ ideas, & showing command of the English language 26

6. Compare & Contrast – Point of View (CCRL.3.6) Little Red Riding Hood’s Viewpoint  ________________________ ________________________ ________________________ ____________________  Your viewpoint: ________________________ ________________________ ________________________ ________________________ ___________________ Wolf’s viewpoint  ________________________ ________________________ ________________________ ____________________  Your viewpoint: ________________________ ________________________ ________________________ ________________________ ___________________ 27

Can you compare and contrast point of view? (CCRL.3.6) How well did you speak and listen during pair share? 1. Not talking at all, or talking off-topic 2. Talking on-topic some 3. Talking on-topic & building on others’ ideas 4. Talking on-topic, building on others’ ideas, & showing command of the English language 28

7. Compare & Contrast – Illustrations How do the illustrations help you understand the wolf’s character? (CCRL. 3.7) The traditional version of Little Red Riding Hood  ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ __________________ Lon Po Po  ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______ 29

How do illustrations help you understand the wolf’s character? (CCRL. 3.7) How well did you speak and listen during pair share? 1. Not talking at all, or talking off-topic 2. Talking on-topic some 3. Talking on-topic & building on others’ ideas 4. Talking on-topic, building on others’ ideas, & showing command of the English language 30

8. Compare & Contrast – Plots (CCRL.3.9) The traditional version of Little Red Riding Hood  Beginning?_______________ ________________________ _____________________  Middle? ________________________ ________________________ _____________________  End? ________________________ ________________________ _____________________ Lon Po Po  Beginning?_______________ ________________________ _____________________  Middle? ________________________ ________________________ _____________________  End? ________________________ ________________________ _____________________ 31

Can you compare & contrast plots? (CCRL.3.9) How well did you speak and listen during pair share? 1. Not talking at all, or talking off-topic 2. Talking on-topic some 3. Talking on-topic & building on others’ ideas 4. Talking on-topic, building on others’ ideas, & showing command of the English language 32

Overall, are you able to build on others’ ideas? (CCSL. 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 some 3. Talking on-topic & building on others’ ideas 4. Talking on-topic, building on others’ ideas, & showing command of the English language 33

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 34

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. 35

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? 36

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 37

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 38

Cons to CCSS  CCSS – subjectivity in scoring  Scoring Disjointedness between buildings & schools 39

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 40