1. MAKING THE MOST OF CARPET TIME for ACTIVE LISTENING
Oral Language development (speaking and listening)
Review the domains of language

2. What do you see that looks like active listening… What do you see that looks like more “passive” listening?
For the next few slides, jot down your observations about how these students are engaging in learning.

3. Teacher is modeling a think aloud

4. Illustrations provide visuals to foster understanding…
Illustrations provide visuals to foster understanding…. Is the chart related?

5. Structure helps with behavior… Looks like students have something in their hands related to the lesson.
Idle hands…..

6. Think Pair Share facilitates expressive and receptive language

7. Partner work facilitates discussion

8. Talk about quick write or note taking

9. WHIP-AROUND
Share your ideas about what may be contributing to (or hindering) learning for the students in the pictures. If someone takes your idea, just say “Pass”.
NOTE: Whip-around is an excellent “check for understanding” activity. You don’t have to do it with the entire class. Try it with a table group or with the back row.

10. LEARN FROM EACH OTHER
Review the handout on Active Listening Strategies (to get some ideas). With your colleagues, talk about your own strategies for “carpet time” and/or how you keep students engaged during whole group instruction.
What works for you?
What do you want to explore for this coming year to ensure active learning while students are on the carpet?
What have you seen others do that you are curious about?
Refer to the handout…
Remind them about thinking maps and graphic organizers when you come to the section on always having something in their hands.
LIMIT “TEACHER TALK”…
Use the following acronym related to WAIT time.
W = Why
A = Am
I = I
T = Talking?
INCORPORATE STRUCTURED
ORAL LANGUAGE ACTIVITIES
whenever possible
Be sure to utilize the suggested structured oral language activities given to you on the
Oral Language Tool Ring!
These activities are research-based
and proven to enhance
listening and speaking skills.
LIMIT “TEACHER TALK”…
Use the following acronym related to WAIT time.
W = Why
A = Am
I = I
T = Talking?
INCORPORATE STRUCTURED
ORAL LANGUAGE ACTIVITIES
whenever possible
Be sure to utilize the suggested structured oral language activities given to you on the
Oral Language Tool Ring!
These activities are research-based
and proven to enhance
listening and speaking skills.
Intentionally “break up” your teacher talk with structured oral language activities such as
THINK-PAIR-SHARE-TELL,
WHIP-AROUND, or
TURN AND TALK
Intentionally “break up” your teacher talk with structured oral language activities such as
THINK-PAIR-SHARE-TELL,
WHIP-AROUND, or
TURN AND TALK
HOW TO MAXMIZE
“ACTIVE LISTENING”
during instruction
HOW TO MAXMIZE
“ACTIVE LISTENING”
during instruction
ASSIGN SEATS
and SHARING PARTNERS
during CARPET TIME...
The more “structure” the better...
Students need to be actively listening
during carpet time.
Having an assigned partner makes it clear
that students have a “job” to do, and that “job”
involves listening and sharing.
You can change partners and seating assignments,
but be sure students understand that their time on the carpet is for listening and sharing purposes,
not for sitting by their friends.
STUDENTS TAKE NOTES
“When hands are idle, brains are idle”…
Use a graphic organizer for note-taking during
instruction, again to break-up “teacher talk”.
(a simple index card is okay too).
Assign a “thinking” question for students to jot down ideas on during instruction time.
ASSIGN SEATS
and SHARING PARTNERS
during CARPET TIME...
The more “structure” the better...
Students need to be actively listening
during carpet time.
Having an assigned partner makes it clear
that students have a “job” to do, and that “job”
involves listening and sharing.
You can change partners and seating assignments,
but be sure students understand that their time on the carpet is for listening and sharing purposes,
not for sitting by their friends.
STUDENTS TAKE NOTES
“When hands are idle, brains are idle”…
Use a graphic organizer for note-taking during
instruction, again to break-up “teacher talk”.
(a simple index card is okay too).
Assign a “thinking” question for students to jot down ideas on during instruction time.

11. SHARE OUT – volunteers?
NOTE: remember the following activities are always better than just having students raise their hand to share. You will always get the same students sharing if all you do is call on those who like to raise their hand.
Pulling sticks
Number off within a table group and call on a certain number to share
Number off within a table group and person #2 has to share what person #1 said
Whip-around
Ticket out the door

12. Use as a sign for cueing students or as environmental print.

13. A TWIST FOR THINK PAIR SHARE

15. THE IMPORTANCE OF PARAPHRASING Think Pair Share and Tell
LET’S WATCH SOME PARAPHRASING FIRST GRADERS…..
Remind them about the tools / chips, dice I used, etc.

16. I ALWAYS HAVE TOYS…
Show all your goodies.

17. FORTUNE COOKIE STATEMENT
With a partner, by yourself or in a table group, come up with a statement that is no less than 8 words and no more than 12 words long that synthesizes your learning today.
Example: “Students need to listen actively and have opportunity to orally share.”