1. June 28, 2013 New English Language Development and Common Core State Standards Institute Laurie Stapleton, M.F.A, Ph.D., Secondary Literacy Coordinator Yee Wan, Ed.D., Multilingual Programs Coordinator Norming the CCSS Classroom to Increase English Learners’ Language Production

2. Outcomes/Agenda Understand CCSS- and research-based rationale for rewarding, meaningful, and productive student-student talk in the classroom Understand how the new ELD standards are integrated with CCSS—Speaking/Listening Experience learning activities that foster student communication, collaboration, and presentations 2

3. Introductions Your name, school, what you teach, a hobby. What brought you to “Norming the 21 st Century Classroom” today. 3

4. Special Envelope Your group’s “Norm” Sentence Stems Note-taking Guide A Task Card 4

5. Special Envelope Person closest to the podium distributes Note-Taking Guide and Sentence Stems. Look over the Sentence Stems that match your group’s norm! 5

6. https://www.teachingchannel.org/videos/increasing- student-collaboration “Turn to Your Partner” 6

7.  How do students learn to collaborate effectively? In your experience, what skills do they most need to develop?  Use a highlighted sentence stem! 7

8. Common Core State Standards (CCSS) Outline the most essential skills and knowledge every student needs to master to succeed in 21 st Century college and careers. 8

9. Norming the 21 st Century Classroom Considerations Technology Multimedia Text Complexity/Non-fiction Texts Range of Reading and Writing Learning Activities/Assessments Student Talk Room Arrangement 9

10. Our Focus: Student Talk 10

11. Communication and Collaboration: 1Prepare 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. 2Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. CCSS (ELA)—Speaking and Listening 11

12. Communication and Collaboration: 1Prepare 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. 2Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. CCSS (ELA)—Speaking and Listening 12

13. CCSS (ELA)—Speaking and Listening Presentation of Knowledge and Ideas 4Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. 13

14. CCSS (ELA)—Speaking and Listening Presentation of Knowledge and Ideas 4Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. 14

15. ELD Standards: Matching Activity Directions: 1.Select the zip-lock baggie. 2. Match the ELA standards (yellow) to their corresponding ELD standards (green) 3. Discuss to what extent the ELA and ELD standards are aligned. 4.Cite evidence of an alignment between the two standards. 15

16. ELA and ELD Standards Alignment ELA & Literacy Grade 7: Speaking and Listening Standards Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions ELD 1. Exchanging information/ideas Contribute to class, group, and partner discussions by following turn ‐ taking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and providing useful feedback. 3. Supporting opinions and persuading others Negotiate with or persuade others in conversations using appropriate register using a variety of learned phrases, indirect reported speech, and open responses. 5. Listening actively Demonstrate active listening in oral presentation activities by asking and answering detailed questions with minimal prompting and support. 16

17. CCSS—Mathematics Standards for Mathematical Practice 1—“…can explain correspondences between equations, verbal descriptions, tables, etc…” 3“Construct viable arguments and critique the reasoning of others. […] Students at all grades can listen [to] the arguments of others [and] ask useful questions to clarify or improve the arguments.” 17

18. CCSS—Mathematics Standards for Mathematical Practice 1—“…can explain correspondences between equations, verbal descriptions, tables, etc…” 3“Construct viable arguments and critique the reasoning of others. […] Students at all grades can listen [to] the arguments of others [and] ask useful questions to clarify or improve the arguments.” 18

19. Research: Effects of Communication/ Collaboration on Learning Language Acquisition Theory (Ruiz, Wong) Social Learning Theory (Bandura) Cultural Learning Theory (Vygotsky) Complex Instruction / Heterogeneous Groups (Cohen/Lotan) Cooperative Learning (Kagan; Johnson, et al; Kinsella) SEWB (Noddings, Medoff, Rogers) 19

20. 21 st Century Literacy New Literacies Technology Multimedia C ollaboration and Interdependence C ommunication C reative Thinking C ritical Problem Solving Entrepreneurial spirit “The 4 Cs” 20

21. 21 st Century Literacy New Literacies Technology Multimedia C ollaboration and Interdependence C ommunication C reative Thinking C ritical Problem Solving Entrepreneurial spirit English Learners 21

22. 21 st Century Literacy New Literacies Technology Multimedia C ollaboration and Interdependence C ommunication C reative Thinking C ritical Problem Solving Entrepreneurial spirit Social-Emotional Well Being (SEWB) 22

23. 21 st Century Literacy New Literacies Technology Multimedia C ollaboration and Interdependence C ommunication C reative Thinking C ritical Problem Solving Entrepreneurial spirit College AND Career Success 23

24. “Norming” norm —a standard, model, or pattern. ing —a suffix forming the present participle of verbs. “Norming” —to set, promote, repeat, refine, and “live” our standard of behavior. 24

25. “Norming” norm —a standard, model, or pattern. ing —a suffix forming the present participle of verbs. “Norming” —to set, promote, repeat, refine, and “live” our standard of behavior. 25

26. Freewrite What makes you want to be part of a group? 26

27. “Turn to Your (other) Partner”  Share what makes you enjoy being part of a group.  Use your highlighted sentence stems! 27

28. 5 Keys to Promote Student Talk 1.Norms (not rules)  Set at beginning of year  Teach throughout year  School/district consistency 28

29. 1.Norms (not rules) 2.Sentence Starters/Stems 3.Relevant group task 4.Authentic audience 5.Self Reflection/Peer Assessments 5 Keys to Promote Student Talk 29

30. Norms (not rules) 1.Listen actively and make eye contact. 2.Make connections. 3.Take initiative! 4.Invite others into the conversation. 5.Appreciate others’ ideas. 30

31. “The Five Habits of Highly Effective Discussants” 1.Listen actively and make eye contact. 2.Make connections. 3.Take initiative! 4.Invite others into the conversation. 5.Appreciate others’ ideas. Stach Ishigaki, ELA Teacher, Eastside College Prep HS, East Palo Alto, CA (2007) 31

32. Sentence Stems 32

33. Listen actively and make eye contact. Make connections. Take initiative! Invite others into the conversation. Appreciate others’ ideas. SENTENCE STEMS 33

34. (1) Listen actively and make eye contact. 34

35. (2) Make connections. 35

36. (3) Take initiative ! 36

37. (4) Invite others into the conversation. (Share the air space!) 37

38. (5) Appreciate others’ ideas. 38

39. Scaffold: From 2 to 4  Now that we’ve practiced in pairs, let’s try using sentence stems in groups.  First, we need to decide what the norm actually means. 39

40. Example: “Invite others into the conversation” LOOKS LIKE A group sitting evenly in a square or circle. People looking at the speaker SOUNDS LIKE Everyone’s voice is heard People asking each other questions 40

41. Timed Writing  Write as many ideas as you can think of that describes what your norm looks and sounds like (2 mins) 41

42. Round Robin  Each person takes turns sharing an idea until everyone has shared all her/his ideas.  Add each other’s ideas to your list.  Place or or next to repeats. 42

43. Consensus, Compromise, Community  Place or or next to repeats. Place each shared idea on a single post-it, and affix to matching Norm poster. 43

44. Relevant Group Task  Our Class Inquiry: “ Norming the 21 st Century Classroom”  Outcome: to develop and share knowledge about our inquiry  Five Groups: each analyzing a different “norm” in relation to the key principle, “Relevant Group Task” 44

45. Relevant Group Task 12345 45

46. Relevant Group Task Listen & make eye contact Make connections Take initiative Invite others Appreciate each other 46

47. Group Task Each group has a task card that includes:  A description of a meaningful task related to our class inquiry  Directions for completing the task  A group norm, sentence stems, and individual roles  A performance outcome  An authentic audience 47

48. Group Roles Conversation Starter and Contributors Timekeeper Recorder Title Slide Creator 48

49. Authentic Audience Showtime in 15 minutes! 49

50. 1.Norms (not rules) 2.Sentence Starters/Stems 3.Relevant group task 4.Authentic audience 5.Self Reflection/Peer Assessments 5 Keys to Promote Student Talk 50

51. Self Reflection / Peer Assessment 51

52. Self Reflection / Peer Assessment 52

53. CCSS represents…  The most significant, exciting, hopeful educational reform in the last century 53

54. 54

55. Finding your Why  A special child in your life  A vision of society  A reason to be in your classroom, each day 55

56. Finding your Why  Why is it important for you to facilitate communication, collaboration, and presentations among students in your classroom? 56

57. A new authentic audience When the music stops, form groups of 4. 57

58. A new authentic audience When the music stops, form groups of 4. Read aloud your “why.” Listener across from speaker expresses appreciation about a specific idea. 58

59. 59

60. Outcomes/Agenda Understand CCSS- and research-based rationale for rewarding, meaningful, and productive student-student talk in the classroom Understand how the new ELD standards are integrated with CCSS—Speaking/Listening Experience learning activities that foster student communication, collaboration, and presentations 60

61. Closure Thank you! Laurie Stapleton, M.F.A., Ph.D. Laurie_Stapleton@sccoe.org Yee Wan, Ed.D. Yee_Wan@sccoe.org 61