© 2014 core knowledge foundation. this work is licensed under a creative commons attribution-...

© 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

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Session 3Listening and Learning in Action

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Objectives

• Participants will be able to identify the components of a Listening and Learning lesson.

• Participants will be able to describe how the materials of the Listening and Learning Strand work together to support students with building background knowledge and vocabulary.




Supplemental

Guide

CKLA Materials

4

Tell It Again! Read-Aloud Domain Anthology

Image Cards

Flip Book

K 1

2




Tell It Again! Read Aloud Anthology

Kindergarten:

The Five Senses

Grade 2:

Early Asian Civilizations

5

Grade 1:

The Human Body

K 1

2



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PreK Kindergarten Grade 1 Grade 2

All About Me Nursery Rhymes and Fables Fables and Stories Fairy Tales and Tall Tales

Families The Five Senses The Human Body Early Asian Civilizations

Animals Stories Different Lands, Similar Stories The Ancient Greek Civilization

Plants Plants Early World Civilizations Greek Myths

Habitats Farms Early American Civilizations The War of 1812

Dispersed throughout the year: Native Americans Astronomy Cycles in Nature

Classic Tales Kings and Queens The History of the Earth Westward Expansion

Important People in American History Seasons and Weather Animals and Habitats Insects

Columbus and the Pilgrims Fairy Tales The U.S. Civil War

Colonial Towns and Townspeople A New Nation Human Body: Building Blocks

and Nutrition

Taking Care of the Earth Frontier Explorers Immigration

Presidents and American Symbols Fighting for a Cause




Materials Scavenger Hunt

1. Tell It Again! Read-Aloud Domain Anthology (1st or 2nd domain you brought)

2. Workbook Listening and Learning Lesson Scavenger Hunt

• Working with a partner: Search through the L&L

Anthology to complete Scavenger Hunt tasks.

Complete reflection • Consider how these

components support students with building background knowledge and acquiring vocabulary

Your TaskWhat You will Need




Sharing our Findings: The Alignment Chart

Includes:

• Core Content Objectives

• Language Arts Objectives

• Aligned to Common Core Standards

• Core Knowledge Language Arts Learning Goals

What did you notice?

8




Sharing our Findings:Domain Background Knowledge

• Can be a means of building your own background knowledge

• Highlights the big ideas around which all the content objectives are organized

What else did you notice?




Sharing our Findings:Core Vocabulary

• includes words explicitly highlighted in read-aloud

• drawing connections among words

• building these words into extensions & conversations





Sharing our Findings:Day-by-Day Pacing Calendar

Indicates: • number of instructional

days • lessons that require

prior preparation• lessons that include

Student Performance Task Assessments (SPTA)





Sharing our Findings: Recommended Resources

Includes: • materials for extension

& reinforcement• optional trade book lists• domain aligned

resources





Sharing our Findings: Parent Take Home Letters

Includes: • take home letters

introduce the family to the domain content and vocabulary

• trade books lists, website/resources lists, & ideas on supporting the learning at home





Sharing our Findings: Domain Assessment

Assesses: • Core Content• Domain Vocabulary• Academic Vocabulary





The Components of a Read-Aloud

Taking a closer look at the components and intent of Listening

and Learning lessons




Taking a Closer Look at Listening and Learning Lessons

• The Read-Aloud (35–40 minutes) Introducing the Read-Aloud (10 min) Presenting the Read-Aloud (10–15 min) Discussing the Read-Aloud (15 min)

• Comprehension Questions (10 min)• Word Work (5 min)

• Extension Activities (15–20 min)These can be conducted later during the same day

16




Lesson Overview

ELA Objectives

Content Objectives




Lesson Overview

PacingLesson Component

Core Vocabulary




Introducing the Read-Aloud

• Prepares students for listening to the story by: providing a framework for children to better

understand the material they are about to hear; functioning as a “hook” that stirs up student

interest in the subject; activating prior knowledge; setting a purpose for listening.




Introducing a Read-Aloud

Making Predictions

Purpose for Listening

Review of Prior Knowledge




Introduction Activities

• Know-Wonder-Learn Chart• What Do We Know?• What Have We Already Learned?• Where are We?• Essential Background Information or Terms• Brainstorming Links • Making Predictions About the Read-Aloud • Personal Connections




Presenting the Read-Aloud

Story Text

Image to Display

Guided Listening Support




Presenting the Read Aloud

• Read the text as a performance: with expression, character voices, variation of tone/volume.

• Show images to illustrate concepts.

• Use the margin guided listening supports (GLS) to provide clarification about: core vocabulary words key parts of the read-aloud




Comprehension Questions

Discussing the Read-Aloud




Comprehension Questions

• Literal Questions: Who? What? Where?

When?

• Inferential Questions: What would happen if?

• Evaluative Questions:o Compare & Contrast

Making a judgment

• Think-Pair-Share: Who? Pair-Share

What? Pair-Share When? Pair-Share Why? Pair-Share When? Pair-Share

25




Word Work Exercises

Word Work




Steps for Word Work

1. Provide the context in which the word was used in the story.

2. Ask the children to repeat the word.

3. Provide an explanation of the word.

4. Provide examples of the word in contexts other than the one used in the story.

5. Ask children to provide their own examples of the new word.

6. Ask the children to say the word again.•(Beck, McKeown, & Kucan, 2002)

27




Extension Activities

Extension Activity




Extension Activities

• On Stage (Act Out)• Drawing / Retelling a

Read-Aloud or Sequence of Events

• Image Review• Which Happened First?• Interactive Illustrations• Characters, Setting, &

Plot Using Three Circle Map

• Making Comparisons and Connections

• Personification• Brainstorming Links• Personal Stories• Know-Wonder-Learn

Chart• Timelines / Lifelines• Student Choice

(Re-Read) / Related Trade Book




Listening and Learning in Action

Examining lessons from classroom footage




Framing the Activity

You are going to watch clips from a L&L lesson: Follow along with the

lesson. Pause to reflect on how

knowledge and vocabulary is supported.

Share key findings.




Introducing the Read-Aloud: Tug-of-War

• As you watch the video clip: Lesson text / GLS followed in

your copy of the lesson• Think about how students are

building knowledge and/or acquiring vocabulary.

• Take 2 minutes to reflect on what you saw.

32

Video Clip Link

0:00 – 2:34


https://vimeo.com/coreknowledge/review/98066766/6872a44a2b



Turn and Talk

Turn to an elbow partner and share what you noticed during Introducing the Read-Aloud.




Presenting the Read-Aloud: Tug-of-War





34

Video Clip Link

2:35 – 6:39





Pair Verbal Fluency

What does Presenting the Read-Aloud look like, sound like?

Person A: (60 seconds) summarize

Person B: (30 seconds) add only new

Person A: (15 seconds) add only new




Discussing the Read-Aloud: Tug-of-War





36

Video Clip Link

6:39 – 13.58





Viewing Implementation Through a Different Lens

• Watch another teacher implement a Listening and Learning lesson

• Focus on adjustments and scaffolds she makes




Step 1: Lesson Review

• Read the Lesson Objectives, Lesson 14 from the Grade 2 Ancient Asian Civilizations domain.

• Lesson additions or scaffolds should support students with meeting lesson objectives.

38




Step 2: Watch and Annotate

As you watch the video clip, annotate your copy of the lesson to indicate:

Lesson text / GLS followed

X Lesson text / GLS omitted

Additions or scaffolds made

39




Step 3: Table Sharing

At your tables, discuss: • How closely did the teacher follow the lesson

plan?

• How consistent were the adjustments or scaffolds in keeping with the objectives of the lesson?

• Did her adjustments support students with building background knowledge or acquiring vocabulary?




Supporting All Learners

The Supplemental Guide




Resources: Supplemental Guide

42




Modified Read-Alouds

• Same core content as the Tell It Again! Read-Aloud Anthologies

• More accessible vocabulary• Shorter in length• Less dense in peripheral information• Spread over 2 days

Day 1: Scaffolded Presentation of Core Content Day 2: Dialogic and Interactive Presentation




Vocabulary Charts




Activities

• Multiple Meaning Word Activities• Syntactic Awareness Activities• Vocabulary Instructional Activities

• appears in the Tell It Again! Read-Aloud Anthology to indicate that there is a Multiple Meaning Word Activity, Syntactic Awareness Activity, or Vocabulary Instructional Activity from the Supplemental Guide.




Transitional Supplemental Guide

• Supplemental Guide (with Modified Read-Alouds)

• Transitional Supplemental Guide

L&L Domains

Grade 1 2 3 4 5 6 7 8 9 10 11 12

K SG SG SG SG SG SG SG SG SG SG SG SG

1 SG SG SG TSG TSG TSG TSG TSG TSG TSG TSG

2 SG SG SG TSG TSG TSG TSG TSG TSG TSG TSG TSG




Transitional Supplemental Guide

• vocabulary charts• Supplemental Guide

activities (e.g., Multiple Meaning Word Activities).

• augmented introductions & extensions

• rewritten read-alouds • adjusted pacing of

instruction

Does Not Include:Does Include:




A Comparison: L&L Anthology & the Supplemental Guide

Supplemental Guide




Reflection: Listening and Learning

• Describe the ways in which the design and organization of shared reading materials in the Listening and Learning block puts a focus on deep word learning.

• What questions do you still have about the Listening and Learning materials?


© 2014 core knowledge foundation. this work is licensed under a creative commons attribution-...

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