catch the common core wave listening and speaking 3-5

Catch the Common Core Wave

Listening and Speaking 3-5ESTHER SANCHEZ

CURRICULUM SUPPORT SPECIALISTDIVISION OF BILINGUAL EDUCATION

AND WORLD LANGUAGES JUNE 11, 2013

Are you ready to Catch the Wave?

Be a Superstar

Common CoreThe standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers

The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking, as well as, through media. An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.

Listening and Speaking

Common CoreExplain own ideas Share personal experience/opinionAsk and answer questions Character/Authorof the speaker Recount an experience Read and RetellCreate audio recording Recorder (Fluency)Paraphrasing Read and RetellSummarizing The GistVisual displays Games, charts, boards

Where the

Mountain Meets

the Moon

Grace Lin

One of the best ways to get to know your characters is to ask

questions about them. Many writers do this

as a kind of homework before they actually start writing a story.

Interview the Character

What's your name and how old are you? What's your ambition in life? What are your hobbies?Who's in your family? What are they like?What do you consider your greatest achievement?What is your most treasured possession?What is your favorite journey?What is it that you most dislike? What is your greatest fear?

Question Ideas

Read and RetellResearch-based retelling strategy (Brown and Cambourne, READ and RETELL; Heinemann, 1987) which combines reading and writing in a natural way.

Covers a wide range of literacy skills:Read interactingWriting comparingListening matchingTalking selecting and organizing Thinking rememberingComprehending making connections

There are six general forms of the retelling procedures. Students can:• Listen to a teacher tell or read aloud a text and then retell

it orally• Listen to a teacher tell or read aloud a text and retell in

writing• Listen to a teacher tell or read aloud a text and retell it by

drawing.• Read a text and retell it orally• Read a text and retell it in writing• Read a text and retell it in drawing

Retelling Procedure: A Time-line of Teaching/Learning Activities

Immersion: prior to actual retelling, same theme, topic or genre, build background

Predicting: predict plot, predict words, pair/share to clarify or justify

Everyone reads: teacher reads aloud, students read (buddy reading/pair reading)

Retelling: oral, drawing, or writing

Share and Compare: Share, clarify and justify

Second Retelling: use feedback from share and compare to revise first retelling

Practice with Chapter 6

FluencyFluency is important because it provides a bridge between word recognition and comprehension

3 Components of FluencyAccuracyRate Prosody

6 Dimensions of Fluency

ModelRead AloudBooks on TapeBuddy Reading

GuideChoral ReadingPeet/Paired ReadingEcho ReadingTape Assisted ReadingBuddy Reading

PracticeRepeated ReadingIndependent ReadingReader’s TheaterRadio Reading

Radio Reading “Read aloud" strategy designed for maximum interaction between the reader and the audience. The reader "reads aloud" a selection and then initiates a discussion by asking specific questions of the audience. Responses and dialogue should be fast-paced. This strategy improves reading comprehension at two levels. The reader must immerse himself in the text to develop the discussion questions. The audience, in turn, reinforces learning by responding to the reader's questions.

Steps in Radio Reading: 1. Divide a class into small groups. Assign each group a short

reading. Have the group read the entire selection quietly. 2. Assign a specific paragraph (or paragraphs) to each group member. Have them prepare discussion questions on this specific section. 3. Have each student read their assigned section aloud and present their discussion questions to other members of the group. 4. Ask group members to respond quickly. Once a question is thoroughly answered, move on to the next question. 5. Repeat the process until all the team members have the opportunity to lead the discussion.

Radio Reading ActivityChapter 2

Person 1 page 11Person 2 page 12 (to 3rd paragraph)Person 3 pages 12 & 13 (to 2nd paragraph)Person 4 page 13 (starting at 3rd paragraph)Person 5 page 15

First of all, Phonemic awareness is not phonics. Phonemic awareness is the ability to hear, identify, and manipulate individual sounds-phonemes--in spoken words. Before children learn to read print, they need to become more aware of how the sounds in words work. They must understand that words are made up of speech sounds, or phonemes (the smallest parts of sound in a spoken word that make a difference in a word's meaning).

Phonemic Awareness

Why Phonemic Awareness Is Important?

It improves students' word reading and comprehension.

It helps students learn to spell.

Phonemic Awareness Can Be Developed Through

ActivitiesIdentify and categorize sounds

Blend sounds to form words

Delete or add sounds to form new words

Substitute sounds to make new words

Examples of Phonemic Awareness Skills

Blending: What word am I trying to say? Nnnnn-oooo--t.

Segmentation (first sound isolation): What is the first sound in not?

Segmentation (last sound isolation): What is the last sound in not?

Segmentation (complete): What are all the sounds you hear in not?

Let’s put it to practiceExample: and

Know you try it. Select one to develop in the group. Each group will present. antsatmudmetask cut

“You can't stop the waves, but you can

learn to surf”

John Kabat-Zinn