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Collaborative Conversations: Sh lM i U W bi Fb 13 2013 Speaking and Listening in Secondary Classrooms PRESENTED BY Nancy Frey SchoolsMovingUp Webinar February 13, 2013 Nancy Frey San Diego State University English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects 1

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Collaborative Conversations:

S h l M i U W bi ♦ F b 13 2013

Co abo a e Co e sa o sSpeaking and Listening in Secondary Classrooms

PRESENTED BY Nancy Frey

SchoolsMovingUp Webinar ♦ February 13, 2013

Nancy FreySan Diego State University

English Language Arts and g g gLiteracy in History/Social Studies, Science and Technical Subjects

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Secondary Literacy PartnershipSecondary Literacy Partnership

• Association of California SchoolAssociation of California School Administrators

• California Department of Education• California Department of Education• California Teachers Association• Center for Advancement of Reading, CSU• California Comprehensive Center at p

WestEd

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Webinars in this SeriesArchived

• Common Core State Standards for Secondary yTeachers

• An Introduction to Reading and Writing Common• An Introduction to Reading and Writing, Common Core Style!

• Text Complexity in Reading and Writing

Todayy• Collaborative Conversations: Speaking and

Listening in Secondary Classrooms

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Introductions: Today’s Presenter

Nancy Frey

P f f Li S h l f T h- Professor of Literacy, School of Teacher Education at San Diego State University

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Today’s PurposesToday s Purposes

1. Acquire a working knowledge of the1. Acquire a working knowledge of the Speaking and Listening Standards and their value.

2. Examine research-based methods for promoting speaking and listening for learning in the disciplinesin the disciplines.

3. Utilize technology to support speaking and listening for secondary studentslistening for secondary students.

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Section OneSection One

Speaking and Listening in Secondaryp g g y

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Quick Poll: Background KnowledgeQuick Poll: Background Knowledge

Have you reviewed Speaking and Listening y p g gStandards on Comprehension and Collaboration?

Have you reviewed Speaking and ListeningHave you reviewed Speaking and Listening Standards on Presentation of Knowledge and Ideas?

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TALK

To acquire a new language you mustTo acquire a new language, you must use it, not merely listen to others using it.

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Academic language is a new Academic language is a new language. Treat your students as

language learnerslanguage. Treat your students as

language learnerslanguage learners. language learners.

Do you agree? 9

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Comprehension and CollaborationComprehension and Collaboration

“A range ofA range of collaborative discussions…”

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Comprehension and CollaborationComprehension and Collaboration

“Integrating g gmultiple sources ofsources of information…”

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Comprehension and CollaborationComprehension and Collaboration

“Evaluate a speaker’s point of view ”of view…”

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Quickwrite: Active Learning:Why Is Collaboration So Important forWhy Is Collaboration So Important for

Disciplinary Learning?Take a moment to consider the reasons we just discussed as to why collaboration is so important.

Which reasons resonate most with you? Which reason creates the greatest sense of urgency, and why?Sh ith PLC i th h tShare with your PLC or in the chat area.

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Presentation of Knowledge and IdeasPresentation of Knowledge and Ideas

“Present information… such that listeners can follow…”

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Presentation of Knowledge and IdeasPresentation of Knowledge and Ideas

“…digital media and visualand visual displays…”p y

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Presentation of Knowledge and IdeasPresentation of Knowledge and Ideas

“Adapt speech to a variety of contexts ”Adapt speech to a variety of contexts…

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Quickwrite: Active Learning What are the challenges to presenting

knowledge and ideas?knowledge and ideas?

In what ways is this challenging for y g gstudents? For teachers?

Share with your PLC or in the chat area.

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Discussion & ReflectionDiscussion & Reflection

• Quick review of the chat area• Quick review of the chat area

• Questions and answers

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Section TwoPromoting Meaningful Speaking

and Listening

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The Why’s and the How’sThe Why s and the How s

• The link between talk and writing• Argumentation and discussion• Accountable talkAccountable talk• Language frames

T t d d t ti• Text-dependent questions

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Text Types and PurposesText Types and Purposes

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Text Types and PurposesText Types and Purposes•Writearguments to support claimsand analysis of substantive topics or texts,

lid i l t

•Writearguments to support claimsand analysis of substantive topics or texts,

lid i l tusing valid reasoning and relevant and sufficient evidence.using valid reasoning and relevant and sufficient evidence.

•Write informative texts to convey complex ideas through effective selection•Write informative texts to convey complex ideas through effective selection

Are you familiar with these concepts?complex ideas through effective selection,

organization, and analysis of content. complex ideas through effective selection, organization, and analysis of content.

•Write narratives using effective technique, well-chosen details, and •Write narratives using effective technique, well-chosen details, and q , ,event sequences.

q , ,event sequences.

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Text Types and PurposesText Types and Purposes•Hear arguments to support claimsand analysis of substantive topics or texts, •Hear arguments to support claimsand analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.using valid reasoning and relevant and sufficient evidence.

A f ili

•Describe informative texts to convey l id th h ff ti selection

•Describe informative texts to convey l id th h ff ti selection

Are you familiar with these concepts?

complex ideas through effective selection, organization, and analysis of content. complex ideas through effective selection, organization, and analysis of content.

•Discuss narrativesusing effective technique well-chosen details and•Discuss narrativesusing effective technique well-chosen details andtechnique, well chosen details, and event sequences. technique, well chosen details, and event sequences.

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Argumentation and Discussion

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Quickwrite: Active LearningQuickwrite: Active Learning

Use the chat area to tell us whatUse the chat area to tell us what you already know about

accountable talk.

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Accountable TalkDescribes high levels of engagement and

critical thinking among learnerscritical thinking among learners• Accountability that discussions are on the

topictopic• Accountability to use accurate information

A t bilit t thi k d l b t h t i• Accountability to think deeply about what is being said

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What Accountable TalkWhat Accountable Talk Sounds Like

• Press for clarification and explanation: Could you describe what you mean?describe what you mean?

• Require justification of proposals and challenges: Where did you find that information?

• Recognize and challenge misconception: I don’t agree because ...

• Demand evidence for claims and arguments: Can youDemand evidence for claims and arguments: Can you give me an example?

• Interpret and use each other’s statements: David suggestedsuggested …

• Institute for Learning, University of Pittsburgh 27

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Introduce LanguageLanguage Frames to Scaffold

Accountable Talk

Ross, D., Fisher, D., & Frey, N. (2009). The art of argumentation. Science and Children, 47(3), 28-31. 28

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Using Text dependent Questions toUsing Text-dependent Questions to Foster Discussion 29

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1 If you were present at the1. If you were present at the signing of the Declaration of Independence whatof Independence, what would you do?

2 What are the reasons2. What are the reasons listed in the preamble for supporting their argumentsupporting their argument to separate from Great Britain?Britain?

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Progression of T d d Q iText-dependent Questions

Wh lOpinions, Arguments,

Intertextual Connections

Whole

Inferences

Author’s PurposeEntire text

Acrosstexts

Author s Purpose

Vocab & Text StructureParagraph

Segments

Key Details

General Understandings

Sentence

Wordg

Part

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Text-dependent Questions Activity:p Q yEisenhower’s Message to the Troops

Use the Word handout or d th t lid

Quickwrite: share

read the next slide.

comments, give feedback or ask questions

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Eisenhower’s Message to the Troops June 6, 1944

Soldiers, Sailors and Airmen of the Allied Expeditionary Force!You are about to embark upon the Great Crusade, toward which we have striven these many months. The eyes of the world are upon you. The hopes and prayers of y y p y p p yliberty-loving people everywhere march with you. In company with our brave Allies and brothers-in-arms on other Fronts, you will bring about the destruction of the German war machine, the elimination of Nazi tyranny over the oppressed peoples of Europe and security for ourselves in a free world Your task will not be an easyof Europe, and security for ourselves in a free world. Your task will not be an easy one. Your enemy is well trained, well equipped and battle hardened. He will fight savagely. But this is the year 1944! Much has happened since the Nazi triumphs of 1940-41. The United Nations have inflicted upon the Germans great defeats, in open battle, man-to-man. Our air offensive has seriously reduced their strength in the air and their capacity to wage war on the ground. Our Home Fronts have given us an overwhelming superiority in weapons and munitions of war, and placed at our disposal great reserves of trained fighting men The tide has turned! The free mendisposal great reserves of trained fighting men. The tide has turned! The free men of the world are marching together to Victory! I have full confidence in your courage and devotion to duty and skill in battle. We will accept nothing less than full Victory! Good luck! And let us beseech the blessing of Almighty God upon this great and noble undertaking. SIGNED: Dwight D. Eisenhower

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Activity Time: P t R i & R fl tPause to Review & Reflect

Please continue typing in your questionsPlease continue typing in your questions and reflections.

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CreatingText-Dependent QuestionsLevel of

Text CCS Anchor

Standard Text Dependent QuestionSpecificity Close Reading Skill Question

What words and

Words/Phrases

Analyze how specific word choices shape tone

phrases does GeneralEisenhower use to

(Standard 4) inspire the troops on D-Day?

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Creating Text-Dependent QuestionsLevel of

Text CCS Anchor

Standard Close Text Dependent QuestionSpecificity Reading Skill Question

Eisenhower states that this invasion

Assess how point of

will “bring about the destruction of the German war

Sentencesp

view shapes content (Standard 6)

machine… eliminate tyranny… and create security throughout secu ty t oug outthe world.” What does that sentence reveal him?reveal him?

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CreatingText Dependent QuestionsLevel of

Text Specificity

CCS Anchor Standard Close Reading Skill

Text Dependent QuestionSpecificity Reading Skill

Ike’s message to the troops acknowledges the difficulty of theSummarize key

supporting details (Standard 2)

the difficulty of the mission, but assures them that they will be triumphant In what

Paragraphs

triumphant. In what ways does he accomplish this?

Investigate theInvestigate the structure of specific sentences, paragraphs and

How does the use of religious imagerycontrast in the openingparagraphs, and

sections of text (Standard 5)

contrast in the opening and closing?

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Progression of T d d Q iText-dependent Questions

Wh lOpinions, Arguments,

Intertextual Connections

Whole

Inferences

Author’s PurposeEntiretext

Acrosstexts

Author s Purpose

Vocab & Text StructureParagraph

Segments

Key Details

General Understandings

Sentence

Wordg

Part

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Quickwrite: Active LearningQuickwrite: Active Learning

What steps has your team taken toWhat steps has your team taken to implement one or more of the

f ll i ?following?• Accountable talk• Language frames• Text-dependent questionsDiscuss with your PLC or use the Chat Box.

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Discussion & ReflectionDiscussion & Reflection

• Quick review of the chat area• Quick review of the chat area

• Questions and answers

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Section ThreeUsing Technology to Foster Speaking

and Listeningand Listening

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Using Technology f Li t ifor Listening

• Analyzing speeches d diand audio

recordings– Top 100 Speeches ofTop 100 Speeches of

the 20th Century @ http://www.americanrhetoric.com/hetoric.com/

– National Archives @ www archives govwww.archives.gov

– Sound Recordings Analysis Worksheet

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Text-dependent Questions :N ti l A hi S d R diNational Archives Sound Recording

Analysis Worksheet

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Using Technology for Presenting

V i Th d @ i th d• VoiceThread @ www.voicethread.com• Glog @ edu.glogster.com• Avatars @ www.voki.com@

Are you familiar with these tools? If so, please share your experiences in the chat.

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Group or PLC DiscussionGroup or PLC Discussion Follow-up Activity

What technology applications have you used to foster speaking and listening?used to foster speaking and listening? What are the challenges to doing so?

Discuss with your PLC team. y

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Section Four: Resources & Next StepsSection Four: Resources & Next Steps

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ResourcesResources• Library of Congress @ www.loc.gov/teachers/

• IRA/NCTE lessons @ www.readwritethink.org• Understanding Language lessons for English g g g g

learners @ ell.stanford.edu• K-12 lessons at NYC Department ofK 12 lessons at NYC Department of

Education @ schools.nyc.gov/Academics/CommonCoreLibraryschools.nyc.gov/Academics/CommonCoreLibrary

• Others? (add to the chat box!)

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The Takeaway• Acquisition of academic language

requires many of the same supports needed for learning a new language.

• Collaborative conversations areCollaborative conversations are foundational to gaining knowledge in the disciplines.

• Talk is fundamental to writing and• Talk is fundamental to writing and reading.

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Quickwrite: Final ThoughtsQuickwrite: Final Thoughts

Given what you have learned today about theGiven what you have learned today about the Speaking and Listening standards, what will be your first step or next step in transitioning to the y p p gCCSS?

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Archived Webinars in this SeriesThis webinar will be archived and available for viewing at future dates. Archived webinars in this gseries:

• Common Core State Standards for Secondary Teachers

• An Introduction to Reading and Writing, Common Core Style!y

• Text Complexity in Reading and Writing

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Contact InformationContact Information

Nancy Freyy ywww.fisherandfrey.com

[email protected]

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Thank YouThank You

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Post-Webinar Reflection/Discussion/Connection

http://www myboe org/go/groups/SLP

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http://www.myboe.org/go/groups/SLP

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Next StepsNext Steps

Feedback SurveyFeedback Surveyhttp://www.surveymonkey.com/s/slpfour

Archive Information:http://www.schoolsmovingup.net/webinars/sls4

Secondary Literacy Partnership Common Core Series Comm nitCore Series Community:http://www.myboe.org/go/groups/SLP

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