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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.
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Supplemental
Guide
CKLA Materials
4
Tell It Again! Read-Aloud Domain Anthology
Image Cards
Flip Book
K 1
2
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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
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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
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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
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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?
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Sharing our Findings:Core Vocabulary
• includes words explicitly highlighted in read-aloud
• drawing connections among words
• building these words into extensions & conversations
What else did you notice?
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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)
What else did you notice?
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Sharing our Findings: Recommended Resources
Includes: • materials for extension
& reinforcement• optional trade book lists• domain aligned
resources
What else did you notice?
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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
What else did you notice?
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Sharing our Findings: Domain Assessment
Assesses: • Core Content• Domain Vocabulary• Academic Vocabulary
What else did you notice?
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The Components of a Read-Aloud
Taking a closer look at the components and intent of Listening
and Learning lessons
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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
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Lesson Overview
ELA Objectives
Content Objectives
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Lesson Overview
PacingLesson Component
Core Vocabulary
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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.
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Introducing a Read-Aloud
Making Predictions
Purpose for Listening
Review of Prior Knowledge
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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
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Presenting the Read-Aloud
Story Text
Image to Display
Guided Listening Support
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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
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Comprehension Questions
Discussing the Read-Aloud
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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
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Word Work Exercises
Word Work
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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
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Extension Activities
Extension Activity
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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
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Listening and Learning in Action
Examining lessons from classroom footage
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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.
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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
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Turn and Talk
Turn to an elbow partner and share what you noticed during Introducing the Read-Aloud.
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Presenting 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.
34
Video Clip Link
2:35 – 6:39
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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
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Discussing 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.
36
Video Clip Link
6:39 – 13.58
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Viewing Implementation Through a Different Lens
• Watch another teacher implement a Listening and Learning lesson
• Focus on adjustments and scaffolds she makes
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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
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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
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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?
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Supporting All Learners
The Supplemental Guide
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Resources: Supplemental Guide
42
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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
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Vocabulary Charts
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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.
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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
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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:
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A Comparison: L&L Anthology & the Supplemental Guide
Supplemental Guide
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A Comparison: L&L Anthology & the Supplemental Guide
Supplemental Guide
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A Comparison: L&L Anthology & the Supplemental Guide
Supplemental Guide
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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?