Speaking

and

Listening

A Tool for Creating

Classroom

Engagement

Kathi Rhodus

ISBE ELA Content

Specialistkrhodus@illinoiscsi.org

Materials in Today’s Session

www.ilwritingmatters.org

Choose Speaking & Listening on

the left

Outcomes

Review the Speaking and Listening

Anchor and Grade Level Standards

Identify classroom strategies and

resources that engage students in

reading and writing through the

speaking and listening standards

ELA Strands

Reading WritingSpeaking

& ListeningLanguage

Speaking and

Listening

Sometimes the speaking and

listening standards take a

back seat to the other literacy

standards, but they are critical

components that are to be

integrated with NOT separated

from the others.

How are the Anchor Standards for

Speaking and Listening organized?

Comprehension and

Collaboration: SL.1-3

CCRA.SL.1: Have

Collaborative Conversations

CCRA.SL.2: Listen to text and

determine….

CCRA.SL.3: Ask questions of

a speaker…

Listening Required!

ListeningIn order to add something to

what somebody else said you

have to be actively listening to

what that person said.

https://www.teachingchannel.org/videos/teachin

g-strategy-active-listening

https://www.teachingchannel.org/videos/analy

zing-complex-texts-ells-ousd

Clear listening focus

Manageable chunk of content

Input - Output

How are the Anchor Standards for

Speaking and Listening organized?

Presentation of Knowledge

and Ideas: SL.4-6

CCRA.SL.4: Report on a topic

CCRA.SL.5: Include multimedia when speaking

CCRA.SL.6: Adapt speech to a variety of contexts and tasks

Speaking Required!

Speaking Respectively

https://www.teachingchannel.org/videos/speaking-respectfully-nea

Comfortable classroom

atmosphere

Modeled expectations

Sentence stems/sentence frames

for support

Speaking and

Listening

Reading complex text

Writing for different tasks,

purposes and audiences

“If the text is complex enough,

students will need time to talk

with others about their

developing and deepening

understanding of it.”

Douglas Fisher and Nancy Frey

http://www.kappancommoncore.org/improve-reading-with-complex-texts/

H.O.

“Well designed questions, statements or

sentence stems paired with a quality

collaborative conversation can help unlock

the text.” (Fisher & Frey)

Model, Model, Model

Strategy IdeaRead, Rate, Reread…

Some writers have so confounded society with government, as to leave little or no distinction between them; whereas they are not only different, but have different origins. Society is produced by our wants, and government by our wickedness; the former promotes our happiness positively by uniting our affections, the latter negatively by restraining our vices. The one encourages intercourse, the other creates distinctions. The first is a patron, the last a punisher. Society in every state is a blessing, but government even in its best state is but a necessary evil in its worst state an intolerable one; for when we suffer, or are exposed to the same miseries by a government, which we might expect in a country without government, our calamities is heightened by reflecting that we furnish the means by which we suffer!Government, like dress, is the badge of lost innocence; the palaces of kings are

built on the ruins of the bowers of paradise. For were the impulses of conscience

clear, uniform, and irresistibly obeyed, man would need no other lawgiver; but

that not being the case, he finds it necessary to surrender up a part of his property

to furnish means for the protection of the rest; and this he is induced to do by the

same prudence which in every other case advises him out of two evils to choose

the least. Wherefore, security being the true design and end of government, it

unanswerably follows that whatever form thereof appears most likely to ensure it

to us, with the least expense and greatest benefit, is preferable to all others. Thomas Paine’s Common Sense

Thinking aloud and discussion of thoughts aid in

clarification and revision of thinking and learning,

therefore developing cognition.

(Vygotsky's theory of the fundamental role of social interaction (dialogue) in the development of cognition.)

Today’s Materials

www.ilwritingmatters.org

Resisting the need to cover!

References

Fisher, D., & Frey, N. (2013). Collaborative conversations.

Principal Leadership, 13(8), 57-61.

Gallagher, K. (2004). Deeper Reading: Comprehending Challenging Texts, 4-12. Portland, ME. Stenhouse.

Vygotsky, L. S. (1978). Mind in society: The development of

higher psychological processes. Cambridge, MA: Harvard

University Press.

We have been learning about…

today we will be reading…

Reading (1st time)

Introduce frame and read again

Move to group or pairs – share frame –

take notes

Independent rewrite