Catch the Common Core Wave Listening and Speaking 3-5

Catch the Common Core Wave Listening and Speaking 3-5 Esther Sanchez Curriculum Support Specialist Division of Bilingual Education and World Languages June 11, 2013

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Common Core The 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

Listening and Speaking 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.

Common Core Explain own ideas Share personal experience/opinion Ask and answer questions Character/Author of the speaker Recount an experience Read and Retell Create audio recording Recorder (Fluency) Paraphrasing Read and Retell Summarizing The Gist Visual displays Games, charts, boards

Where the Mountain Meets the Moon Grace Lin

Interview the Character 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.

Question Ideas 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?

Read and Retell Research-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 interacting Writing comparing Listening matching Talking selecting and organizing Thinking remembering Comprehending 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

Fluency Fluency is important because it provides a bridge between word recognition and comprehension 3 Components of Fluency Accuracy Rate Prosody

6 Dimensions of Fluency

Model Read Aloud Books on Tape Buddy Reading Guide Choral Reading Peet/Paired Reading Echo Reading Tape Assisted Reading Buddy Reading Practice Repeated Reading Independent Reading Reader’s Theater Radio 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: 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 Activity Chapter 2 Person 1 page 11 Person 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

Phonemic Awareness 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).

Why Phonemic Awareness Is Important? It improves students' word reading and comprehension. It helps students learn to spell.

Phonemic Awareness Can Be Developed Through Activities Identify 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 practice Example: and Know you try it. Select one to develop in the group. Each group will present. ant sat mud met ask cut

“You can't stop the waves, but you can learn to surf” John Kabat-Zinn

Catch the Common Core Wave Listening and Speaking 3-5