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Speaking and Listening in the Common Core

Speaking and Listening in the Common Core. Maryland Assessment Group Conference Wednesday, October 22, 2014. Objectives:. “Unpack” the speaking and listening standards Use an integrated approach lesson to prepare students for speaking and listening

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Speaking and Listening in the Common Core

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  1. Speaking and Listening in the Common Core • Maryland Assessment Group Conference • Wednesday, October 22, 2014

  2. Objectives: “Unpack” the speaking and listening standards Use an integrated approach lesson to prepare students for speaking and listening Review the PARCC Speaking and Listening Assessment

  3. Pre-Assessment Reflection tool: How familiar are you with the speaking and listening anchor standards? How has your department addressed these standards?

  4. Speaking and Listening in the Common Core “To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations – as part of a whole class, in small groups, and with a partner.”

  5. Speaking and Listeningfrom the Experts Video https://www.youtube.com/watch?v=FZXwEaHrdbo Sue Pimentel Discusses the Speaking and Listening Standards

  6. Unpacking the MS PARCC Progressions 5- 6th grade https://www.parcconline.org/mcf/english-language-artsliteracy/speaking-and-listening-standards-progression-grade-5-grade-6 6-7th grade https://www.parcconline.org/mcf/english-language-artsliteracy/speaking-and-listening-standards-progression-grade-6-grade-7\ 7-8th grade https://www.parcconline.org/mcf/english-language-artsliteracy/speaking-and-listening-standards-progression-grade-7-grade-8

  7. Now, let’s review the Speaking and Listening expectations for PARCC 1. Real Time Engagement (MODE 1) performances will entail real time engagement in the speaking and listening process. Students will listen to a pre-recorded speech and/or media production and speak/respond using spontaneous oral responses. Mode 1 performance based tasks will be administered in grades 3, 5, 7, 9, and 11. 2. Advance Preparation (MODE 2) performances will entail advance preparation in the speaking and listening process. Students will perform research using authentic and grade-appropriate topics, share their findings in the form of a formal presentation (speaking) and respond spontaneously to audience questions (listening and speaking); Mode 2 performance based tasks will be administered in grades 4, 6, 8, 10, and 12.

  8. Preparing students for SP & L in PARCC Activity: An Integrated Approach: Watch 2 minutes and 10 seconds of the video and consider how a student could use Real Time Engagement and Advanced Preparation to respond to President Obama’s speech. http://www.youtube.com/watch?v=-l2CaJATHDc

  9. Purpose is to inform instruction, not for accountability purposes Not part of summative score Will utilize paper and technology-based multi-media Educator scored Spans Grades K-12 Assessment to be ready by July 2015 Development to be led by Council for Aid to Education (CAE) Speaking and Listening Assessment

  10. PARCC’s Speaking and Listening Assessment: Overview

  11. PARCC’s Speaking and Listening Assessment: Overview

  12. Evidence Tables for Speaking and Listening Pick a grade level and review the evidence tables. Work with a partner. Based on the standards and evidences, what questions might one ask to prompt evidence of mastery of the standards during classroom discussions? What questions might appear on a listening log? What are potential Mode 1 opportunities for that grade level that would logically allow for demonstration of the standards and evidences? What are potential Mode 2 opportunities for that grade level that would logically allow for demonstration of the standards and evidences?

  13. The Role of the Teacher/Impact on Learning • Impact on Learning: • Student growth in oral communication skills • Student achievement across contents Role of the Teacher: • Provide oral and written feedback • Use tools being developed • Discussion rubrics • Guides • Listening logs • PD videos

  14. Facilitator’s ToolKit 1) What “tools” (strategies) do teachers need to facilitate rich discussions? 2) Reflect on the “tools” in your box. What are the responsibilities of a teacher for instruction? What are the responsibilities of the student? How can teachers foster student independence during learning?

  15. Resources: http://Msde.blackboard.com http://www.corestandards.org/ELA-Literacy/ http://www.americanrhetoric.com http://www.parconline.org http://www.ccsso.org/Resources/Digital_Resources/Common_Core_Implementation_Video_Series.html

  16. Thank you! Please contact MSDE staff with additional questions: Ava Spencer ava.spencer@maryland.gov Kanika Dorsey kanika.dorsey@maryland.gov

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