Getting on the Right Track:
Investigating Instructional Shifts
ELA/ELD Listening and Speaking
with the
Common Core
Instructional Leadership Corp
Presenters
• Karin Barone, M.A. Ed, NBCT
kbarone@orangeusd.org
- 4th-6th grade GATE; STEM Specialist;
Agenda
1. Zooming in on speaking and academic
language in ELA Shifts 2 and 3
2. ELA Claims
3. Speaking Activity Type 1: “Stronger &
Clearer Each Turn” Activities (Output)
4. Speaking Activity Type 2: “Constructive
Conversation” Activities (Interaction)
5. Four Domains
6. Applying Shifts: What are you taking
back?
7. Next Steps
Cognitive
Learning
Common Core requires
High-Level Cognitive
Demand
Students Demonstrate
Deeper Conceptual
Understanding
Application of Content
Knowledge & Skills to
New Situations and
Tasks
Applies Webb’s Depth of Knowledge (DOK)
to Bloom’s Cognitive Process Dimensions
– Bloom: What type of thinking is needed to complete a
task?
– Webb: How deeply do you have to understand the content
to successfully interact with it? How complex or abstract is
the content?
4
Webb,
5
4 Domains
*
Students
Content
Instruction
& Pedagogy
Claims &
Assessment
Knowing your students and attending to all
strengths and needs
Strong content knowledge
Use of effective instructional strategies and
Depths of Knowledge (DOKs)
Incorporating the 4 SBAC Claims and multiple
types of formative and summative assessments
6
Math Claims
*
Claim
#1
Concepts & Procedures
Claim
#2
Problem Solving
“Students can solve a range of complex well-posed problems
“Students can explain and apply mathematical concepts and
interpret and carry out mathematical procedures with
precision and fluency.”
in pure and applied mathematics, making productive use of
knowledge and problem solving strategies.”
Claim
#3
Communicating Reasoning
“Students can clearly and precisely construct viable arguments
to support their own reasoning and to critique the reasoning
of others.”
Claim
#4
Modeling and Data Analysis
“Students can analyze complex, real-world scenarios and can
construct and use mathematical models to interpret and solve
problems.”
7
Claim Reading
“Students can read closely and analytically to
#1
ELA Claims
comprehend a range of increasingly complex literary
and informational texts.”
Claim Writing
“Students can produce effective and well-grounded
#2
writing for a range of purposes and audiences.”
Claim Speaking and Listening
“Students can employ effective speaking and
#3
listening skills for a range of purposes and
audiences.”
Claim Research/Inquiry
#4 “Students can engage in research and inquiry to
investigate topics, and to analyze, integrate, and
present information.”
8
Differences Between the 1997
Standards and Common Core Standards
1997 Standards
Common Core Standards
Focused on CONTENT...
The WHAT
Focused on SKILLS…
The HOW
• Students will know…
• Career and College Readiness
Skills
• Students will remember… • Critical thinking skills
- Analyze
• Students will
- Compare and Contrast
understand…
- Show evidence
- Synthesize
- Create
9
ELA Shifts
1. Informational Text
Building knowledge through
content-rich non-fiction.
2. Evidence from Text
Reading, writing, and speaking
grounded in evidence from text,
both literary and informational.
3. Text Complexity
Regular practice with complex
text and its academic language.
Math Shifts
1. Focus
Narrow the scope of content
and deepen how time and
energy is spent.
2. Coherence
Integration across grades &
subject areas.
3. Rigor
Conceptual understanding,
procedural fluency, and
application of skills in problem
solving situations.
10
Zooming in on ELA Shifts 2 and 3
2. Reading, writing,
and speaking
grounded in
evidence
from text,
both literary and
informational.
3. Regular practice
with complex
text and its
We
academic
are
here language.
Speaking and Listening Anchor Standard 1: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on others’ ideas and expressing their own
clearly and persuasively.
Standard 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Warming Up Speaking Skills with “Pro-Con”
Topics:
Camping, Shopping, Traveling, TV,
Computers, Video Games, School, Cars,
Conferences, Testing, Internet
Transitions: However,
On the other hand,
Then again,
Frames:
but
One advantage is … For example, …
Another positive of … is… because…
A negative aspect of ___ is …
In spite of the positives of _____,
Variations: Compare-contrast, Cause-Effect, For-Against; Whole class Pro-Con;
Pro-Con Directions
1. Director directs three changes with a clap and
prompt (e.g., “Pro!” “Con!” “Pro!” “Con”…).
2. Actor says as much as possible in the time,
but using sentences and linking them, if
possible.
3. Director listens for appropriate time to
interrupt.
4. Director listens to decide and tell actor which
side he or she leaned toward.
Warming Up Speaking Skills with “Pro-Con”
Topics:
Cell phones used in school
Transitions: However,
On the other hand,
Then again,
Frames:
but
One advantage is … For example, …
Another positive of … is… because…
A negative aspect of ___ is …
In spite of the positives of _____,
Variations: Compare-contrast, Cause-Effect, For-Against; Whole class Pro-Con;
Oral Output vs. Interaction
1. Output is one-way, one-time communication.
Output activities tend to include think-pairshares, answering teacher questions, jigsaws,
pro-cons, and oral presentations.
2. Interactions are back-n-forth conversations in
which participants build on one another’s
Idea
ideas to build up and clarify knowledge
that wasn’t in their minds before talking.
“Stronger & Clearer Each Turn” Activities
(to fortify oral output)
1. Talk to a different partner each turn.
2. Opinions, ideas, and answers should become
stronger (often longer) and clearer each turn.
(This often includes supporting the idea with evidence
and examples.)
3. Students borrow and use the language, ideas,
and evidence of others for future turns.
Clearer & Stronger Each Turn Activity:
Opinion Formation Cards
1. Choose text quotations that support different sides of
the issue and put them on small cards or strips.
2. Tell students the topic and have them start forming their
own opinion.
3. Have students read their own card and think about how
it supports, contradicts, or even changes their opinion.
4. Students then meet with students who have different
points (different colors), read quotations to each other,
and both state their current opinion on the issue.
(They can also ask questions and prompt for
elaboration.) (They can also first meet with a partner
with the same quotation to clarify its meaning.)
You can use frames such as:
- In my opinion, ____ because _____.
- Despite the advantages of …
- Given the points that I have heard so far, such as …
- I think I lean more to the side of ____ because …
Should cell
phone use be
banned in
school?
Student Model of Opinion Formation Cards
My quote says, “In a recent...
I agree with it. I think video
games are bad cuz they
show violence.
My quote says…”In a recent…”
In my opinion, violent video
games should be banned
because they show violence
that kids copy. For example, in a
war video game kids shoot
others.
My quote says…”In a recent study…”
Even though some video games
are educational, many are very violent
and should be banned. Kids get excited
to shoot others and their minds fill
with violence. Games might teach to
solve problems, but in my opinion kids
will be less violent without them.
My quote is, “Parents
This
card says,
“Even though…
claim…In
my opinion,
video
My
card
says…
“Companies…
Even
though
some
games
are bad.
Likevideo
war
Ingames
my
opinion….
kids’
minds
games fill
show
kids
howwith
to
violence,
a lotpeople.
are
shoot other
educational. They solve
problems and read.
Should video games
be banned?
An Easier “Stronger & Clearer Each Turn” Activity:
Interview Grid
Name
Me
What
do you
think
isinfluence
the most
important
does
the
circulatory
system
work?
How
did
geography
Native
Explain
how
to
divide
fractions
and
why
Should students be prohibited from
using
theme
of this
shortinstory?
American
culture
this region?
the method
works.
cell
phones at
school?
(just two or three key words, if any)
1.
2.
3.
Me
Even though….
Because a large percentage of students…
In order to…
An Easier “Stronger & Clearer Each Turn” Activity:
Interview Grid
Name
Me
What
do you
think
isinfluence
the most
important
does
the
circulatory
system
work?
How
did
geography
Native
Explain
how
to
divide
fractions
and
why
What do you think is the most important
theme
of this
shortinstory?
American
culture
this region?
the method
theme
of thisworks.
short story?
(just two or three key words, if any)
1.
2.
3.
Me
Even though….
Because a large percentage of students…
In order to…
An Easier “Stronger & Clearer Each Turn” Activity:
Interview Grid
Name
Me
Do
you
the
Native
Americans
were
What
dofeel
you
think
isinfluence
the
most
important
does
the
circulatory
system
work?
How
did
geography
Native
Explain how to divide fractions and why
treated
by
theme
offairly/appropriately/ethically
this
shortinstory?
American
culture
this
region?
the method works.
the Spanish?
(just two or three key words, if any)
1.
2.
3.
Me
Even though….
Because a large percentage of students…
In order to…
An Easier “Stronger & Clearer Each Turn” Activity:
Interview Grid
Name
Me
What
do you
think
isinfluence
the most
important
does
theto
circulatory
system
work?
How
did
geography
Native
Explain
how
divide
fractions
and
why
theme of this short story?
(just two or three key words, if any)
1.
2.
3.
Me
Even though….
Because a large percentage of students…
In order to…
An Easier “Stronger & Clearer Each Turn” Activity:
Interview Grid
Name
Me
What
do you
think
isinfluence
the most
important
does
the
circulatory
system
work?
How
did
geography
Native
Explain
how
to
divide
fractions
and
why
geography influence Native
theme
of this
shortinstory?
American
culture
the method works. this region?
(just two or three key words, if any)
1.
2.
3.
Me
Even though….
Because a large percentage of students…
In order to…
An Easier “Stronger & Clearer Each Turn” Activity:
Interview Grid
Name
Me
What
do you
think
isinfluence
the most
important
does
theto
circulatory
system
work?
How
did
geography
Native
Explain
how
divide
fractions
and
why
theme
of this
shortinstory?
American
culture
works. this region?
the method works?
(just two or three key words, if any)
1.
2.
3.
Me
Even though….
Because a large percentage of students…
In order to…
An Easier “Stronger & Clearer Each Turn” Activity:
Interview Grid
Name
Me
What
do you
think
isinfluence
the most
important
does
the
circulatory
system
work?
How
did
geography
Native
Explain
how
to
divide
fractions
Why are rules important to haveand
in why
theme
of this
shortinstory?
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culture
the method works. this region?
school?
(just two or three key words, if any)
1.
2.
3.
Me
Even though….
Because a large percentage of students…
In order to…
An Easier “Stronger & Clearer Each Turn” Activity:
Interview Grid
Name
Me
What
do you
think
isinfluence
the most
important
does
the
circulatory
system
work?
How
did
geography
Native
Explain
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divide
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What are the importance of theand
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theme
of this
shortinstory?
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symbols
we learned
about?
(just two or three key words, if any)
1.
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Me
Even though….
Because a large percentage of students…
In order to…
An Easier “Stronger & Clearer Each Turn” Activity:
Interview Grid
Name
Me
What
do you
think
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the most
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does
the
circulatory
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work?
How
did
geography
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Explain
how
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Why should we get to use the bikes
on the
theme
of this
shortinstory?
American
culture
the method works. this region?
playground?
(just two or three key words, if any)
1.
2.
3.
Me
Even though….
Because a large percentage of students…
In order to…
An Easier “Stronger & Clearer Each Turn” Activity:
Interview Grid
Name
Me
What
do you
think
isinfluence
the most
important
does
the
circulatory
system
work?
How
did
geography
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Explain
how
to
divide
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Why do we learn the sounds of and
our
theme
of this
shortinstory?
American
culture
the method works. this region?
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(just two or three key words, if any)
1.
2.
3.
Me
Even though….
Because a large percentage of students…
In order to…
An Easier “Stronger & Clearer Each Turn” Activity:
Interview Grid
Name
Me
What
do you
think
isinfluence
the most
important
does
the
circulatory
system
work?
How
did
geography
Native
Explain
how
to
divide
fractions
why
Why do we have to know whereand
we
live?
theme of this short story?
(just two or three key words, if any)
1.
2.
3.
Me
Even though….
Because a large percentage of students…
In order to…
An Easier “Stronger & Clearer Each Turn” Activity:
Interview Grid
Name
Me
Out of do
all the
civilizations
wemost
have learned
about,
What
you
think
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does
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did
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Explain
how
to divide
fractions
and
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which
do
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feel
is
the
best
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theme of this short story?
(just two or three key words, if any)
1.
2.
3.
Me
Even though….
Because a large percentage of students…
In order to…
An Easier “Stronger & Clearer Each Turn” Activity:
Interview Grid
Name
Me
What
do you
think
isinfluence
the most
important
does
the
circulatory
system
work?
How
did
geography
Native
Explain
how
to
divide
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Which character from the noveland
theme of this short story?
contributed the most to the story? Why?
(just two or three key words, if any)
1.
2.
3.
Me
Even though….
Because a large percentage of students…
In order to…
Debrief – “Stronger & Clearer Each Turn” Activity
1. What does this type of activity
do for learners?
2. How does it connect to the
Common Core and the shifts we highlighted at
the outset? (speaking with evidence & academic language)
3. How might you use this type of activity in your
setting?
Oral Output vs. Interaction
1. Output is one-way, one-time communication.
Output activities tend to include think-pairshares, answering teacher questions, jigsaws,
pro-cons, and oral presentations.
2. Interactions are back-n-forth conversations in
which participants build on one another’s
Idea
ideas to build up and clarify knowledge
that wasn’t in their minds before talking.
ALDNetwork.org
Understanding Language
Constructive Conversation Skills
(Mini-teachers)
Goal: Students collaboratively (but w/o teacher) build an idea
(e.g., knowledge, agreement, solution), using the following skills:
Create Idea
Negotiate
Ideas
Build Idea
Clarify
Idea
Fortify Idea
Hand motions
Video – Argument Scale Conversations
Context
5th grade
Language
Arts/ELD class;
Advanced and
early advanced
partners.
This Clip student conversation
(http://youtu.be/soHXHaPDZgE)
• After reading an article on a program that gives pizza as reward for
reading, students discuss their opinions on the issue.
• Look for supporting opinions, building on ideas, and clarifying
Student Task
• Based on what you read in the text, do you think cell phones should
be allowed in schools? Using the lists provided in the text, write a
paragraph arguing why your position is more reasonable than the
opposing position.
1. What skills will students need to have in order to complete this
task?
2. How are the skills linked to Common Core?
Some of the reasons to support cell phones in school are as follows:
•
Students can take pictures of class projects to e-mail or
show to parents.
•
Students can text-message missed assignments to friends
that are absent.
•
Many cell phones have calculators or Internet access that
could be used for assignments.
•
If students are slow to copy notes from the board, they can
take pictures of the missed notes and view them later.
•
During study halls, students can listen to music through
their cell phones.
•
Parents can get in touch with their children and know
where they are at all times.
•
Students can contact parents in case of emergencies.
37
Some of the reasons to forbid cell phones in school are as
follows:
• Students might send test answers to friends or use the
Internet to cheat during an exam.
• Students might record teachers or other students without
their knowledge. No one wants to be recorded without
giving consent.
• Cell phones can interrupt classroom activities.
• Cell phones can be used to text during class as a way of
passing notes and wasting time.
Based on what you read in the text, do you think cell phones should be allowed in
schools? Using the lists provided in the text, write a paragraph arguing why your
position is more reasonable than the opposing position.
“Constructive Conversations” Activity for All 4 Skills:
ACTIVITY FOR SUPPORTING IDEAS:
ARGUMENT SCALE Argument Balance Scale
Reasons &
Evidence
My responses to
opposing points
Reasons &
Evidence
Opposing
position
My position
2D-Scale
3-D Version
Think-Stop
• What are you focusing on right now in your
classroom?
• How could you use variations
(i.e. compare/contrast; Pro/Con;
cause/effect; for/against; main idea/details;
main idea/theme) with these same strategies?
• Use a post-it-note and add your ideas to the
grid.
Commonalities
ELA
Cognitive
Rigor Matrix
SBAC Content
Specifications
for ELA
Bloom’s
Taxonomy
+
Webb’s Depthof-Knowledge
Levels
(Hess, Carlock, Jones, & Walkup, 2009)
42
Maximize Student Learning
What’s Your Plan?
• What will you work on for session 2?
• What kind of evidence/artifact can you bring
back with you to share?
• Come with gold nuggets and lumps to share
and ask questions/clarifications.
• 3-2-1 paper (today and bring one back)
• Complete survey – exit slip