Engaging Students:
Speaking and Listening
Standards
Speaking and Listening
Anchors Standards
Comprehension and Collaboration
1.Engage effectively in a range of
collaborative discussions(one-on-one, in
groups, and teacher-led) with diverse
partners, building on other’s ideas and
expressing their own clearly.
2. Integrate and evaluate information
presented in diverse media and formats,
including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view,
reasoning, and use of evidence or rhetoric.
Speaking and Listening
Anchor Standards
Presentation of Knowledge and Ideas
4. Present information, findings and
supporting evidence such as that listeners can
follow the line of reasoning and the
organization, development, and style are
appropriate to task, purposes and audience.
5.Make strategic use of digital media and
visual displays of data to express information
and enhance understanding of presentation.
6. Adopt speech to a variety of contexts and
communicative tasks, demonstrating
command of formal English when indicated or
appropriate.
How do teachers get there?
Steps that move the learning to
collaboration:
• Focus Lesson to establish purpose
and modeling
• Guided instruction with cues,
prompts and questions
• Collaborative LearningConsolidating Thinking with peers
• Independent Learning tasks
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided
Instruction
“We do it”
Collaborative
“You do it
together”
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
A Model for Success for All Students
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
The Keys to PGW
Students must be taught how to talk
with one another.
Teachers need to know how to move
them.
Know what you’re looking and
listening for.
Make tasks engaging and interactive.
Purposes of Productive Group Work
Students work together
to solve problems, discover
information, and complete
projects
Students use the
“language of the
lesson”
It is not:
•Ability grouping
•For introducing
new information
or new skills
Productive Group Work Structures
Let’s make
a Foldable
Instructional Routines
fold
Reading
Instructional
Routines
Writing
Instructional
Routines
Oral
Language
Instructional
Routines
Sample Instructional Routines
Reading
• Literature Circles
• Collaborative
Strategic Reading
• Reciprocal Teaching
• Partner reading
• Jigsaw
Reciprocal Teaching for
Informational Text
• Assign groups of 4 with each having a
comprehension role – questioning, clarifying,
summarizing and predicting
• Give students a reading passage that
complements information from the focus
lesson
• Teacher may segment the passage into
paragraphs so students stop after each to
process
• Table Tents with the prompts for each
comprehension strategy help frame the
discussion.
PGW in 8th Grade Writing
Sample Instructional Routines
Writing
•
•
•
•
•
•
Progressive Writing
Paired Writing
Peer response
Quick writes
Writing Frames
Collaborative poster
Progressive Writing
• Each member of a group begins writing
a paper and continues for a fixed period
of time (5 min) before passing his or her
paper to another member of the group.
• Each group member reads what the
person before has written and continues
writing.
• Repeat the pattern until everyone has
written a portion of the paper.
• Then, the group nominates the best
representative paper for submission.
Sample Instructional Routines
Oral Language
•
•
•
•
Think-Pair-Square
Numbered Heads Together
Socratic Seminar
Walking Review
Numbered Heads Together
Spencer Kagan 1994
• Groups of 4 with each student having
an assigned number
• Teacher poses a question to the groups
who discuss it among themselves
• After time for discussion, the teacher
announces the number that will respond
• Example, the teacher calls #3 and the
student in each group that is a #3, must
write the answer on paper or a
response board on behalf of the group
Treasure Hunt
• Post questions around the room
• Distribute one answer sheet per student
• After returning to home base, groups
submit a rationale for how they solved
each sequence using conversational
roundtable
47
Mathematical
Treasure-hunt:
Sequences
3, 6, 9, 12, …
What is the next
term in the linear
sequence above?
?
15
Mathematical
Treasure-hunt:
Sequences
The linear sequence
below is generated
by the term 4n + ?.
What is the extra
number ?
6, 10, 14, 18, …
?
Conversational Roundtable
Visualize It:
Calculate It:
Write It:
Check It:
Sshh!!! Secrets to
Successful PGW
Let’s make
a Foldable
Secrets to Success
fold
Talking to
Each Other
Knowing
How to
Group
Knowing
How to Move
Them
To make
group work
productive…
Students must learn how to talk
to one another.
Accountable Talk
Describes high levels of engagement and
critical thinking among learners
• Accountability that discussions are on
the topic
• Accountability to use accurate
information
• Accountability to think deeply about
what is being said
Promoting Accountable Talk
Press for clarification and explanation:
Could you describe what you mean?
Require justification of proposals and challenges:
Where did you find that information?
Recognize and challenge misconception:
I don’t agree because ...
Demand evidence for claims and arguments:
Can you give me an example?
Interpret and use each other’s statements:
David suggested …
Institute for Learning, University of Pittsburgh
To make
group work
productive…
Teachers must know how to group.
Alternate-Rank Grouping
• Students are listed in descending order
based on one or more aspect of learning
(e.g., mathematical ability, language
proficiency, concept knowledge)
• In a class of 40…
–
–
–
–
–
Student #1
Student # 2
Student # 3
Student #10
Student #20
Student #21
Student #22
Student #23
Student #30
Student #40
To make
group work
productive…
Know how to move them.
Syllable Clapping Center
Stations in Biology
1
2
Teacher-directed
guided instruction
3
4
Rotation #1
1
2
Teacher-directed
guided instruction
3
4
Rotation #2
1
2
Teacher-directed
guided instruction
3
4
Rotation #3
1
2
Teacher-directed
guided instruction
3
4
Rotation #4
Table Talk
How do you manage the traffic in your
classroom? Are there students who
have more difficulty with this?
To make
group
work
productive
Make the task worthwhile.
Purpose = Expectations
The established purpose contains both
content and language components.
What would you want your
student to say to the question:
What are you learning from this
lesson?
The established
purpose
focuses on
student
learning,
rather than an
activity, task, or
assignment.
The teacher designs meaningful
experiences and outcomes
aligned with the established purpose.
The teacher has a plan for
determining when the established purpose
has been met.
DRAFT Indicator s of Success - Establishing Purpose (1/8/11)
INDICA TORS
The established
purpose focuses
on student
learning, rather
than an activity,
assignment, or
task.
The established
purpose
contains both
content and
language
components.
Students
understand the
relevanc e of the
establ ished
purpose.
Students can
explain the
establ ished
purpose in their
own words.
Phase 4-Exemplary
Phase 3-Profic ient
Phase 2Approaching
The established
purpose mostly
contains
statements about
activities,
assignments, or
tasks, with
minimal linkage
to a theme,
problem, project,
or question. The
work is primarily
reproductiv e in
nature.
The established
purpose omits
either the content
or language
component . It is
grade- or contentappropriat e, but is
too broad and
requires several
lessons to
accomplish.
The established
purpose requires
student s to use critical
and creative thinking
to acquire
informat ion, resolve a
problem, apply a
skill, or evaluate a
process. The lesson’s
work is clearly linke d
to a theme, probl em,
projec t, or question
the class is
investigating.
The established
purpose contains
statements about
grade- or cours eappropriat e content as
well language
demands which can
be learned and
accomplished today.
The established
purpose is linked to
a theme, problem ,
projec t or question,
but the lesson’s
work is primarily
on an isolated
activity,
assign ment, task,
rather than an
enduring
understanding.
Randomly selected
student s can explain
the stated purposes of
the lesson and how
they are linked to a
theme, problem ,
projec t, or question.
The student
recogniz es the
relevance of the
purpose beyond the
classroom or for
learning’s sake as
well as how
informat ion can be
found, used, created,
or shared.
Randomly selected
student s can explain
or demonstr ate what
they are learning in
their own words and
what is expected of
them for the lesson.
Randomly selected
student s can restate
the purpose and
report how the
purpose is related to
a theme, problem ,
projec t, or question.
The student may
recogniz e some
relevance to their
own life or
technology.
Randomly
selected students
can restate the
relevance
established by the
teacher, but do not
see connections
with a theme,
problem, project
or question. They
are tentative or
unsure of the
usefulnes s of the
learning beyond
the classroom .
Randomly selected
student s can
accurately restate
the purpose of the
lesson using their
teacher’s words.
Randomly
selected students
can restate
portions of the
purpose of the
lesson. These
partial
explanations
reflect the
The established
purpose contains
content and
language demand
components that are
grade- or courseappropriat e, but are
too broad and
require several
lessons to learn.
Phase 1Minimal
The established
purpose fails to
link the lesson’s
classroom work
to any theme,
problem, project,
or question.
Instead, an
agenda of
isolated
activities,
assign ments, or
tasks is listed.
The statement is
not grade- or
courseappropriat e. The
statement is
vague and does
not provide
student s with a
clear sense of
what is expected
and what is to be
learned.
The statements of
randomly
selected students
emphasize
compliance,
rather than a link
to a theme,
problem, project,
or question. They
are not able to
link their
learning to
usefulnes s
beyond the
classroom.
Looking More
Deeply at
Task Design
Randomly
selected students
are unable to
correctly state the
purpose of the
lesson .
The Takeaway
Students must be taught how to talk with one
another.
Teachers need to know how to group
them and move them.
Ask questions about purpose and
relevance to guide task
design and development.
Engaging Students in
Collaborative Group
Work
is the key to meeting
the expectations of
college and career
ready speaking and
listening standards of
the common core