Creative Commons Licensing
You are free:
 to Share — to copy, distribute and transmit the work
 to Remix — to adapt the work
Under the following conditions:
 Attribution — You must attribute the work in the following manner:
This work is based on an original work of the Core Knowledge® Foundation made
available through licensing under a Creative Commons Attribution-NonCommercialShareAlike 3.0 Unported License. This does not in any way imply that the Core
Knowledge Foundation endorses this work.
 Noncommercial — You may not use this work for commercial purposes.
 Share Alike — If you alter, transform, or build upon this work, you may distribute
the resulting work only under the same or similar license to this one.
With the understanding that:
For any reuse or distribution, you must make clear to others the license terms of
this work. The best way to do this is with a link to this web page:
http://creativecommons.org/licenses/by-nc-sa/3.0/
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
1
Welcome Back! We’ll get started in just a moment…
Making the Most of
Listening and Learning
Supporting your
Implementation and Extensions
www.engageNY.org
4
Introductions
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
5
Reframing
Where We’ve Been
Where We Are Headed
• Overview of NYLA by
Core Knowledge®
• Listening and Learning
Strand of NYLA
• Common Core Shifts
for ELA
• Teaching Content IS
Teaching Reading
• Coherence
• Domains
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
6
Goals
• Develop an understanding of the considerations
that were made in the development of Listening
and Learning Strand.
• Learn strategies and meaningful extensions for
successful implementation of Listening and
Learning.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
7
Objectives
By the end of this session, you should be able to:
• explain how teaching content is teaching
reading;
• explain the usefulness and limitations of
teaching reading strategies;
• identify the filters used to determine the
coherent sequence of domains;
• distinguish a domain from a theme or concept.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
8
Itinerary
• watch a video about the relationship between
content and reading;
• read an article and identify implications regarding
the use/limits of reading strategies;
• hear the filters that determine the intended
sequence of domains;
• compare and contrast domain-based learning
from other organizing structures.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
9
Pre-Assessment
• Complete the
Pre-Assessment.
• You will have 8 minutes.
• We will share the answers in
the post-assessment tomorrow.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
10
Teaching Content is Teaching Reading
What shift tells us that knowledge matters and that we can focus
early on helping students learn knowledge in the disciplines?
www.engageNY.org
12
Teaching Content
IS
Teaching Reading, video
Professor Daniel Willingham, U. Va.
Internet link: Teaching Content is Teaching Reading
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
13
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
14
The Matthew Effect
• The rich get richer;
the poor languish.
• Those who are exposed
to content that builds
background knowledge &
complex domain-specific
vocabulary will simply be
better readers.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
15
But What about Reading Strategies?
• Read the article by cognitive scientist, Dan
Willingham titled: “The Usefulness of Brief
Instruction in Reading Strategies,”(pp. 7-15).
• Discuss/record the key ideas, implications, and
what each implication might look/sound like,(p.5-6).
• Be prepared to share.
Pg.
#
Key Idea
Implication for
K-2 Teachers
What this might look like/sound like
in a K-2 classroom (specific grade)
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
16
Summarizing Statements
Suppose a parent asks: “Why are you teaching
science and history instead of reading?”
1. On a notes page, write an
“elevator statement” that would
help her understand.
2. Turn & share with a partner at
your table.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
17
BREAK
19
Coherence
Knowledge Builds on Knowledge
www.engageNY.org
Year-long Scope and Sequence
Kindergarten
Nursery Rhymes and Fables
Grade 1
Different Lands,
Similar Stories
The Human Body: Five Senses Fables and Stories
Grade 2
Fighting for a Cause
Stories
Cycles in Nature
Plants
The Human Body: Body
Systems, Germs, Diseases,
and Preventing Illness
Early World Civilizations
Farms
Early American Civilizations
Ancient Greek Civilizations
Kings and Queens
Astronomy
Greek Myths
Seasons and Weather
Animals and Habitats
Early Asian Civilizations
Colonial Towns and
Townspeople
Taking Care of the Earth
Fairy Tales
Charlotte’s Web I & II
History of the Earth
Immigration
Fairy Tales and Tall Tales
Insects
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
22
Kindergarten Domains
Nursery Rhymes & Fables
Five Senses
Stories
Plants*
Farms*
Native Americans*
Kings and Queens*
Seasons and Weather
Columbus and the Pilgrims*
Colonial Towns and Townspeople
Taking Care of the Earth
Presidents and American Symbols
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
23
Let’s cover
“Kings and
Queens”
before we
cover
Columbus
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
24
Let’s cover
“Native and
“Plants”
Americans”
“Farms”
to
before we
better
cover
understand
Columbus
Native
Americans.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
25
Filters
Follow chronological order or geographic history
Integrate geography and maps with history
Address pre-requisite understanding/vocabulary before
concepts that contain them
Move from micro to macro or macro to micro as
appropriate (i.e., consider how to move from specific
instances to general concepts or vice versa)
Micro
to Macro
Macro
to Micro
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
26
What is a Domain?
How do Domain-based
English Language Arts Units differ from
Traditional Interdisciplinary Units?
www.engageNY.org
Unit Examination
Examine the two units:
What do you notice?
How are they similar?
How are they different?
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Pages 16-17
www.engageNY.org
29
Domains of Learning
Human Body
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
30
Related Set of Language and Vocabulary
Domain
Vocabulary
Human Body
Skeleton
Bones
Skull
Muscles
Mouth
Heart
Blood
Brain
Nerves
Stomach
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
31
Related Sub-Topics
Domain
Vocabulary
Introduction to
Body Systems
Human Body
Skeleton
Bones
Skull
Muscles
Mouth
Germs, Diseases,
Preventing Illness
Heart
Blood
Brain
Nerves
Stomach
Science Biographies
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
32
Subtopic Vocab is Shared and/or Specific
Domain
Vocabulary
Human Body
Introduction to
Body Systems
Germs, Diseases,
Preventing Illness
Topic Vocabulary
Enzyme
Oxygen
Topic Vocabulary
Vaccination
Exercise
Healthy
Skeleton
Bones
Skull
Muscles
Mouth
Heart
Blood
Brain
Nerves
Stomach
Science Biographies
Topic Vocabulary
Small Pox (Edward Jenner)
Small Pox
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
33
Sub-Topics are Related and Build Coherently
Domain
Vocabulary
Human Body
Introduction to
Body Systems
Germs, Diseases,
Preventing Illness
Topic Vocabulary
Enzyme
Oxygen
Topic Vocabulary
Vaccination
Exercise
Healthy
Skeleton
Bones
Skull
Muscles
Mouth
Heart
Blood
Brain
Nerves
Stomach
Science Biographies
Topic Vocabulary
Small Pox (Edward Jenner)
Small Pox
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
34
Builds Cumulatively Across Grades
Human
Domain
Vocabulary
K
Body Parts
Five Senses
Taking care:
Hygiene, Diet,
Exercise
Skeleton
Bones
Skull
Muscles
Mouth
Body
Heart
Blood
Brain
Nerves
Stomach
1
2-3
4-5
Intro to Body
Systems
Taking Care: Germs,
Disease, Illness
Digestive and
Excretory Systems
Taking Care:
Nutrition
Muscular, Skeletal,
and Nervous
Systems
Circulatory System
Respiratory System
Endocrine System
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
35
Domains Support a Variety of Concepts
Change /
Transformation
Domain
Vocabulary
Human Body
Skeleton
Bones
Skull
Muscles
Mouth
Heart
Blood
Brain
Nerves
Stomach
Systems
Cause & Effect
Introduction to
Body Systems
Germs, Diseases,
Preventing Illness
Science Biographies
Topic Vocabulary
Topic Vocabulary
Vaccination
Exercise
Healthy
Small Pox
Topic Vocabulary
Small Pox (Edward Jenner)
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
36
Domain-based Unit
A unit of study which:
• Is narrow enough to stay on topic for 2-3 weeks so
FAMILIARITY builds, yet broad enough to build
CUMULATIVELY across grades
• Has related SUB-TOPICS
• Is connected by a related set of domain-specific
VOCABULARY
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
37
A DOMAIN-based Unit
Columbus &
the Pilgrims
1. FAMILIARITY with Columbus builds.
2. There is a BUILDING of and REPETITION of
VOCABULARY.
3. Content knowledge is CUMULATIVE across grades.
4. We can reinforce concepts, like discovery, in the
context of domain-based units!
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
38
A THEME-based Unit
Famous
Explorers
1. FAMILIARITY with Columbus doesn’t build.
2. There is no BUILDING of and REPETITION of DOMAINSPECIFIC VOCABULARY.
3. Content knowledge is CUMULATIVE across grades, but
not coherent.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
39
A CONCEPT-based Unit
Discovery
1. FAMILIARITY with Columbus does not build.
2. There is no BUILDING of and REPETITION of DOMAINSPECIFIC VOCABULARY.
3. Content knowledge is CUMULATIVE across grades but
not coherent.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
40
Columbus Domain
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
41
NY COMMON CORE LEARNING STANDARDS
Building knowledge systematically in English language arts is like giving
children various pieces of a puzzle in each grade that, over time, will
form one big picture. At a curricular or instructional level, texts—
within and across grade levels—need to be selected around topics
or themes that systematically develop the knowledge base of
students. Within a grade level, there should be an adequate
number of titles on a single topic that would allow children to
study that topic for a sustained period. The knowledge children
have learned about particular topics in early grade levels should
then be expanded and developed in subsequent grade levels to
ensure an increasingly deeper understanding of these topics.
(K-5 Staying on Topic, p. 43 of the CCLS).
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
42
NY COMMON CORE LEARNING STANDARDS
ELA vocabulary standards call for students to
develop understanding of words and phrases, their
relationships, and their nuances and to acquire new
vocabulary, particularly general academic and
domain-specific words and phrases.
ELA standards call for a balance of fiction and
nonfiction text taught during the language arts
block, so that by 4th grade, 50% of the texts
students are reading are informational/explanatory
texts and 50% are fiction.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
43
Debrief: Unit Examination
How were these units similar?
How were they different?
Which unit is the
domain-based unit?
How do you know?
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
44
What do you know about Domains?
• Take a moment to jot down what you know
about Domain-based units. Associated
Definition
Vocabulary
• Complete each of the four sections:
 Write a briefDomain-based
definition
Units
 List 3+ vocabulary
words associated with
the term “domain-based units”
 Provide
a brief example Non-examples
Examples
 Give a brief non-example
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
46
Extension Questions
•
What are the 3 most
important things to
remember about domainbased units?
•
What is something that you
may struggle with when
implementing domainbased units?
•
How can this struggle be
managed?
What do you know about Domains?
Definition
Associated
Vocabulary
Domainbased Units
Examples
Non-examples
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
47
Partner Debrief
1. Share your diagram
with a partner.
2. Compare
responses.
3. Add to your
diagram.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
48
Looking Ahead
Tomorrow’s Focus:
• Listening and Learning
Read-alouds
• Selecting
• Presenting
• Discussing
• Extending
Remember to Bring:
Participant Handouts
Participant Slides or
Thumb drives
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
49
Day 2: Self-Assessment & Evaluation
Complete the SelfAssessment & Evaluation
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
50
Making the Most of
Listening and Learning
Supporting your
Implementation and Extensions
www.engageNY.org
54
Community Builder:
Find Someone Who…
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
55
Review & Framing
Yesterday
Today
• Listening & Learning
Strand of NYLA by
Core Knowledge®
• Teaching Content IS
Teaching Reading
• Read alouds
Selecting
Presenting
Discussing
Extending
• Coherence
• Domains
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
56
Goals
• Understand the considerations that were made
in the development of Listening and Learning
Strand;
• Learn strategies for successful implementation
of Listening and Learning and read-alouds;
• Learn ways to develop related, meaningful
extensions that build knowledge, language, and
vocabulary.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
57
Objectives
By the end of this session, you should be able to:
• distinguish conducting a read-aloud from
reading out loud;
• describe criteria by which to select a text for
read-alouds;
• describe the steps for conducting an effective
read-aloud…
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
58
Objectives Continued…
By the end of this session, you should be able to:
• explain the benefits of identifying and adhering
to collaborative conversation goals;
• identify strategies to include non-responders
in collaborative conversations;
• describe the purpose of extension activities
that follow a read-aloud;
• distinguish meaningful extension activities
from those which are merely engaging.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
59
Itinerary
• Discussion: What Read-Alouds Are and Why
They are Important for Your Students
• Activity: Apply Critical Attributes to Select Good
Texts for Read-Alouds
• Video: Tips for Presenting Read-Alouds
• Learn: Ways to Facilitate Collaborative
Conversations about Texts Read Aloud
• Video: Avoiding the Trap of Meaningless Extension
Activities
• Post-Test: Summary & Closure
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
60
Activating Questions
As we proceed through these four processes,
think about these essential questions:
What is a read-aloud
and how is it different
from reading out loud?
Why might read-alouds
be particularly
important for your
student population?
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
62
Common Core Learning Standards &
Read-Alouds
“It is particularly important that students in
the earliest grades build knowledge through
being read to as well as through reading,
with the balance gradually shifting to reading
independently.”
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
63
What IS a Read-Aloud?
More than reading OUT loud, it is an instructional
process used to:
 expose students to text ABOVE their level;
 give access to the rich language, syntax, and
vocabulary of complex text;
 deepen understanding of fiction and non-fiction
domain content;
 model fluency, but takes advantage of
strategic pausing points;
 engage students in rich, structured,
collaborative conversations about the text.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
64
Why Read-Alouds?
They are a vehicle for:
• building background knowledge;
• providing multiple exposures to vocabulary;
• exposure to a wider variety of syntax and
sentence structures;
• modeling fluency and enjoyment of reading;
• teaching and practicing the high quality content
and listening and speaking goals of the New
York Common Core Learning Standards.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
65
Making the Most of Listening & Learning
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
66
SELECTING A HIGH QUALITY
TEXT FOR A READ-ALOUD
What are the characteristics?
68
Read-Aloud Research
Listening comprehension
outpaces
Reading comprehension
age
(Sticht 1984)
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
69
Selecting Read-Alouds
• Content*
• Vocabulary*
• Complexity*
• Illustrations
• Length
• Accuracy*
• Appropriate
• Diversity
• Size
*Critical Components
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
70
Activity: Critical Components
Accuracy
Content
1
3
2
4
Vocabulary
Complexity
• Why is this a critical component of high quality
read-alouds?
• What shift does the component address?
What is your rational?
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
71
Review: Critical Components
Accuracy
Shift 2
Content
Shifts 1 & 2
Complexity
Shift 3
Vocabulary
Shift 6
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
72
Supporting ALL Learners
Accuracy
Content
1
3
2
4
Vocabulary
Complexity
What considerations can you make to
support all the learners in your classroom?
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
73
Accuracy/Content
Support:
• Selecting texts that are amenable to chunking
the read-aloud.
• Select texts with images that can help enhance
understanding
• Identify supplemental images to support
understanding
Challenge:
• Select additional, accurate texts on the topic to
supplement the read-aloud (e.g. primary source
documents, biographies, current events)
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
74
Vocabulary
Support
• Select texts with images that can help
enhance understanding.
• Find supplemental texts that repeat the
vocabulary.
• Identify supplemental images to support
understanding the vocabulary.
Challenge
• Find supplemental texts with fewer images.
• Find supplemental texts that include more
complex vocabulary.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
75
Complexity
Support
• Supplement with a less complex book (different
version) on the same topic or story. Start with
topics/stories that have multiple editions.
Challenge
• Supplement with texts on the same topic that
are more complex, include multiple/different
perspectives, and texts that show growth over
time.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
76
Is This a Good Read-Aloud?
Focus on these points as you evaluate the texts:
1. Domain-specific
vocabulary
2. Text Complexity
(accessible at the listening
comprehension level of
students in this grade)
3. Text-dependent questions
4. Content learned
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
77
Debrief
Turn and Talk:
• Which passage would
you consider to be a
good read-aloud?
• What did you take
away from this
activity?
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
78
Key Points
PASSAGE 1
Domain
vocabulary:
tongue
PASSAGE 2
Domain
vocabulary:
taste
sense
tongue taste
saliva
sweet
swallow taste buds
mouth
Complexity:
Complexity:
 Most students
 Most students would best be able to
would be able to
understand this if it was read-aloud.
read this on
their own.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
79
Key Points
PASSAGE 1
PASSAGE 2
Possible textdependent
questions:
• What can your
tongue do?
Possible text-dependent Questions:
• What are the bumps on your tongue called
that help you taste foods?
• How does saliva make food easier to swallow?
• Who does the taste buds tell if food tastes
good or bad?
What students can
learn:
• They have a
tongue.
• The tongue can
taste.
What can students learn:
• The tongue can taste.
• Taste is the weakest sense.
• Saliva helps melt (dissolve) chew-up food
making it easier to swallow.
• The tongue has bumps, called taste buds, that
tell the brain is something tastes good or bad.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
80
Summary
things I am already doing…
things I can integrate into my
practice…
immediate next step I can take…
How do you present a read-aloud?
What does a good one look like and
sound like?
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
81
BREAK
83
PRESENTING A READ-ALOUD
What does a good read-aloud look like?
85
Introducing the Read-Aloud
• Help students transition
• Set a purpose
• Activate background
knowledge
• Preview domain vocabulary
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
86
Presenting the Read-Aloud
• Read the book as a
performance: with expression,
character voices, variation of
tone and volume.
• Model fluency.
• Read at an even pace to allow
students time to form mental
pictures in their minds.
• Model appreciation and joy
for reading.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
87
Pausing to Interact
•
Plan and ask focusing & extending questions
that are text-dependent; provide cues;
• Pause briefly: Interact, Invite, & Refocus;
•
Call for correct language, complete
sentences, definitions, elaboration, evidence
from text, or use of domain vocabulary;
•
Use visuals to explain concepts;
•
Highlight key vocabulary (tier 2/3) for
discussion.
Shifts 2, 4, & 6
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
88
Core Vocabulary – Tiers of Vocab.
Tier Two
Any general academic
words targeted for the
lesson
Tier Three
Any domain-specific
words targeted for the
lesson.
(Beck, McKeown, & Kucan, 2002)
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
89
Read-Aloud in Action
• As you watch the video, consider moves that
reinforce the shifts and missed opportunities
to reinforce them.
• Use the first column of your handout (page 28) to
track moves you see the teacher make.
• Use the second column to note how these move
benefit students or to add additional moves you
note or might make.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
90
Use the Ruby Bridges Video Here
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
91
Read-Aloud in Action
Take three minutes to discuss with a partner:
• What moves did you see from column one that
seemed to benefit students?
• What moves reinforced which shifts? Were
there missed opportunities to support
particular shifts?
• What might you replicate when conducting
read-alouds with YOUR students?
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
92
Supporting ALL Learners
• What supports can be
provided for struggling
students?
• What challenges can be
provided for students
who need acceleration?
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
93
Supporting ALL Learners
Supports
• Form smaller read-aloud groups.
• Note “dense” areas for pausing.
• Preview content and vocabulary first.
• Highlight images that enhance understanding.
Challenges
• Call for definitions of terms in text and current
contexts.
• Prepare thinking prompts and higher-order
questions in advance.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
94
Summary
things I am already doing…
things I can integrate into my practice…
immediate next step I can take…
What’s the difference between asking
questions and facilitating conversations?
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
95
LUNCH
97
Reframing
Where we have been
Where we are heading
• What Read-Alouds Are
and Why They are
Important
• Ways to Facilitate
Collaborative
Conversations about Texts
Read Aloud
• Critical Attributes to Select
Good Texts for ReadAlouds
• Tips for Presenting ReadAlouds
• Avoiding the Trap of
Meaningless Extension
Activities
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
98
FACILITATING DISCUSSION
OF READ-ALOUDS
What are the common traps?
100
Comprehension & Collaboration
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.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
101
SL Standard K.1
K
Participate in collaborative conversations with diverse
partners about K topics and texts with peers and adults in
small and larger groups.
Continue a
conversation
through multiple
exchanges.
Follow agreedupon rules for
discussions.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
102
SL Standard 1.1
K
1
Participate in collaborative conversations with diverse
partners about grade 1 topics and texts with peers and adults
in small and larger groups.
Build on others’
talk in conversation
by responding to
the comments of
others through
Follow agreedupon rules for
discussions.
Ask questions to
clear up confusion
about the topics
and texts under
discussion.
multiple exchanges.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
103
SL Standard 2.1
K
1
2
Participate in collaborative conversations with diverse
partners about grade 2 topics and texts with peers and adults
in small and larger groups.
Build on others’ talk in
conversation by
linking their
comments to the
remarks of others.
Follow agreedupon rules for
discussions.
Ask for clarification
and further
explanation as
needed about the
topics and texts under
discussion.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
104
SL Standard 3.1
K
1
2
3
Engage effectively in a range of collaborative discussions
with diverse partners on grade 3 topics and texts, building
on others’ ideas and expressing their own clearly.
Come to discussions Follow rules for
discussions.
prepared having
read or studied
required material;
explicitly draw on
that preparation
and other
information known
about the topic to
explore ideas under
discussion.
Ask questions to
check
understanding of
information
presented, stay on
topic, and link their
Explain their own
ideas and
understanding in
light of the
discussion.
comments to the
remarks of others.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
105
SL Standard 4.1
K
1
2
3
4
Engage effectively in a range of collaborative discussions
with diverse partners on grade 4 topics and texts, building
on others’ ideas and expressing their own clearly.
Come to discussions
Follow rules for
prepared having read discussions and carry
or studied required
out assigned roles.
material; explicitly
draw on that
preparation and other
information known
about the topic to
explore ideas under
discussion.
Pose and respond
to specific questions
to clarify or follow
up on information,
and make
comments that
contribute to the
discussion and link
Review the key
ideas expressed
and explain their own
ideas in light of the
discussion.
to the remarks of
others.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
106
SL Standard 5.1
K
1
2
3
4
5
Engage effectively in a range of collaborative discussions
with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly.
Come to discussions
prepared having read
or studied required
material; explicitly
draw on that
preparation and other
information known
about the topic to
explore ideas under
discussion.
Follow rules for
discussions and carry
out assigned roles.
Pose and respond to
specific questions by
making comments
that contribute to the
discussion and
elaborate on the
remarks of others.
Review the key ideas
expressed and draw
conclusions in light of
information and
knowledge gained
from the discussion.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
107
SL Standard 6.1
K
1
2
3
4
5
6
Engage effectively in a range of collaborative discussions
with diverse partners on grade 6 topics, texts, and issues
building on others’ ideas and expressing their own clearly.
Come to discussions
prepared having read
or studied required
material; explicitly
draw on that
preparation by
referring to
evidence on the
topic, text, or issue
to probe and
reflect on ideas
Follow rules for
collegial discussions,
set specific goals
and deadlines, and
define individual
roles as needed.
Pose and respond to
specific questions with
elaboration and
detail by making
comments that
contribute to the
topic, text, or issue
under discussion.
Review the key ideas
expressed and
demonstrate
understanding of
multiple
perspectives
through reflection
and paraphrasing.
under discussion.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
108
SL Standard 7.1
K
1
2
3
4
5
6
Engage effectively in a range of collaborative discussions
with diverse partners on grade 7 topics, texts, and issues
building on others’ ideas and expressing their own clearly.
Come to discussions
prepared having read
Follow rules for
collegial discussions,
Pose questions that
elicit elaboration and
or researched
track progress
respond to others’
material under study; toward specific goals questions and
explicitly draw on that and deadlines, and
comments with
preparation by
define individual roles relevant
referring to evidence as needed.
observations and
on the topic, text, or
ideas that bring the
issue to probe and
discussion back on
reflect on ideas under
topic as needed.
discussion.
Acknowledge new
information
expressed by others,
and, when
warranted, modify
their own views.
7
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
109
SL Standard 8.1
K
1
2
3
4
5
6
Engage effectively in a range of collaborative discussions
with diverse partners on grade 8 topics, texts, and issues
building on others’ ideas and expressing their own clearly.
Come to discussions
prepared having read
or researched material
under study; explicitly
draw on that
preparation by
referring to evidence
on the topic, text, or
issue to probe and
reflect on ideas under
discussion.
Follow rules for
collegial discussions
and decisionmaking, track
progress toward
specific goals and
deadlines, and define
individual roles as
needed.
Pose questions that
connect the ideas
of several speakers
and respond to
others’ questions and
comments with
relevant evidence,
observations, and
ideas.
Acknowledge new
information expressed
by others, and, when
warranted, qualify or
justify their own
views in light of the
evidence presented.
7
8
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
110
Speaking and Listening
College and career-ready students will…
• have ample opportunities to take part in a variety
of rich, structured conversations around a
common text;
• contribute accurate, relevant information;
• respond to and develop what others have said;
• make comparisons and contrasts; analyze and
synthesize a multitude of ideas in various
domains.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
111
Speaking and Listening
in collaborative
2 students
will… conversations with diverse
KK –Participate
partners about grade 2 topics and texts with peers and adults
•
have ample opportunities to take part in a
1 in
small and larger groups.
variety of rich, structured conversations around a
2 Build
on others’ talk in Follow agreedAsk for clarification
common
text;
conversation by
upon rules for
•
linking their
discussions
build on
others’ talk by
comments
to the
remarks of others
and further
explanation as
linking
their
needed about
the comments
to the remarks of others;
topics and texts under
discussion.
• ask for clarification and further explanation as
needed.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
112
Guiding the Conversation
What makes a good text-based question?
• Requires the text or evidence from the text to
answer
• Can be answered with careful reading in the
absence of background knowledge
• Coherently builds to understanding –the
questions don’t jump around in the text
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
113
Guiding the Conversation
What makes a good text-based question?
• Stray from the text toward connections and
extensions only after the text has been
explored.
• Early questions focus on specific phrases and
sentences from the text (literal) before moving
to inferential ideas.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
114
Bloom’s Revised Taxonomy
Creating
Good & Brophy:
20%
Evaluating
Analyzing
20%
Applying
Understanding
Remembering
60%
• One level is not
better than another;
both matter
• Sequencing of
levels matters
• What will best build
cognitive
connections to
enhance
understanding?
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
115
Supporting ALL Learners
What considerations for
“collaborative discussions”
might you make to support
the teaching and learning of
ALL learners?
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
116
Supporting ALL Learners
Support
• Begin with literal questions or questions that
require less language to answer.
• Use images, gestures, and verbal cues to
guide students to the answer.
• Reread pertinent sections of the text.
• Provide wait-time to process question.
Challenge
• Ask inferential questions and elaborate.
• Ask students to create their own questions.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
117
3 COMMON TRAPS
That Hinder Effective Collaborative Conversations
118
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
119
#3 Forgetting the Discussion Goals
• Determine student comprehension of the topic.
• Provide an opportunity for student use of
domain-specific vocabulary.
• Teach and practice guidelines and standards for
listening and speaking.
• Foster careful attention to the text.
Make it clear to students that the standard of
“knowing” is the ability to explain to others, not
understanding when explained by others.
- Daniel T. Willingham
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
120
Think, Pair, Share
Shift 4
Shift 6
How do collaborative conversations support
the goals of the Common Core “Shifts”?
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
121
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
122
Comprehension & Collaboration
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.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
123
SL Standard 2.1
K
1
2
Participate in collaborative conversations with diverse
partners about grade 2 topics and texts with peers and
adults in small and large groups.
Build on others’ talk in
conversation by
linking their
comments to the
remarks of others.
Follow agreedupon rules for
discussions.
Ask for clarification
and further
explanation as
needed about the
topics and texts under
discussion.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
124
#2 Not Teaching Students How to Discuss
• What are the agreedupon rules for
discussion?
• How do you build on
others’ contributions?
• How do you clarify
your own
understanding?
• How do you share
your thoughts?
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
125
Scaffolding Think-Pair-Share
Within Lessons 1 – 5 of Kindergarten L&L the
teacher models:
I am going to ask a question. I will give you a minute to think
about the question, and then I will ask you to turn to your
neighbor and discuss the question. Finally, I will call on several
of you to share what you discussed with your partner.
Lessons 6+:
With your partner, think-pair-share about…
Grades 1 and 2:
Who/What/Why/Where? Pair Share: Asking questions after a
read-aloud is one way to see how much everyone has
learned. Think of a question you can ask your neighbor about
the read-aloud that starts with the word who/what/why/where.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
126
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
127
#1 No Repertoire for Non-Responders
• Wait.
• Provide a hint or cue.
• Paraphrase the
question.
• Fall back to a simpler
(related) question, then
return to the initial
question.
• Provide a lifeline, but
return to the nonresponder for a final
answer.
• Reread pertinent text.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
128
Summary
things I am already doing…
things I can integrate into my
practice…
immediate next step I can take…
What are extension activities?
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
Page 34
www.engageNY.org
129
BREAK
131
MEANINGFUL WAYS OF
EXTENDING LEARNING
133
Aligning Lesson Components
standard
Standard:
Content
& Skills
assessment
activities
criteria
for
success
objective
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
134
Extensions
Follow-up Activities:
• Completed later in the day (after Language
Arts block)
• Last approximately twenty minutes
• Designed to reinforce language and domain
vocabulary
• May make cross-curricular connections
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
135
Extensions
• Identify 2-3 activities and
describe what they look like.
• Read the descriptions;
compare/contrast them with
your initial thoughts.
• Identify what shift(s) are
being addressed by each
activity you chose.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
136
The Activity Trap: Video
Selecting Meaningful Focus
• Deepen understanding of
the objective.
• Engage learners with the
content (e.g. technology).
• Provide opportunities to
use selected vocabulary.
• Use authentic
connections that serve
learning.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
138
Making Focus Visible
• Make explicit the purpose of
the activity.
• Share the objective with
which it aligns.
• Allows students to explain
how the activity relates to
the text and objective.
• Try It Out: Use a chosen
extension activity & gradeappropriate objective.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
139
Selecting Meaningful Connections
Connections:
• are authentic and natural
• are purposeful
• bring a value-added
component
• integrate naturally
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
140
Integrating Meaningful Connections
An apple a day
keeps the
doctor away!
Body Systems
Skeleton system: Skeleton,
Bones & Skull
DRY BONES
…the leg bone is
connected
to the knee bone,
and the knee bone
is connected…
Germs, Diseases &
Preventing Illness
Taking care of your body
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
141
Supporting ALL Learners
• If an activity doesn’t create
or extend understanding,
we try another.
• This is the heart of
differentiation.
• “It’s not a magical formula;
it’s a commitment to keep
trying until you find a
pathway that leads the
student to understanding.”
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
142
Paired Verbal Fluency
Stand & find a partner. (A/B)
Round One:
Person A: (2 min.)
Share how you might
differentiate your
extension activity.
Person B: (1 min.)
Share a comment or a
suggestion to help.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
143
Paired Verbal Fluency
Round Two:
Person B: (2 min.)
Share how you might
differentiate your
extension activity.
Person A: (1 min.)
Share a comment or a
suggestion to help.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
144
Activating Questions (round 2)
Now that we have completed these four
processes, think about these essential
questions:
What is a read-aloud
Why might read-alouds
and how is it different
be particularly
from reading out loud?
important for your
student population?
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
146
Post Test
• Complete the
Post-Assessment.
• You will have 8 minutes to
complete the test.
• Then we will reveal the
answers.
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
147
Post-Assessment Review
Self-check:
1.
above
5. TRUE
2.
content,
vocabulary,
complexity,
illustrations,
length,
accuracy,
appropriateness,
diverse,
OR book size
6. TRUE
3.
wait
10. False
4.
domain-specific
vocabulary
11. TRUE
7. TRUE
8. False
sequencing events oriented in time
generates greater overlap in vocabulary
and consider prerequisite knowledge
9. TRUE
“knowing” is the ability to explain to
others.
12. TRUE
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
148
Looking Ahead
Tomorrow’s Focus:
• The Skills Strand
Remember to Bring:
Participant Handouts
Participant Slides or Thumb
drives
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
www.creativecommons.org/licenses/by-nc-sa/3.0/
www.engageNY.org
149