Session 3
Listening and Learning in Action
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Objectives
• Participants will be able to identify the
components of a Listening and Learning
lesson.
• Participants will be able to describe how the
materials of the Listening and Learning Strand
work together to support students with
building background knowledge and
vocabulary.
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3
CKLA Materials
K
1
2
Tell It Again! Read-Aloud Domain Anthology
Image Cards
Flip Book
Supplemental
Guide
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4
Tell It Again! Read Aloud Anthology
K
1
2
Kindergarten:
The Five Senses
Grade 1:
The Human Body
Grade 2:
Early Asian Civilizations
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5
PreK
Kindergarten
Grade 1
Grade 2
All About Me
Nursery Rhymes and Fables
Fables and Stories
Fairy Tales and Tall Tales
Families
The Five Senses
The Human Body
Early Asian Civilizations
Animals
Stories
Different Lands, Similar
Stories
The Ancient Greek
Civilization
Plants
Plants
Early World Civilizations
Greek Myths
Habitats
Farms
Early American Civilizations
The War of 1812
Dispersed throughout the
year:
Native Americans
Astronomy
Cycles in Nature
Classic Tales
Kings and Queens
The History of the Earth
Westward Expansion
Important People in
American History
Seasons and Weather
Animals and Habitats
Insects
Columbus and the Pilgrims
Fairy Tales
The U.S. Civil War
Colonial Towns and
Townspeople
A New Nation
Human Body: Building Blocks
and Nutrition
Taking Care of the Earth
Frontier Explorers
Immigration
Presidents and American
Symbols
Fighting for a Cause
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Materials Scavenger Hunt
What You will Need
Your Task
1. Tell It Again! Read-Aloud • Working with a partner:
Domain Anthology

Search through the L&L
(1st or 2nd domain you brought)
Anthology to complete
Scavenger Hunt tasks.

2. Workbook Listening and
Learning Lesson
Scavenger Hunt
Complete reflection
• Consider how these
components support
students with building
background knowledge
and acquiring vocabulary
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Sharing our Findings:
The Alignment Chart
Includes:
• Core Content Objectives
• Language Arts Objectives
• Aligned to Common Core
Standards
• Core Knowledge Language Arts
Learning Goals
What did you notice?
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8
Sharing our Findings:
Domain Background Knowledge
• Can be a means of building
your own background
knowledge
• Highlights the big ideas
around which all the content
objectives are organized
What else did you notice?
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9
Sharing our Findings:
Core Vocabulary
• includes words explicitly
highlighted in readaloud
• drawing connections
among words
• building these words
into extensions &
conversations
What else did you notice?
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Sharing our Findings:
Day-by-Day Pacing Calendar
Indicates:
• number of instructional
days
• lessons that require
prior preparation
• lessons that include
Student Performance
Task Assessments
(SPTA)
What else did you notice?
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Sharing our Findings:
Recommended Resources
Includes:
• materials for extension
& reinforcement
• optional trade book lists
• domain aligned
resources
What else did you notice?
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Sharing our Findings:
Parent Take Home Letters
Includes:
• take home letters introduce
the family to the domain
content and vocabulary
• trade books lists,
website/resources lists, &
ideas on supporting the
learning at home
What else did you notice?
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Sharing our Findings:
Domain Assessment
Assesses:
• Core Content
• Domain Vocabulary
• Academic Vocabulary
What else did you notice?
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The Components of a Read-Aloud
Taking a closer look at the
components and intent of Listening
and Learning lessons
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Taking a Closer Look at
Listening and Learning Lessons
• The Read-Aloud (35–40 minutes)



Introducing the Read-Aloud (10 min)
Presenting the Read-Aloud (10–15 min)
Discussing the Read-Aloud (15 min)
• Comprehension Questions (10 min)
• Word Work (5 min)
• Extension Activities (15–20 min)
These can be conducted later during the same day
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16
Lesson Overview
Content Objectives
ELA Objectives
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17
Lesson Overview
Core Vocabulary
Lesson Component
Pacing
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Introducing the Read-Aloud
• Prepares students for listening to the story by:




providing a framework for children to better
understand the material they are about to hear;
functioning as a “hook” that stirs up student
interest in the subject;
activating prior knowledge;
setting a purpose for listening.
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Introducing a Read-Aloud
Review of Prior Knowledge
Making Predictions
Purpose for Listening
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Introduction Activities
•
•
•
•
•
•
•
•
Know-Wonder-Learn Chart
What Do We Know?
What Have We Already Learned?
Where are We?
Essential Background Information or Terms
Brainstorming Links
Making Predictions About the Read-Aloud
Personal Connections
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Presenting the Read-Aloud
Image to Display
Story Text
Guided Listening Support
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Presenting the Read Aloud
• Read the text as a performance:
with expression, character voices, variation of
tone/volume.
• Show images to illustrate concepts.
• Use the margin guided listening
supports (GLS) to provide
clarification about:


core vocabulary words
key parts of the read-aloud
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23
Discussing the Read-Aloud
Comprehension Questions
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24
Comprehension Questions
• Literal Questions:

Who? What? Where?
When?
• Inferential Questions:





What? Pair-Share
When? Pair-Share
Why? Pair-Share
When? Pair-Share
What would happen if?
• Evaluative Questions:
o
Compare & Contrast
Making a judgment
• Think-Pair-Share:

Who? Pair-Share
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25
Word Work Exercises
Word Work
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26
Steps for Word Work
1. Provide the context in which the word was
used in the story.
2. Ask the children to repeat the word.
3. Provide an explanation of the word.
4. Provide examples of the word in contexts
other than the one used in the story.
5. Ask children to provide their own examples
of the new word.
6. Ask the children to say the word again.
•(Beck, McKeown, & Kucan, 2002)
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Extension Activities
Extension Activity
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28
Extension Activities
• On Stage (Act Out)
• Drawing / Retelling a
Read-Aloud or
Sequence of Events
• Image Review
• Which Happened First?
• Interactive Illustrations
• Characters, Setting, &
Plot Using Three Circle
Map
• Making Comparisons
and Connections
• Personification
• Brainstorming Links
• Personal Stories
• Know-Wonder-Learn
Chart
• Timelines / Lifelines
• Student Choice
(Re-Read) / Related
Trade Book
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Listening and Learning in Action
Examining lessons from classroom
footage
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Framing the Activity
You are going to watch
clips from a L&L lesson:



Follow along with the
lesson.
Pause to reflect on how
knowledge and
vocabulary is supported.
Share key findings.
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Introducing the Read-Aloud:
Tug-of-War
• As you watch the video clip:
 Lesson text / GLS followed in
your copy of the lesson
• Think about how students are
building knowledge and/or acquiring
vocabulary.
• Take 2 minutes to reflect
on what you saw.
Video Clip Link
0:00 – 2:34
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32
Turn and Talk
Turn to an elbow partner and
share what you noticed during
Introducing the Read-Aloud.
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33
Presenting the Read-Aloud:
Tug-of-War
• As you watch the video clip:
 Lesson text / GLS followed in
your copy of the lesson
• Think about how students are
building knowledge and/or acquiring
vocabulary.
• Take 2 minutes to reflect
on what you saw.
Video Clip Link
2:35 – 6:39
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34
Pair Verbal Fluency
What does Presenting the ReadAloud look like, sound like?
Person A: (60 seconds) summarize
Person B: (30 seconds) add only new
Person A: (15 seconds) add only new
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35
Discussing the Read-Aloud:
Tug-of-War
• As you watch the video clip:
 Lesson text / GLS followed in
your copy of the lesson
• Think about how students are
building knowledge and/or acquiring
vocabulary.
• Take 2 minutes to reflect
on what you saw.
Video Clip Link
6:39 – 13.58
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36
Viewing Implementation
Through a Different Lens
• Watch another
teacher implement a
Listening and
Learning lesson
• Focus on
adjustments and
scaffolds she makes
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37
Step 1: Lesson Review
• Read the Lesson
Objectives, Lesson 14
from the Grade 2
Ancient Asian
Civilizations domain.
• Lesson additions or
scaffolds should
support students with
meeting lesson
objectives.
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38
Step 2: Watch and Annotate
As you watch the video clip, annotate your copy
of the lesson to indicate:
 Lesson text / GLS followed
X
Lesson text / GLS omitted

Additions or scaffolds made
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39
Step 3: Table Sharing
At your tables, discuss:
• How closely did the teacher follow the lesson
plan?
• How consistent were the adjustments or
scaffolds in keeping with the objectives of
the lesson?
• Did her adjustments support students with
building background knowledge or acquiring
vocabulary?
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Supporting All Learners
The Supplemental Guide
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Resources: Supplemental Guide
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42
Modified Read-Alouds
• Same core content as the Tell It Again! ReadAloud Anthologies
• More accessible vocabulary
• Shorter in length
• Less dense in peripheral information
• Spread over 2 days


Day 1: Scaffolded Presentation of Core Content
Day 2: Dialogic and Interactive Presentation
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43
Vocabulary Charts
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44
Activities
• Multiple Meaning Word Activities
• Syntactic Awareness Activities
• Vocabulary Instructional Activities
•
appears in the Tell It Again! Read-Aloud
Anthology to indicate that there is a Multiple
Meaning Word Activity, Syntactic Awareness
Activity, or Vocabulary Instructional Activity
from the Supplemental Guide.
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45
Transitional Supplemental Guide
• Supplemental Guide (with Modified Read-Alouds)
• Transitional Supplemental Guide
L&L Domains
Grade 1
2
3
4
5
6
7
8
9
10
11
12
SG
K
SG
SG
SG
SG
SG
SG
SG
SG
SG
SG
SG
1
SG
SG
SG
TSG
TSG
TSG
TSG
TSG
TSG
TSG
TSG
2
SG
SG
SG
TSG
TSG
TSG
TSG
TSG
TSG
TSG
TSG
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TSG
46
Transitional Supplemental Guide
Does Include:
Does Not Include:
• vocabulary charts
• Supplemental Guide
activities (e.g.,
Multiple Meaning
Word Activities).
• augmented
introductions &
extensions
• rewritten read-alouds
• adjusted pacing of
instruction
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47
A Comparison: L&L Anthology &
the Supplemental Guide
Supplemental Guide
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A Comparison: L&L Anthology &
the Supplemental Guide
Supplemental Guide
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A Comparison: L&L Anthology &
the Supplemental Guide
Supplemental Guide
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Reflection: Listening and Learning
• Describe the ways in which the
design and organization of
shared reading materials in the
Listening and Learning block
puts a focus on deep word
learning.
• What questions do you still
have about the Listening and
Learning materials?
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