1. August 1, 2012 Diane Foley, Network Leader Shirley Rouse-Bey, Achievement Coach Debbie White, Achievement Coach Marsha Volini, Achievement Coach

2. Today’s Agenda Welcome and Introductions Activity #1 An Overview of the Speaking, Listening, and Language Standards Break Activity #2 Literacy Focused Standards Components of a Unit Outline Common Core Aligned Instruction Lunch Activity #3 Supporting all students to access complex texts Activity #4 Tri-State Quality Review Rubric in Literacy

3. Overview of Standards Speaking & Listening Standard 1 Language Standard 6 Connections to : ELA Shift 4 Danielson 3B Quality Review Indicator 1.2 Video-The Socratic Seminar

4. Why Is Talk Important In Classrooms? Because participation in well-orchestrated discussions improves text comprehension: Helps students read critically and interpretively, prepares students to write about texts, supports vocabulary acquisition, develops students’ abilities to build text-based arguments and explicate (explain in a detailed and formal way) their reasoning. IFL

5. Current Practice Think about your school What current practices around discussion and language acquisition are evident in your school? Record individually and then share at table- collect after presentation

6. Speaking & Listening Anchor Standard 1 Comprehension and Collaboration (K-8) 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.

7. Pre-K Speaking and Listening Standard 1 Comprehension and Collaboration 1. With guidance and support, participate in collaborative conversations with diverse partners about pre- kindergarten topics and texts with peers and adults in small and large groups. a.Engage in agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b.Engage in extended conversations. c.Communicate with individuals from different cultural backgrounds

8. Language Anchor Standard 6 Vocabulary Acquisition and Use (K-8) Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression

9. Pre-K Language Standard 6 With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts.

10. Table Talk and Share Out When you think of your teachers incorporating these focus standards: Speaking and Listening Standard #1 and Language Standard #6, into lessons and curriculum units; what types of activities/things do you now expect to : 1) See 2) Hear In and outside of the classroom?

11. Table Talk and Share Out Please record your thinking on the notes page at your table Please then share out at your tables what you now expect to see and hear Please chart your group responses

12. Common Core Shifts in Literacy Shift 1PK-5, Balancing Informational & Literary Texts Shift 26-12, Knowledge in the Disciplines Shift 3Staircase of Complexity Shift 4Text-based Answers Shift 5Writing from Sources Shift 6Academic Vocabulary

13. Common Core Shift In ELA Shift 4 Text-based Answers Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.

14. Common Core Shift In ELA Shift 6 - Academic Vocabulary Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), Teachers constantly build students’ ability to access more complex texts across the content areas.

15. Socratic Seminar Conversations We will focus on: CCLS Standards for Speaking and Listening #1 You will be assigned a specific grade standard Take a few minutes to read that standard on the Checklist and refer to it as you view the Socratic video Check off those grade level standards that you see or hear How will the addition of speaking and listening standards shape classroom activities?

16. Socratic Seminar video http://www.socraticseminars.com/education/socratic.html

17. Common Core State Standards and Socratic Seminars! The regular and effective use of Socratic Seminars almost perfectly address Common Core State Standards, in addition, to modeling and encouraging civility in all students. What do you think about this statement?

18. Danielson 3B Questioning and discussion are the only instructional strategies specifically referred to in the framework for teaching; this reflects their central importance to teachers’ practice. But in the framework, it is important that questioning and discussion are used as techniques to deepen student understanding, rather than serving as recitation, or a verbal “quiz.”

19. Danielson 3B Class discussions are animated, engaging all students in important issues and in using their own language to deepen and extend their understanding. They may be based around questions formulated by the students themselves

20. Quality Review Rubric 2012-13 Indicator 1.2 Develop teacher pedagogy from a coherent set of beliefs about how students learn best that is informed by a research-based, common teaching framework and is aligned to curricula, engaging and meets the needs of all learners so that all students produce meaningful work products

21. Why Talk is Important In Classrooms There is an abundance of literature, on the effectiveness of classroom discussion as a means of improving children’s reading comprehension, and evidence-based reasoning, especially English Language Learners, where the opportunity to access a conversation, serves to scaffold their understanding Vygotsky, 1978; Edwards & Mercer, 1987; Edwards & Westgate, 1994; Mercer, 1995; Nystrand, 1997; McNaughton, 2002

22. RESOURCES Building Academic Language –Essential Practices for Content Classrooms –Grades 5-12 Jeff Zwiers Content-Area Conversations-How to Plan Discussion- Based Lessons for Diverse Learners Douglas Fisher Nancy Frey Carol Rothenberg

23. Thank You!!! © AMNH / Denis Finnin The mermaid Lasirèn is a powerful water spirit popular in the Caribbean Islands and parts of the Americas.