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Norming the CCSS Classroom to Increase English Learners ’ Language Production PowerPoint Presentation
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Norming the CCSS Classroom to Increase English Learners ’ Language Production

Norming the CCSS Classroom to Increase English Learners ’ Language Production

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Norming the CCSS Classroom to Increase English Learners ’ Language Production

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  1. Norming the CCSS Classroom to Increase English Learners’ Language Production June 28, 2013 New English Language Development and Common Core State Standards InstituteLaurie Stapleton, M.F.A, Ph.D., Secondary Literacy CoordinatorYee Wan, Ed.D., Multilingual Programs Coordinator

  2. Outcomes/Agenda • Understand CCSS- and research-based rationale for rewarding, meaningful, and productive student-student talk in the classroom • Understand how the new ELD standards are integrated with CCSS—Speaking/Listening • Experience learning activities that foster student communication, collaboration, and presentations

  3. Introductions • Your name, school, what you teach, a hobby. • What brought you to “Norming the 21st Century Classroom”today.

  4. Special Envelope • Your group’s “Norm” • Sentence Stems • Note-taking Guide • A Task Card

  5. Special Envelope • Person closest to the podium distributes Note-Taking Guide and Sentence Stems. • Look over the Sentence Stems that match your group’s norm!

  6. “Turn to Your Partner” https://www.teachingchannel.org/videos/increasing-student-collaboration

  7. “Turn to Your Partner” • How do students learn to collaborate effectively? In your experience, what skills do they most need to develop? • Use a highlighted sentence stem!

  8. Common Core State Standards (CCSS) Outline the most essentialskills and knowledge every student needs to master to succeed in 21st Century college and careers.

  9. Norming the 21st Century Classroom Considerations • Technology • Multimedia • Text Complexity/Non-fiction Texts • Range of Reading and Writing • Learning Activities/Assessments • Student Talk • Room Arrangement

  10. Our Focus: Student Talk

  11. CCSS (ELA)—Speaking and Listening

  12. CCSS (ELA)—Speaking and Listening

  13. CCSS (ELA)—Speaking and Listening

  14. CCSS (ELA)—Speaking and Listening

  15. ELD Standards: Matching Activity Directions: • Select the zip-lock baggie. 2.   Match the ELA standards (yellow) to their corresponding ELD standards (green) 3.   Discuss to what extent the ELA and ELD standards are aligned. • Cite evidence of an alignment between the two standards.

  16. ELA and ELD Standards Alignment ELA & Literacy ELD 1. Exchanging information/ideasContribute to class, group, and partner discussions by following turn‐taking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and providing useful feedback. 3. Supporting opinions and persuading othersNegotiate with or persuade others in conversations using appropriate register using a variety of learned phrases, indirect reported speech, and open responses. 5. Listening activelyDemonstrate active listening in oral presentation activities by asking and answering detailed questions with minimal prompting and support. Grade 7: Speaking and Listening Standards Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions

  17. CCSS—Mathematics

  18. CCSS—Mathematics

  19. Research: Effects of Communication/ Collaboration on Learning • Language Acquisition Theory (Ruiz, Wong) • Social Learning Theory (Bandura) • Cultural Learning Theory (Vygotsky) • Complex Instruction / Heterogeneous Groups (Cohen/Lotan) • Cooperative Learning (Kagan; Johnson, et al; Kinsella) • SEWB (Noddings, Medoff, Rogers)

  20. 21st Century Literacy • New Literacies • Technology • Multimedia • Collaboration and Interdependence • Communication • Creative Thinking • Critical Problem Solving • Entrepreneurial spirit “The 4 Cs”

  21. 21st Century Literacy • New Literacies • Technology • Multimedia • Collaboration and Interdependence • Communication • Creative Thinking • Critical Problem Solving • Entrepreneurial spirit English Learners

  22. 21st Century Literacy • New Literacies • Technology • Multimedia • Collaboration and Interdependence • Communication • Creative Thinking • Critical Problem Solving • Entrepreneurial spirit Social-Emotional Well Being (SEWB)

  23. 21st Century Literacy • New Literacies • Technology • Multimedia • Collaboration and Interdependence • Communication • Creative Thinking • Critical Problem Solving • Entrepreneurial spirit College AND Career Success

  24. “Norming” norm—a standard, model, or pattern. ing—a suffix forming the present participle of verbs. “Norming”—to set, promote, repeat, refine, and “live” our standard of behavior.

  25. “Norming” norm—a standard, model, or pattern. ing—a suffix forming the present participle of verbs. “Norming”—to set, promote, repeat, refine, and “live” our standard of behavior.

  26. Freewrite What makes you want to be part of a group?

  27. “Turn to Your (other) Partner” • Share what makes you enjoy being part of a group. • Use your highlighted sentence stems!

  28. 5 Keys to Promote Student Talk • Norms (not rules) • Set at beginning of year • Teach throughout year • School/district consistency

  29. 5 Keys to Promote Student Talk • Norms (not rules) • Sentence Starters/Stems • Relevant group task • Authentic audience • Self Reflection/Peer Assessments

  30. Norms (not rules) 1. Listen actively and make eye contact. 2. Make connections. • Take initiative! • Invite others into the conversation. • Appreciate others’ ideas.

  31. “The Five Habits of Highly Effective Discussants” 1. Listen actively and make eye contact. 2. Make connections. • Take initiative! • Invite others into the conversation. • Appreciate others’ ideas. Stach Ishigaki, ELA Teacher, Eastside College Prep HS, East Palo Alto, CA (2007)

  32. Sentence Stems

  33. SENTENCE STEMS

  34. (1) Listen actively and make eye contact.

  35. (2) Make connections.

  36. (3) Take initiative!

  37. (4) Invite others into the conversation. (Share the air space!)

  38. (5) Appreciate others’ ideas.

  39. Scaffold: From 2 to 4 • Now that we’ve practiced in pairs, let’s try using sentence stems in groups. • First, we need to decide what the norm actually means.

  40. Example: “Invite others into the conversation” LOOKS LIKE • A group sitting evenly in a square or circle. • People looking at the speaker SOUNDS LIKE • Everyone’s voice is heard • People asking each other questions

  41. Timed Writing • Write as many ideas as you can think of that describes what your norm looks and sounds like (2 mins)

  42. Round Robin • Each person takes turns sharing an idea until everyone has shared all her/his ideas. • Add each other’s ideas to your list. • Place or or next to repeats.

  43. Consensus, Compromise, Community • Place or or next to repeats. Place each shared idea on a singlepost-it, and affix to matching Norm poster.

  44. Relevant Group Task • Our Class Inquiry: “Norming the 21st Century Classroom” • Outcome: to develop and share knowledge about our inquiry • Five Groups: each analyzing a different “norm” in relation to the key principle, “Relevant Group Task”

  45. Group Task Each group has a task card that includes: • A description of a meaningful task related to our class inquiry • Directions for completing the task • A group norm, sentence stems, and individual roles • A performance outcome • An authentic audience

  46. Group Roles Conversation Starter and Contributors Timekeeper Recorder Title Slide Creator

  47. Authentic Audience Showtime in 15 minutes!

  48. 5 Keys to Promote Student Talk • Norms (not rules) • Sentence Starters/Stems • Relevant group task • Authentic audience • Self Reflection/Peer Assessments