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Session 4: Understanding Listening and Learning

Session 4: Understanding Listening and Learning. Key Design Principles. EngageNY.org. Why Read- Alouds ?. There is a Strong connection between Oral and written language. EngageNY.org. Text Complexity . Knowledge/Content. Language. Knowledge/Content. EngageNY.org. Liben & Liben, 2012.

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Session 4: Understanding Listening and Learning

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  1. Session 4: Understanding Listening and Learning Key Design Principles EngageNY.org EngageNY.org

  2. Why Read-Alouds? There is a Strong connection between Oral and written language EngageNY.org EngageNY.org

  3. Text Complexity Knowledge/Content Language Knowledge/Content EngageNY.org EngageNY.org

  4. Liben & Liben, 2012 High quality and diverse texts read aloud, enjoyed, discussed and analyzed, are the richest pathway to develop robust language capacity in all students. EngageNY.org EngageNY.org

  5. Listening vs. Reading Comprehension T. G. Sticht, 1974, 1984 EngageNY.org EngageNY.org

  6. Activity, Part 1: Building Language Skills • Select a partner • Partner 1, turn to Lesson X on p. x • Partner 2, turn to Anchor Standards document on p. x • Together, review the Comprehension Questions and Word Work sections of the lesson. • As you do so, highlightkindergarten standards addressed on the Anchor standards document for: • Listening & Speaking Standards (pp. x–x) • Language Standards (pp. x–x) EngageNY.org

  7. Activity, Part 1: Building Language Skills • Select a partner • Partner 1, turn to the What are Kings and Queens lesson • Partner 2, turn to Anchor Standards • Together, review the Comprehension Questions and Word Work sections of the lesson. • As you do so, highlightkindergarten standards on the Anchor standards document any standards addressed from: • Listening & Speaking Standards • Language Standards EngageNY.org

  8. Activity, Part 2: Language Skills Evident in Writing • With the same partner, review Jason’s writing (next slide) • As you do so, look for evidence of the highlightedkindergarten standards on the Anchor standards document any standards addressed from: • Listening & Speaking Standards • Language Standards EngageNY.org EngageNY.org

  9. Activity, Part 2: Language Skills Evident in Writing • With the same partner, review Jason’s writing (next slide). • As you do so, look for evidence of the highlightedkindergarten standards addressed on the Anchor standards document for: • Listening & Speaking Standards (pp. x–x) • Language Standards (pp. x–x) EngageNY.org EngageNY.org

  10. Grade 2 Writing Sample “My god I picked was Ares. He’s the god of war. Ares is in the Spartain army. He fights the Persian army. He has a helmet to protect his head. He also has a sheild to block people from defeating him. He is also the son of Zeus like all of the gods. Ares also lives on mount olympus.” EngageNY.org EngageNY.org

  11. Reflect EngageNY.org How do language skills support reading and writing skills? EngageNY.org

  12. Why Do the CCLS Call for ELA Programs that Focus on Knowledge? Background Knowledge is Essential Comprehension EngageNY.org

  13. ACTIVITY: What Do You Know? • Work Individually • Using the “What do you know?”handout, read each of the short passages. • As your complete each passage, answer the question or complete the task indicated next to each one. EngageNY.org

  14. Knowledge Helps Fill in Gaps Simple texts, like those on reading tests, are filled with gaps –presumed domain knowledge– that the writer assumes the reader knows. EngageNY.org

  15. Knowledge Helps Resolve Ambiguity run http://www.visualthesaurus.com/ EngageNY.org

  16. Knowledge Helps Resolve Ambiguity Run EngageNY.org

  17. The CKLA Listening & Learning Strand Uses Knowledge-Building Complex Texts EngageNY.org

  18. What Does It Mean to Build Knowledge Systematically? “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.” EngageNY.org

  19. Coherence Within Grades EngageNY.org

  20. On your copy, take a minute to document any other connections you see. EngageNY.org

  21. Reflect With regard to Listening and Learning, reflect on the value of coherenceto support of language and vocabulary development. EngageNY.org

  22. How do Content-Rich Domains Support Word Learning? Read-Aloud Topics Provide Context and repetition EngageNY.org

  23. ex cres cence   EngageNY.org

  24. excrescence • Decoding ex·cres·cence 2. Comprehension noun: a projection or outgrowth especially when abnormal EngageNY.org

  25. Why Staying on Topic Matters It provides context and repetition that foster implicit learning of vocabulary: • Most vocabulary is learned implicitly. • Word learning is most efficient when the reader (listener) already understands the context well. • Tiny gains on a dozen words is more efficient than large gains on just one word at a time. EngageNY.org

  26. Activity: The Power of Vocabulary • Take one minute to write down as many words as you can related to a personal hobby or subject in which you are an expert. • Write down every single thing you think of—don’t filter. EngageNY.org

  27. The Power of Vocabulary Words are not just words. They are the nexus – the interface – between communication and thought. When we read, it is through words that we build, refine, and modify our knowledge. What makes vocabulary valuable and important is not the words themselves so much as the understandings they afford. • Marilyn Jaeger Adams (2009), p. 180 EngageNY.org

  28. Message from Research A network of words makes it easier to process what you hear or read. The power of vocabulary is not in familiarity with the individual word itself, as it is in the web of connections you build towards that word. EngageNY.org

  29. EngageNY.org

  30. Stories in a Domain EngageNY.org

  31. Building Webs of Words in Domains EngageNY.org

  32. Paragraph 1 EngageNY.org

  33. Building Webs of Words in Domains EngageNY.org

  34. Paragraph 2 EngageNY.org

  35. Building Webs of Words in Domains EngageNY.org

  36. Paragraph 3 EngageNY.org

  37. Activity: Add to the Web As a table, examine the next story in the Anthology, “Royal Family” • Have one person read it aloud. • Write down words you hear that would be added to the web. • After reading a paragraph, look at the list and work these words into the web. Build connections among words that relate, that are synonyms or antonyms, that are exemplars, or categories to words in the web. • Note words that are repeated or given a new nuance. EngageNY.org

  38. Build Across Domains EngageNY.org

  39. Staying on Topic is Important Jumping from topic to topic and landing briefly on each privileges children who know something about those topics from elsewhere. • Liben & Liben, 2012 EngageNY.org

  40. Reflect With regard to Listening and Learning, reflect on the value of staying on topicto support of language and vocabulary development. EngageNY.org

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