Catch the Common Core
Wave
Listening and Speaking 3-5
ESTHER SANCHEZ
CURRICULUM SUPPORT SPECIALIST
DIVISION OF BILINGUAL EDUCATION
AND WORLD LANGUAGES
JUNE 11, 2013
Are you ready to Catch the Wave?
Be a Superstar
Common Core
The standards are designed to be robust
and relevant to the real world, reflecting
the knowledge and skills that our young
people need for success in college and
careers
Listening and Speaking
The standards require that students gain, evaluate, and present
increasingly complex information, ideas, and evidence through
listening and speaking, as well as, through media.
An important focus of the speaking and listening standards is
academic discussion in one-on-one, small-group, and whole-class
settings. Formal presentations are one important way such talk
occurs, but so is the more informal discussion that takes place as
students collaborate to answer questions, build understanding, and
solve problems.
Common Core
Explain own ideas
Ask and answer questions
of the speaker
Recount an experience
Create audio recording
Paraphrasing
Summarizing
Visual displays
Share personal experience/opinion
Character/Author
Read and Retell
Recorder (Fluency)
Read and Retell
The Gist
Games, charts, boards
Interview the Character
One of the best ways to get
to know your characters is
to ask questions about
them. Many writers do
this as a kind of
homework before they
actually start writing a
story.
Question Ideas
What's your name and how old are you?
What's your ambition in life?
What are your hobbies?
Who's in your family?
What are they like?
What do you consider your greatest achievement?
What is your most treasured possession?
What is your favorite journey?
What is it that you most dislike?
What is your greatest fear?
Read and Retell
Research-based retelling strategy (Brown and Cambourne, READ and
RETELL; Heinemann, 1987) which combines reading and writing in
a natural way.
Covers a wide range of literacy skills:
Read
interacting
Writing
comparing
Listening
matching
Talking
selecting and organizing
Thinking
remembering
Comprehending
making connections
There are six general forms of the
retelling procedures.
Students can:
•
•
•
•
•
•
Listen to a teacher tell or read aloud a text and then retell it orally
Listen to a teacher tell or read aloud a text and retell in writing
Listen to a teacher tell or read aloud a text and retell it by drawing.
Read a text and retell it orally
Read a text and retell it in writing
Read a text and retell it in drawing
Retelling Procedure: A Time-line of
Teaching/Learning Activities
Immersion:
prior to actual retelling,
same theme, topic or genre,
build background
Predicting:
predict plot,
predict words,
pair/share to clarify or justify
Everyone reads:
teacher reads aloud,
students read (buddy reading/pair reading)
Retelling:
oral, drawing, or writing
Share and Compare:
Share, clarify and justify
Second Retelling:
use feedback from share and compare to revise first retelling
Practice with Chapter 6
Fluency
Fluency is important because it provides a
bridge between word recognition and
comprehension
3 Components of Fluency
Accuracy
Rate
Prosody
6 Dimensions
of Fluency
Model
Read Aloud
Books on Tape
Buddy Reading
Guide
Choral Reading
Peet/Paired Reading
Echo Reading
Tape Assisted Reading
Buddy Reading
Practice
Repeated Reading
Independent Reading
Reader’s Theater
Radio Reading
Radio Reading
“Read aloud" strategy designed for maximum interaction between
the reader and the audience. The reader "reads aloud" a selection
and then initiates a discussion by asking specific questions of the
audience. Responses and dialogue should be fast-paced. This
strategy improves reading comprehension at two levels. The reader
must immerse himself in the text to develop the discussion
questions. The audience, in turn, reinforces learning by responding
to the reader's questions.
Steps in Radio Reading:
1. Divide a class into small groups. Assign each group a short reading.
Have the group read the entire selection quietly.
2. Assign a specific paragraph (or paragraphs) to each group member.
Have them prepare discussion questions on this specific section.
3. Have each student read their assigned section aloud and present
their discussion questions to other members of the group.
4. Ask group members to respond quickly. Once a question is
thoroughly answered, move on to the next question.
5. Repeat the process until all the team members have the opportunity
to lead the discussion.
Radio Reading Activity
Chapter 2
Person 1 page 11
Person 2 page 12 (to 3rd paragraph)
Person 3 pages 12 & 13 (to 2nd paragraph)
Person 4 page 13 (starting at 3rd paragraph)
Person 5 page 15
Phonemic Awareness
First of all, Phonemic awareness is not phonics. Phonemic awareness
is the ability to hear, identify, and manipulate individual soundsphonemes--in spoken words. Before children learn to read print, they
need to become more aware of how the sounds in words work. They
must understand that words are made up of speech sounds, or
phonemes (the smallest parts of sound in a spoken word that make a
difference in a word's meaning).
Why Phonemic Awareness Is
Important?
It improves students' word reading and
comprehension.
It helps students learn to spell.
Phonemic Awareness Can Be
Developed Through Activities
Identify and categorize sounds
Blend sounds to form words
Delete or add sounds to form new words
Substitute sounds to make new words
Examples of Phonemic Awareness Skills
Blending: What word am I trying to say? Nnnnn-oooo--t.
Segmentation (first sound isolation): What is the first
sound in not?
Segmentation (last sound isolation): What is the last sound
in not?
Segmentation (complete): What are all the sounds you hear
in not?
Let’s put it to practice
Example: and
Know you try it. Select one to develop in the group.
Each group will present.
ant
sat
mud
met
ask
cut
“You can't stop the
waves, but you can
learn to surf”
John Kabat-Zinn