Speaking and Listening

Report
Speaking and Listening in the
Common Core
Maryland Assessment Group Conference
Wednesday, October 22, 2014
Objectives:
 “Unpack” the speaking and listening standards
 Use an integrated approach lesson to prepare
students for speaking and listening
 Review the PARCC Speaking and Listening
Assessment
Pre-Assessment
Reflection tool:
How familiar are you with the speaking and listening
anchor standards? How has your department
addressed these standards?
Speaking and Listening in the
Common Core
 “To build a foundation for college and career
readiness, students must have ample opportunities to
take part in a variety of rich, structured conversations
– as part of a whole class, in small groups, and with a
partner.”
Speaking and Listening
from the Experts
 Video
 https://www.youtube.com/watch?v=FZXwEaHrdbo
 Sue Pimentel Discusses the Speaking and Listening Standards
Unpacking the MS PARCC
Progressions
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5- 6th grade
https://www.parcconline.org/mcf/english-language-artsliteracy/speaking-and-listeningstandards-progression-grade-5-grade-6
6-7th grade
https://www.parcconline.org/mcf/english-language-artsliteracy/speaking-and-listeningstandards-progression-grade-6-grade-7\
7-8th grade
https://www.parcconline.org/mcf/english-language-artsliteracy/speaking-and-listeningstandards-progression-grade-7-grade-8
Now, let’s review the Speaking and
Listening expectations for PARCC
 1. Real Time Engagement (MODE 1) performances will entail real
time engagement in the speaking and listening process. Students
will listen to a pre-recorded speech and/or media production and
speak/respond using spontaneous oral responses. Mode 1
performance based tasks will be administered in grades 3, 5, 7, 9,
and 11.
 2. Advance Preparation (MODE 2) performances will entail advance
preparation in the speaking and listening process. Students will
perform research using authentic and grade-appropriate topics,
share their findings in the form of a formal presentation (speaking)
and respond spontaneously to audience questions (listening and
speaking); Mode 2 performance based tasks will be administered in
grades 4, 6, 8, 10, and 12.
Preparing students for SP & L in
PARCC
Activity: An Integrated Approach:
Watch 2 minutes and 10 seconds of the
video and consider how a student could
use Real Time Engagement and
Advanced Preparation to respond to
President Obama’s speech.
http://www.youtube.com/watch?v=l2CaJATHDc
Speaking and Listening
Assessment
 Purpose is to inform instruction, not for accountability
purposes
 Not part of summative score
 Will utilize paper and technology-based multi-media
 Educator scored
 Spans Grades K-12
 Assessment to be ready by July 2015
 Development to be led by Council for Aid to Education (CAE)
9
PARCC’s Speaking and Listening
Assessment: Overview
Discussion Rubrics
• Assess how well
students speak
and listen during
classroom
discussions
across content
• Current
development for
K, 1, 2, 3, 4-5, 6-8,
9-12
• Guidelines/video
samples
Listening Logs
• Assess student
active listening
skills in response
to oral and video
presentations
• Rubrics to score
listening logs
• Samples
Performance Tasks
• Measure
Speaking and
Listening Skills
• Sample student
responses
• Scoring guides
10
PARCC’s Speaking and Listening
Assessment: Overview
Mode 1
•Real time
engagement
•Gr. 3, 5, 7, 9, 11
Mode 2
•Advanced
Preparation
•Gr. 4, 6, 8, 10, 12
K-2
•Describe (gr. K-1)
•Tell or Recount
(gr. 2)
11
Evidence Tables for Speaking and
Listening
 Pick a grade level and review the evidence tables. Work with a
partner. Based on the standards and evidences, what questions
might one ask to prompt evidence of mastery of the standards
during classroom discussions?
 What questions might appear on a listening log?
 What are potential Mode 1 opportunities for that grade level
that would logically allow for demonstration of the standards
and evidences?
 What are potential Mode 2 opportunities for that grade level
that would logically allow for demonstration of the standards
and evidences?
12
The Role of the Teacher/Impact on
Learning
Role of the Teacher:
Provide oral and written
feedback
Use tools being
developed
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Discussion rubrics
Guides
Listening logs
PD videos
Impact on Learning:
•Student growth in oral
communication skills
•Student achievement
across contents
13
Facilitator’s ToolKit
1) What “tools” (strategies) do teachers need to
facilitate rich discussions?
2) Reflect on the “tools” in your box. What are the
responsibilities of a teacher for instruction? What are
the responsibilities of the student? How can teachers
foster student independence during learning?
Resources:
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http://Msde.blackboard.com
http://www.corestandards.org/ELA-Literacy/
http://www.americanrhetoric.com
http://www.parconline.org
http://www.ccsso.org/Resources/Digital_Resources/C
ommon_Core_Implementation_Video_Series.html
Thank you!
Please contact MSDE staff with additional questions:
Ava Spencer [email protected]
Kanika Dorsey [email protected]

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