Session 4:Understanding the Listening and Learning Strand in Depth

Sequence of Sessions

Overarching Objectives of this May 2013 Network Team Institute

  1. The purpose of this May 2013 Pilot Training/Network Team Institute is to provide a general understanding of CKLA-NY program, how it fits towards the comprehensive view of language arts, as discussed by the State, (i.e., the Three Pillar Model), and to provide a good understanding of the design principles driving the structure of the Listening and Learning and Skills strands of materials. This training will also serve as the primary training for participants in the use of the Listening and Learning strand.

High-Level Purpose of this Session

  • This session is designed to give participants a deeper understanding of the guiding instructional design principles around which the Listening and Learning domains and lessons were created. The three key principles include:
  • The connection between oral and written language development must be supported.
  • Background knowledge is essential to strong comprehension.
  • Vocabulary learning is most efficient when it is content-based, contextualized, and constant.

Related Learning Experiences

  1. This training is the first in a series of trainings on the use of CKLA-NY. It provides background knowledge that will be relevant to upcoming trainings on implementing the Skills strand to occur at a future date.

Session Outcomes

What do we want participants to be able to do as a result of this session? / How will we know that they are able to do this?
In this session participants will be able to:
  1. Identify connections between the oral language support provided within the Listening and Learning strand and student writing.
  2. Articulate how the domain structure of the Listening and Learning strand supports children’s comprehension and background knowledge
  3. Identify at least two or three ways the Listening and Learning materials support vocabulary learning
3. / Participants will demonstrate knowledge and skills related to the learning objectives through completed activities and in-session discussions.

Session Overview

Section / Time / Overview / Prepared Resources / Facilitator Preparation
Transition / 10
minutes / Participants will reflect on key take-aways from previous session.
Design Principle 1:The connection between oral and written language must be supported / 15 minutes / Participants will investigate how oral language learning from Listening & Learning is evident in student writing. / NTI_May2013_Day1_Session4_UnderstandingtheLandLstrand_PPT.ppt
Slides 2 to 13
Design Principle 2: Background knowledge is essential to strong comprehension / 30 minutes / Participants will consider the value of background knowledge to comprehension. / NTI_May2013_Day1_Session4_UnderstandingtheLandLstrand_PPT.ppt
Slides 14 to 23
NTI_May2013_Day1_Session4_UnderstandingtheLandLstrand_Materials.zip
Handouts:
1. Filling in Gaps: What Do You Know? (14_Session4_WhatDoYouKnow.pdf)
2. Listening & Learning Sequence Connections (15_Session4_L&LSequence.pdf)
Design Principle 3:
Vocabulary learning is most efficient when it is contextualized, content-based and constant / 30 minutes / Participants will consider the value of content-based and contextualized vocabulary learning / NTI_May2013_Day1_Session4_UnderstandingtheLandLstrand_PPT.ppt
Slides 24 to 42
NTI_May2013_Day1_Session4_UnderstandingtheLandLstrand_Materials.zip
Handouts:
3. Kings and Queens Read-Aloud Sample
(16_session4_kingqueenreadaloud_two.pdf)
4. Kings and Queens Word Web (17_session4_kingqueenWordWeb.pdf)
5. Blank Word Web Template (18_session4_Blank Vocabulary Template_Legal.pdf)

Session Roadmap

Section 1: Transition / Time: 10 minutes
[10 minutes] In this section, you will…
  1. Reflect on key take-aways from the previous session.
/ Materials used include:
Section 2: Design Principle 1: The connection between oral and written language must be supported. / Time: 15 minutes
[15 minutes] In this section, you will…
  1. Investigate how oral language learning from Listening & Learning is evident in student writing.
/ Materials used include:
  1. NTI_May2013_Day1_Session4_UnderstandingtheLandLstrand_PPT.ppt (Slides 2 to 13)

Time / Slide #/ Pic of Slide / Script/ Activity directions: (Please Note: Here we provide key ideas per slide. A full script is provided within the powerpoint slides in the “Notes” view). / GROUP
15 minutes / Slide 2
/ Key Point:
Session 4: Understanding the L&L strand in depth: Key design principles of L&L
  1. This session is designed to give participants a deeper understanding of the guiding instructional design principles around which the Listening and Learning domains and lessons were created.
/ WG
Slide 3 / Key Point:
  1. Design Principle 1: The connection between oral and written language must be supported

Slide 4
/ Key Point:
  1. Use this slide if participants need a review of oral to written language development.

Slide 5
/ Key Points:
  1. Text complexity is more than “difficulty.”
  2. Text complexity is a factor of the language and knowledge demands of a particular text.

Slide 6
/ Key Points:
  1. Read-alouds hold tremendous value for building language capacity.
  2. Remind participants of this quote from the Liben and Liben paper to frame our discussion on how read-alouds support language development.

Slide 7
/ Key Point:
  1. Language comprehension outpaces reading comprehension through the middle school years.

Slide 8 / Key Point:
  1. Review of the Comprehension Question” and “Word Work” Sections of a Listening and Learning lesson will highlight ways in which oral language and vocabulary skills are supported.

Slide 9 / Key Points:
  1. Participants will investigate how oral language learning from Listening & Learning is evident in student writing.
  2. Even though Jason is writing about a different topic, his writing reflects the language, listening, and speaking skills reinforced in the Listening and Learning strand of CKLA.

Slide 12
/ Key Point:
  1. Elements of language expressly practiced in Listening & Learning appear in Jason’s writing.

Slide 13 / Key Points:
  1. The connection between oral and written language must be supported.
  2. A key goal of writing instruction is to foster children’s ability to create coherent writing.

Section 3: Design Principle 2: Background knowledge is essential to strong comprehension / Time: 30 minutes
[30 minutes] In this section, you will…
  1. Consider the value of background knowledge to comprehension.
/ Materials used include:
  1. NTI_May2013_Day1_Session4_UnderstandingtheLandLstrand_PPT.ppt
(Slides 14 to 23)
  1. NTI_May2013_Day1_Session4_UnderstandingtheLandLstrand_Materials.zip
Handouts:
  1. Filling in Gaps: What Do You Know? (14_Session4_WhatDoYouKnow.pdf)
  2. Listening & Learning Sequence Connections (15_Session4_L&LSequence.pdf)

Time / Slide #/ Pic of Slide / Script/ Activity directions: (Please Note: Here we provide key ideas per slide. A full script is provided within the power point slides in the “Notes” view). / GROUP
30 minutes / Slide 14
/ Key Points:
  1. The standards MUST be paired with a content-rich curriculum.
  2. In this section we will look at design principles that inform how content is used in the Listening & Learning strand.

Slide 15
/ Key Point:
  1. During this activity, participants will see how background knowledge helps them comprehend what they read.
Handout:
  1. Filling in Gaps: What Do You Know? (14_Session4_WhatDoYouKnow.pdf)
/ I
Slide 16
/ Key Points:
  1. Simple texts, like those on reading tests are filled with gaps—presumed domain knowledge—just like the gaps in the Betsy Ross passages.
  2. The author assumes the reader knows something.

Slide 17
/ Key Point:
  1. Knowledge helps resolve ambiguity—as in the case of multi-meaning words.

Slide 18
/ Key Point:
  1. Even simple or common words can be ambiguous in a text.

Slide 19
/ Key Points:
  1. The Listening and Learning Strand is comprised of content-rich, knowledge building read-alouds.
  2. This content knowledge will help students “fill in gaps” and “resolve ambiguity.”

Slide 20
/ Key Points:
  1. The CCLS call for systematic building of knowledge within and across grades.
  2. In this section, we will investigate what it means to build knowledge systematically.

Slide 21
/ Key Points:
  1. The example in the CCLS demonstrates what it means to build knowledge systematically across grades.
  2. Being systematic and, more importantly, coherent within a grade provides support for student learning that doesn’t rely on past experiences.

/ Slide 22 / Key Points:
  1. The Listening and Learning domains are systematically and coherently arranged to build knowledge both within and across grades.
  2. This attention to sequence leaves nothing to chance with regard to prior experiences students may or may not have had.
  3. Activity: On Listening and Learning sequence chart, document any other domain connections
Handout:
  1. Listening & Learning Sequence Connections (15_Session4_L&LSequence.pdf)
/ I
/ Slide 23
/ 1 minute reflection:
Participants consider the value of coherence in support of language and vocabulary development / I
Section 4: Design Principle 3:Vocabulary learning is most efficient when it is contextualized, content-based and constant / Time: 30 minutes
[30 minutes] In this section, you will…
  1. Consider the value of content-based and contextualized vocabulary learning through content-rich domains
/ Materials used include:
  1. NTI_May2013_Day1_Session4_UnderstandingtheLandLstrand_PPT.ppt (Slides 24 to 42)
  2. NTI_May2013_Day1_Session4_UnderstandingtheLandLstrand_Materials.zip
Handouts:
  1. Kings and Queens Read-Aloud Sample (16_session4_kingqueenreadaloud_two.pdf)
  2. Kings and Queens Word Web (17_session4_kingqueenWordWeb.pdf)
  3. Blank Word Web Template (18_session4_Blank Vocabulary Template_Legal.pdf)

Time / Slide #/ Pic of Slide / Script/ Activity directions: (Please Note: Here we provide key ideas per slide. A full script is provided within the power point slides in the “Notes” view). / GROUP
30 minutes / Slide 24 / WG
Slide 25
/ Key Points:
  1. Vocabulary learning takes place primarily through implicit exposure rather than explicit instruction.
  2. This example serves as an expedited model of how word learning

Slide 26
/ Key Points:
  1. It is not enough to be able to decode words. We must know what they mean.
  2. Word learning occurs slowly, over time.

Slide 27
/ Key Points:
  1. Repetition is key to vocabulary learning.
  2. Learning words in context makes word learning more efficient.
  3. Staying on topic, as the Listening and Learning strand does, facilitates word learning.

/ Slide 28
/ Key Point:
  1. Hobbies, like domain topics, have a specific vocabulary associated with them.
/ I
Slide 29 / Key Point:
  1. There is an inextricable link between the words we know and the knowledge we have.

Slide 30
/ Key Points:
  1. A network of words makes it easier to process what you hear or read.
  2. 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.

Slide 31
/ Transition: We looked at how the content of the Listening and Learning strand is connected, let’s see how the language and vocabulary of the Listening and Learning strand is connected.
/ Slide 32
/ Key Point:
  1. In this activity we will investigate the text of a read-aloud to see how the language and vocabulary are connected.
Handout:
  • Kings and Queens Read-Aloud Sample (16_session4_kingqueenreadaloud_two.pdf)
/ WG
/ Slide 33 / Key Point:
  1. In this activity we will investigate the text of a read-aloud to see how the language and vocabulary are connected.

Slide 34
/ Key Points:
  1. Words about a topic are connected in a network.
  2. Connections among words are facilitated by materials, like the Listening and Learning strand that are written explicitly to tell a story for the purpose of knowledge and vocabulary building.

/ Slide 35 / Have participants continue to read.
Slide 36 / Key Point:
  1. The story, while interesting, is also very clearly designed to start building connections of the idea of king to broader concepts of power, money, and royalty.

Slide 37 / Let’s read one more paragraph.
Slide 38
/ Key Points:
  1. The value of non-fiction read alouds is very explicitly the knowledge and vocabulary building that we see visualized here.
  2. That the value of non-fiction is these sorts of webs are impressive within a single story.
Handout:
  • Session4_kingqueenwordwebv2

/ Slide 39 / Key Point:
  1. Participants will read another related story to see how the network of words builds.
Handouts:
  • Kings and Queens Read-Aloud Sample (16_session4_kingqueenreadaloud_two.pdf)
  • Kings and Queens Word Web (17_session4_kingqueenWordWeb.pdf)
/ SG
Slide 40
/ Key Points:
  1. An intentional focus on materials within a single domain can make for powerful vocabulary-building.
  2. That the materials in Listening and Learning weave these word webs within and across domains, within and across grade levels.

Slide 41
/ Key Points:
  1. Equity is an additional value to staying on topic.
  2. Jumping from topic to topic privileges those kids who already know something about the topic.

/ Slide 42
/ Key Points:
  1. 1 minute reflection
  2. Participants will be asked to reflect on the value of staying on topic to support language and vocabulary with regard to the Listening and Learning strand
/ I

Use the following icons in the script to indicate different learning modes.

Video / Reflect on a prompt / Active learning / Turn and talk

Turnkey Materials Provided

Additional Suggested Resources