Module+4-Language,+Speaking,+&+Listening

=**Welcome to Module 4**--- “Language, Speaking and Listening.” This module is designed to introduce you to the Iowa Core Standards for language, speaking, and listening. Rounding out the Common Core State Standards are the final two strands, the speaking and listening standards and the language standards. In the same elegant way the standards can, at times, make connections across the reading and writing strands, so too do these final sets of expectations mirror and support development of the other standards. (Calkins, Ehrenworth, Lehman, 2012)=

** Six Anchor Standards-Speaking & Listening **
 * Comprehension & Collaboration (focuses on students talking to understand the text)**
 * 1) Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
 * 2) Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
 * 3) Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.


 * Presentation of Knowledge and Ideas (focuses on students making oral presentations)**
 * 1) Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
 * 2) Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
 * 3) Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicate or appropriate.

** Three Categories of Language Standards **
 * 1) "Conventions of Standard English," which outlines expectations for grammar.
 * 2) "Knowledge of Language," which outlines how students should apply their knowledge of language as craft choices in their writing and speaking.
 * 3) "Vocabulary Acquisition and Use," which outlines expectations for vocabulary.

By the end of this module, you will be able to:
 * Explain how language, speaking, and listening skills contribute to strong reasoning and analytical skills.

Use the graphic organizer to keep track of the learning goals and the module elements and capture key content of this module.

Agenda:
>>> Applying complex conventions to writing and speaking as grade levels increase >>> Discussion of formal and informal communications >>> • Focus on collaboration in multiple settings in work or college >>> • Preparation, respect, and problem-solving in formal and informal situations
 * ==**Reading: Developing Language, Speaking, and Listening Skills**==
 * Language, speaking and listening skills play a huge role in developing a student’s overall literacy. In this reading, you’ll find out how the Iowa Core Standards define each of these components. You will also discover some strategies to help you strengthen these skills in your students.
 * === Conventions of Standard English Writing and Speaking (video from the Hunt Institute) ===
 * Asserts the importance of good grammar
 * [|Conventions of Standard English (1:44)]
 * ===Speaking and Listening (video from the Hunt Institute)===
 * Standards for speaking and listening
 * [|Speaking & Listening (2:25)]
 * In PATHWAYS TO THE COMMON CORE read pages 168-170 (Speaking & Listening) and pg 172 & 176-179 (Language).
 * ==**Academic Shifts**==
 * The Iowa Core Standards require a shift in focus on vocabulary and how teachers choose which words to teach. What makes one word more important than others in a text? Which words will provoke students to think about the author’s word choice and what affect a particular word was intended to have? Watch several educators discuss this concept and listen for specific instructional strategies you might use.
 * Video: SHIFT 6: Academic Vocabulary [|Shift (5:22)]
 * Considering deep reading and the emphasis on academic language, what does that imply for your classroom instruction?
 * ==**Reading: Content Area Conversations**==
 * You’ve read about and listened to the importance of academic vocabulary and language use in the classroom. This chapter from //Content Area Conversations// by Douglas Fisher, Nancy Frey and Carol Rothenburg (2008), discusses the importance of academic discourse. Much of the chapter speaks to English language learners; however, the concept that “talk” is the foundation of literacy applies to all students in all classrooms.
 * [|Article: Why Talk is Important in Classrooms]
 * Sara Brown Wessling's Classroom: [|Student Centered Discussion (6:57)]
 * ==**Video: The Lesson Collection- Literature Discussion Groups**==
 * In this video, watch intermediate students at work in an organized literature discussion group. As you watch, notice the way they arrive prepared, listen to one another’s questions, and respond to one another. Together, they build an understanding of the text. These students are using listening and speaking skills in this small group to improve their comprehension of the text.
 * [|Intermediate Literature Discussion Group]


 * ==**Reading: Thinking is Literacy, Literacy is Thinking**==
 * Terry Roberts and Laura Billings explain the important relationship between thought and language. This document demonstrates one way to structure the classroom so that students are thinking about literacy through talking, listening, reading, and writing. This is by all means not the only way to structure speaking and listening in the classroom.
 * [[file:FirstFreedoms.pdf]]
 * Are these examples alike or different from your classroom? In what ways are they alike or different?
 * ==**Application**==
 * In this module, you have learned how important discussion can be in developing students’ critical thinking skills. You also have an understanding of how integrated language, listening, and speaking are. Now put what you’ve learned into action by developing a plan for a class discussion that helps students meet the Iowa Core Standards in language, listening, and speaking.