Week 31: Listening Assessment


There’s more to observing than meets the eye. And when it comes to oral language, it is really about what meets the ear.  In the last couple of weeks, I’ve had several conversations around listening comprehension and oral expression.  

Week 11: Next Steps


It took me a while to decide what to write about in week 11.  As I immerse myself in this work around oral language and think more deeply about teaching academic conversations, I am noticing more and more what students are actually doing or rather thinking.  Along with these formative assessments arise new questions and challenges every week.  I wondered, “What would people want to read about?” I hope this week’s highlighted successes, challenges, and next steps will be supportive in your work. 

Week 10: Active Listening


Weel 9: Listening for Understanding


Have you ever asked your students what it means to understand? When I asked my students this question, here are some of the responses I got: Understand means…

Week 7: How to Listen: Developing an Anchor Chart

Traditionally, the teacher talks to deliver content and typically asks the questions while students listen and answer the questions.  Then, the teacher evaluates the answer and provides feedback. Shifting from this traditional teaching practice to meeting the CCSS is the topic of this week’s challenge. 

The CCSS document states the following for Listening and Speaking: 

Week 3: What are students taking on?


To meet the overarching goal of Speaking and Listening Common Core State Standards number 1 – Participate in collaborative conversations with diverse partners about grade 1 level topics and text with peers and adults in small and large groups, I have focused on management in week 1 by working on routines and procedures and 1a. - Follow agreed-upon rules for discussions in week 2 by creating and keeping the norms.  In week 3, I focused on assessing what students have taken on so far. 

What Does Good Listening Look Like?

“Much has been made for teacher modeling in literacy literature, followed by guided practice, and independent work.  Understandably, teachers have taken this to mean that they must model and think aloud constantly.  However, at times less is more, and teachers must also model what good listening looks like.”  ( Mason and Gallaway IRA, Reading Today Feb/Mar 2012.

Generating Norms

 “Central to developing classroom contexts where rich oral language development occurs, is the establishment of a norm that promotes listening.”  (Mason & Gallaway, IRA, Reading Today Feb/Mar 2012)

If I’m going to teach students how to have a conversation, which involves listening and speaking, the classroom rules did not suffice to support behavior management. So, I thought why not set norms like most adult discussion groups do to have a productive conversation.

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