Thursday, October 19, 2017
S&L Response - Shelby
CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
I believe that we must teach these skills with intention, and the beginning of the year is a terrific time to set the pace and tone for discussion in the classroom. We begin by analyzing what speaking and listening should look like and sound like. We then learn to practice being active participants and listeners during discussion times. This is primarily done by learning accountable talking/listening strategies and ways that we can help each other build upon our thinking. I explicitly model skills, then we practice, provide feedback and set goals for improvement.
Sentence starters are very helpful to the students. Here are some examples:
Speaker:
I'm thinking...
I learned...
My opinion is ... because...
I'm wondering...
Listener: Active Listener Rubric
I heard you say...
What made you think that...
How do you know...
Can you explain...
Builder:
I agree with ... because...
I respectfully disagree with ... because...
I would like to add...
That's a good idea. Another idea could be...
For my class project, I am also creating formative read aloud assessments to align with each standard addressed in the units of study.
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I really like the active listener rubric sentence starters. I have been doing a lot of group discussion with the class but not enough one-on-one partner shares. This is definitely something I will start doing more. Being able to discuss a book one-on-one is helpful to promote the students being able to bring up and talk about books they are reading on their own.
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