Reasons to Read and ListenCoordinator Retreat 2012

Warm-up(Individually - 2 min.)

For a typical listening and reading activity:

1)When do you check their comprehension?

2)How do you check their comprehension? How do you know if they answered correctly?   

Predicting the Pattern(Pairwork - 2 min.)

1.Activate Prior Knowledge2.______________3.Check comprehension4.Ask a specific question5.______________6.Ask an abstract question(s)7.______________8.Post-activities

Modeling the Pattern

Show me you’re ready to listen!

 

Reason #1 for Listening

Is the singer rich or poor?.

CCQ

Reason #2 for ListeningShow me spirit fingers when you hear….

• Group 1 – If I had • Group 2 – If I had• Group 3 –Million dollars• Group 4 – I’d buy• Group 5 -- I’d buy

CCQ

Reason #3 for ListeningWhat would he buy?Put a check mark next to what he would buy.

CCQ

Checking Reason 3

If yes =

If no =

A More Difficult Question  (Pairwork - 1 min.)

Why would he buy all these things?

Share your answer with this language:

Partner A: He'd buy these things because he wants ….

-------Partner B:

Yes, I agree. He really wants…No, I disagree. He really wants…

CCQ

Going Deeper - Share

Why would he buy all these things?

Share your answer with this language:

He'd buy these things because he wants ….

Identifying the Pattern(Pairwork - 2 min.) 

1) How many times did I play the song?

2) What was the purpose?

3) How did I know if you achieved the purpose?

4) What kinds of support did I give when checking your comprehension?

Check Your Answers:  Part 1(Pairwork – 30 sec..)

1) How many times did I play the song? • 3 times

 2) What was the purpose?

• 1st - general understanding• 2nd -specific, repetitive chunks of language• 3rd - specific, isolated words

Check Your Answers:  Part 2(Pairwork – 1 min.)

3) How did I know if you achieved the purpose?• 1st - showed comprehension with rich fingers/poor

pockets,• 2nd - showed comprehension with spirit fingers• 3rd - showed comprehension with body check marks• 4th – elicited answers from teams

4) What support did participants have?• 1st -  two simple choices• 2nd - physically answered (didn't produce language)• 3rd – picture choices, physically answered (didn't

produce language)• 4th - language provided (stem completion)

How I Modeled the Pattern1. Listen for two simple choices (rich or poor)

Trainer checked - Show me the money!2. Listen for Specific chunks of language

• Trainer checked - Show me spirit fingers!3. Listen for Specific words

• Trainer checked -Show me check marks! 4. Asked Why would he buy & He’d buy …

• Discuss with partner• Trainer checked - Do you agree…

Confirm the Pattern(Pairwork - 2 min.)

1.Activate Prior Knowledge2.______________3.Check comprehension4.Ask a specific question5.______________6.Ask an abstract question(s)7.______________8.Post-activities

Confirm the Pattern(Pairwork - 1 min.)

1.Activate prior knowledge2.Ask general question3.Check comprehension4.Ask specific question5.Check comprehension6.Ask abstract question(s)7.Check comprehension8.Post-activities 

 

Moving From Listening to Reading

Applying the Pattern

Skimming the Reading(Individually-1 min.)

1) Skim this reading from a 7th grade English textbook.

2) When you finish, examine question #6. 

a) Is it general or specific? b) How might you check your

students’ comprehension?

3) CCQ---Captains, come get handouts for

your team.

Instructions for Ordering Questions(Pairwork – 2 min.)

1. Examine the questions.

2. Put the questions in order from:– general – specific

- easy- difficult

General to Specific(Pairwork – 2 min.)

A. What are three ways to help the environment?

B. Why (or how) will reducing, reusing, and recycling help the environment?

C. Does this article give advice for helping the environment or helping artists?

D. What is the difference between reuse and recycle?

Comparing Answers(Teamwork – 2 min.)

A. What are three ways to help the environment?

B. Why (or how) will reducing, reusing, and recycling help the environment?

C. Does this article give advice for helping the environment or helping artists?

D. What is the difference between reuse and recycle?

Reviewing: General to Specific

C. Does this article give advice for helping the environment or helping artists?

A. What are three ways to help the environment?

D. What is the difference between reuse and recycle?

B. Why (or how) will reducing, reusing, and recycling help the environment?

Remember the Pattern

1.Vocabulary Pre-teaching2.General question(s)3.Check comprehension4.Specific question5.Check comprehension6.Abstract question(s)7.Check comprehension8.Post-activities 

 

Checking Comprehension(Teamwork – 3 min.)

With your team, decide how you will check comprehension for each question. (4 total)

For ex: Having students stand up to show agreement.

Remember: 10 classes , 45 students. Check quickly!

Checking Comprehension(Teamwork 3 min.)

C. Does this article give advice to help the environment or help artists?

A. What are three ways to help the environment?

D. What is the difference between reuse and recycle?

B. Why are scientists so concerned about the environment?

What are some of you ideas?

C. Does this article give advice to help the environment or help artists?

A. What are three ways to help the environment?

D. What is the difference between reuse and recycle?

B. Why are scientists so concerned about the environment?

Last Chance! Tell Me!

1.Vocabulary Pre-teaching2.General question(s)3.Check comprehension4.Specific question5.Check comprehension6.Abstract question(s)7.Check comprehension8.Post-activities 

 

Great Job!!!!

 

Symbolic Reflection(Write Individually-3 min.)

1) Please add the shape, design, word or image that best represents this workshop for you.

Thank You.