Reasons to Read and Listen

1. Reasons to Read and Listen Coordinator Retreat 2012

2. For a typical listening and reading activity: • When do you check their comprehension? • How do you check their comprehension? How do you know if they answered correctly?  Warm-up(Individually - 2 min.)

3. Activate Prior Knowledge • ______________ • Check comprehension • Ask a specific question • ______________ • Ask an abstract question(s) • ______________ • Post-activities Predicting the Pattern(Pairwork - 2 min.)

4. Modeling the PatternShow me you’re ready to listen!

5. Is the singer rich or poor? . CCQ Reason #1 for Listening

6. Show 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 #2 for Listening

7. What would he buy? Put a check mark next to what he would buy. CCQ Reason #3 for Listening

8. If yes = If no = Checking Reason 3

9. Whywould 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 A More Difficult Question(Pairwork - 1 min.)

10. Whywould he buy all these things? • Share your answer with this language: • He'd buy these things because he wants …. Going Deeper - Share

11. 1) How many times did I play the song? • 2) What was the purpose? • 3) How did Iknow if you achieved the purpose? • 4) What kinds of support did I give when checking your comprehension? Identifying the Pattern(Pairwork - 2 min.)

12. 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 1(Pairwork – 30 sec..)

13. 3) How did Iknow 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) Check Your Answers:  Part 2(Pairwork – 1 min.)

14. How I Modeled the Pattern • Listen for two simple choices (rich or poor) • Trainer checked - Show me the money! • Listen for Specific chunks of language • Trainer checked - Show me spirit fingers! • Listen for Specific words • Trainer checked -Show me check marks! • Asked Why would he buy & He’d buy … • Discuss with partner • Trainer checked - Do you agree…

15. Activate Prior Knowledge • ______________ • Check comprehension • Ask a specific question • ______________ • Ask an abstract question(s) • ______________ • Post-activities Confirm the Pattern(Pairwork - 2 min.)

16. Activate prior knowledge • Ask general question • Check comprehension • Ask specific question • Check comprehension • Ask abstract question(s) • Check comprehension • Post-activities  Confirm the Pattern(Pairwork - 1 min.)

17. Moving From Listening to Reading Applying the Pattern

18. Skim this reading from a 7th • grade English textbook. • 2) When you finish, examine • question #6.  • Is it general or specific? • How might you check your students’ comprehension? • 3) CCQ • --- • Captains, come get handouts for your team. Skimming the Reading(Individually-1 min.)

19. Instructions for Ordering Questions(Pairwork – 2 min.) • Examine the questions. • Put the questions in order from: • general • specific • easy • difficult

20. General to Specific(Pairwork – 2 min.) • What are three ways to help the environment? • Why (or how) will reducing, reusing, and recycling help the environment? • Does this article give advice for helping the environment or helping artists? • What is the difference between reuse and recycle?

21. Comparing Answers(Teamwork – 2 min.) • What are three ways to help the environment? • Why (or how) will reducing, reusing, and recycling help the environment? • Does this article give advice for helping the environment or helping artists? • What is the difference between reuse and recycle?

22. 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?

23. Vocabulary Pre-teaching • General question(s) • Check comprehension • Specific question • Check comprehension • Abstract question(s) • Check comprehension • Post-activities Remember the Pattern

24. 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!

25. 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?

26. 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?

27. Vocabulary Pre-teaching • General question(s) • Check comprehension • Specific question • Check comprehension • Abstract question(s) • Check comprehension • Post-activities  Last Chance! Tell Me!

28. Great Job!!!!

29. Symbolic Reflection(Write Individually-3 min.) • Please add the shape, design, word or image that best represents this workshop for you.

30. Thank You.