![]() In addition, teachers need to ensure that students have opportunities to engage in speaking and listening regularly, which may require changes to the instructional environment. Analyzing the differences by grade level, known as vertical alignment, is critical if teachers are going to develop teaching points aligned with the CCSS. For example, students in third grade are expected to “stay on topic,” which is not an expectation in second grade. We have bolded words and phrases that did not appear in the previous grade to highlight the instructional components of each grade. Figure 2 contains grade-level expectations for this standard. And finally, they need to be able to do all of this while they express their ideas clearly and persuasively.Īnchor Standard 1 in the Speaking and Listening domain of the Common Core State Standards (CCSS) represents increased expectations for students, especially students in the primary grades. Third, students are expected to build on each other’s ideas, maintaining the conversation and continually building on the ideas of others in the discussion. Second, students are expected to interact effectively with a wide range of people, not just their friends and others they choose to interact with. ![]() First, students should come prepared for the discussion and not simply be expected to work collaboratively with no preparation. There is a lot to focus on in this standard. 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. (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010, p. Although there is significant attention to the Common Core reading and writing standards, we believe that teachers should also attend to the increased demands of the Speaking and Listening domain, especially Anchor Standard 1, which states that students should If we want to ensure that students read increasingly complex informational texts, it seems logical that students should be talking during their content area learning (e.g., Nystrand & Gamoran, 1991). Is it possible that one way to ensure that students read at increasingly sophisticated levels is to focus on increasing students’ listening comprehension? In other words, if we pushed listening comprehension higher than identified in the previous research, would reading comprehension follow? If we did so, would it take longer to close the gap, or would the gap size remain, although at a higher level? In this time of great interest of increasing text complexity, the data represented in Figure 1 raised several question for us. Figure 1. Listening and Reading Comprehension by Age (Stricht & James,1984) This gap has implications for high-quality instruction across the learner’s elementary and middle school experience, and oral language development should not be considered solely the role and responsibility of early childhood educators. According to Stricht and James (1984), the gap extends well into middle school. What is less obvious from personal experience is the persistence of this gap. Yes, in fact, the child is listening, understanding, and comparing the text with his or her expectations. ![]() You are accused of skipping some of the story, and the punishment is that now you must start over. That 3-, 4-, or 5-year-old’s eyes pop open. The proof comes from nights when you’re tired and you skip a page while reading a bedtime story. In addition to the research, anyone who has ever read a bedtime story to a preschooler knows that listening comprehension is more sophisticated than reading comprehension. Simply stated, children can listen to and talk about much more complex ideas than they can read (and probably write) about. What is obvious from this figure is the fact that access to complex ideas, for many years of the learner’s life, requires oral rather than written input. Based on their review of research, Stricht and James (1984) analyzed the gap between listening and reading comprehension by age of learner (see Figure 1). Decades of research, not to mention personal experiences, confirm that listening comprehension outpaces reading comprehension from early childhood through at least middle school. ![]()
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