ACADEMIC CONVERSATIONS

Talking for Success

Welcome Content and ESL Teachers!

• We will be working as teams, with the goal of taking what you learn together back to your school and sharing with others.

• Cell phones: on vibrate and put away

• Parking lot: post questions and/or comments as they occur to you

Learning Targets

• I can name 3 reasons why I need to improve the quality of academic conversations in my classroom, in a group discussion.

• I can explain one of the 5 conversation skills using a graphic organizer.

• I can analyze student conversations for language complexity, focus on a prompt, and building on an idea.

Common Core

From the Common Core State Standards, Anchor Standards:

College and Career Readiness Anchor Standards for Speaking and Listening

1. 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. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

College and Career Readiness Anchor Standards for Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

ALL teachers arelanguage teachers!

CCSS 4th Grade – Speaking and Listening

• 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups,• and teacher- led) with diverse partners on grade 4 topics and texts, building on• others’ ideas and expressing their own clearly.• a. Come to discussions prepared, having read or studied required material;• explicitly draw on that preparation and other information known about the topic to• explore ideas under discussion.• b. Follow agreed-upon rules for discussions and carry out assigned roles.• c. Pose and respond to specific questions to clarify or follow up on• information, and make comments that contribute to the discussion and link to

the remarks of others.• d. Review the key ideas expressed and explain their own ideas and• understanding in light of the discussion.• 6. Differentiate between contexts that call for formal English (e.g., presenting• ideas) and situations where informal discourse is appropriate (e.g., small-group• discussion); use formal English when appropriate to task and situation. (See grade 4• Language standards 1 on page 28 for specific expectations.)

WIDA Speaking Rubric

Transcript: Good Example of Academic Language?

• Apply WIDA rubric

Stand and Converse (p. 28 Academic Conversations)

• Form groups of 5-6 people.

• Skim Chapter 1. In your group, choose one reason academic conversations are vital (5 minutes).

• Number off from 1 to 6.

Let’s compare…

• How does the previous activity (Stand and Converse) differ from typical table discussions?

Ch. 1: Reasons to Converse in School

• Advantages of conversing fall into several categories:– Language and literacy (LL)– Cognitive (COG)– Content learning (CON)– Social and cultural (SC)– Psychological (PSY)

– Pages 12-25

Mind Streaming

• Discuss with a partner, 1 minute turn each:

– Which of these reasons to converse in school struck you as new or most important?

– How does that information connect to YOUR classroom?

W

What is SIOP?

Sheltered Instruction Observation Protocol = a model that promotes English language acquisition through content instruction, by making that content accessible for students.

CONTENT LANGUAGE

Gives the student and teacher the best of both worlds!

Why the added focus on language?

• LEP students many times fall behind academically.

• English learners are not the only ones who struggle with language. We also have native-English speakers who are “language poor.”

• When students struggle with content, often it is because content skills are only the tip of the iceberg when it comes to academics. The language implied in the content may be the real obstacle.

Cause and effect

cause and effect

thereforeconsequently

in order toso

as a resultthus

thereby

How does SIOP tie to Academic Conversations?

• 8 Components:– Lesson Preparation– Building Background – Comprehensible Input – Strategies– Interaction– Practice and Application– Lesson Delivery– Review and Assessment

At your table, decide which feature(s) of each componentbest support(s) academic conversations, using the SIOP checklist.

Language Objectives:

An Essential Part of SIOP and Academic Conversations

Word Map

Practice for a specific Language skill

What is it?

Languagetarget/objective

One tree in the forest

Dribbling abasketball

Untangling a knot

the bigpicture

I can make a multi-flow map

of the causes of the American Revolution from

a text.

I can explain personal healthgoals using sentence starters(e.g., “I chose ____ because_________”)

Compare and contrast the structures of single-celled organisms using labeled graphic organizers.

I can make an oral generalization about a population based on a

random sampling using asentence frame.

What are some examples?

What is it like?

© 2006 Learning Concepts, Inc.

NOT

change with each learning target

Implementation – Language Targets/Objectives (LO)

• 2008 – 2009 WIDA Standards

• “formula” LO = how you want the student to use English (verb) + content + support the student needs

Example: I can write a paragraph to compare and contrast texts from two different genres using a graphic organizer.

Write your own language objectives!

• Work in groups of 3, with your school(s).• Each person choose one: verbs, content

topics, or supports.• List 3 verbs, 3 specific content topics, and

3 supports.• Mix and match the components to create

language objectives.• ESL teachers: language experts• Classroom teachers: content experts

Ch. 2 “Getting Started with Academic Conversations”

• Cooperative learning = a stepping stone to more INDEPENDENT conversation work

• How are they different?

Prompt for discussion:

• Discuss the analogy:• “Partner work is a pitching machine. Academic

conversation is a tennis match.”• Use your desk tents to help you.

Taking It to Your Classroom

• Choose an activity to do in your class. How will you present it?

• Students need to know:– Why – What– How

Taking It to Your ClassroomPages 29-31

• DISCUSS conversations with your students. What is expected of them?

• Model GOOD and BAD conversations.• Emphasize and teach the habit of staying

on topic, on target.

• Establish norms as a class over time, post in the room.

Five Core Skills of Academic Conversation

• Pages 34-41

• Key vocabulary –

• Jigsaw: groups of 5, use “Academic Conversations Placemat” for notes

Transcript: Good Example of Academic Language?

• Evaluate for turns building up one idea

• Evaluate for staying on topic, meeting objective

3 Important Principles

• Each skill is two-sided: How to prompt your partner, AND how to respond to his/her prompting

• Good listening = work to understand, keep track of ideas, interpret tone and body language

• Conversation must have a destination and make progress toward it, while applying core thinking skills.

Homework!

• Work in your school group to plan for implementing conversation in your class.

• Need a strong content objective and clear language objective.

• When you do the activity at school, record and make a transcript. Reflect on results. We will share in January!

Ticket Out

• Copy your response to #4 on a sticky note and post in the parking lot.

• Please make sure you have posted any additional questions or comments that you may have.