16-5-21 nw la slideshow - p · 5/20/16 2 conversing!to!comprehend!&!develop!language!...

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Jeff Zwiers

May 21, 2016

aldnetwork.org/page/May21

Developing Academic Language: For:fying Reading, Speaking, & Conversa:ons

Objectives (Build & Assess)

Increase Quan:ty

Increase Quality

# of students # of minutes

Strength Clarity

# of students # of back-‐n-‐forth conversaEons

Co-‐ConstrucEon, CollaboraEve Arguing Constrctv Convo Skills

CONVERSING SPEAKING/LISTENING

Understanding Language/SCALE Jeff Zwiers ALDNetwork.org/page/May21

READING

# of students # of pages of “ZPD” text

Comprehension

Overhauling the Teaching of Diverse Students

LESS MORE Individual accumulaEng of

right answers, “paying” for points,

& playing school

Collabora:ng, understanding, building, using, & communica:ng whole ideas


Academic Language Development Prac:ces

Cross-‐cuS

ng

Founda

:onal

High Im

pact

Guiding learning w/ Forma:ve Assessment & Scaffolding

Designing Language & Literacy Ac:vi:es & Lessons

Modeling language &

skills

Clarifying language &

skills

Using Complex Texts For:fying Oral Output Fostering Conversa:ons


Using Complex Texts Activity:

COMPREHENSION TARGET

The Elasticity of Comprehension

ALDNetwork.org

“It is a mistake to believe that there is some kind of precise “mathemaEc” or “formulaic” rendering that is possible. Meaning making is never precise; it is not a form of exact mapping of sounds or meanings onto text. Meaning making involves approximaEon or a form of allowable band of interpretaEons or elasEcity to the meaning making between author or web-‐creator or film maker and reader and the world.”

-‐-‐Tierney, 2009

Understanding Language Integra)ng ELD & Content MOOC

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CONVERSING TO COMPREHEND & DEVELOP LANGUAGE What is and influences comprehension?

Use

comprehension strategies

Use thinking skills

Use the language of the text

Use background knowledge


IdenEfy & remember key info, Infer, Predict, QuesEon, Summarize

Interpret relaEonships

& themes, Apply,

Compare, Cause/effect PerspecEve

Construct new or clearer meaning that matches the

author’s and/or comprehender’s purpose(s)

Life This text

Other “texts” Other lessons

Words Sentences OrganizaEon Other cues

(Includes comprehension of wri>en, spoken, visual, mul)media messages

CONVERSING TO COMPREHEND Collabora:ve Comprehension


Why did the author use the term grossly?

Does this remind you of something we already read?

Why do you think they adapted to have babies in pouches?

How can we apply what we learned in

this arEcle?

Ask each other •  Why are we reading this? •  Why did the author write this?

•  What do we need to learn from

this?

CONVERSING TO COMPREHEND: How can conversa:ons foster this?

Construct new or clearer meaning that matches the author’s

and/or comprehender’s purpose(s)


Ask each other

•  Why did the author use this word, sentence, or paragraph?

•  How is this text/message organized? Why?

•  What words or other clues show us which thinking skills to use for this text?



Use the language of the

text

Ask each other: •  For connecEons to previous texts,

problems, and life •  what you both are visualizing when reading

a porEon of text •  (when your partner makes an inference or

predicEon )“Why?” or “How does the text and your experience make you predict/infer that?”

CONVERSING TO COMPREHEND How can conversa:ons foster this: Use

background knowledge


Ask each other to: •  summarize what was heard or read so far

•  make inferences

•  generate predic:ons

•  pose & answer ques:ons



Use comprehension

strategies

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Ask each other to: •  interpret themes, arguments,

and data •  evaluate evidence •  infer rela:onships •  compare •  take other perspec:ves •  apply ideas to novel contexts



Use thinking skills

The Tragedy of Dying Languages

I've listened to last speakers of many language—dignified elders -‐ who hold in their minds a significant porEon of humanity's intellectual wealth. What can we learn from these languages before they go exEnct? And why should we lid a finger to help rescue them? As the last speakers converse, they spin individual strands in a vast web of knowledge, a noosphere of possibiliEes. They tell how their ancestors calculated accurately the passing of seasons without clocks or calendars and how humans adapted to hosEle environments, from the ArcEc to Amazonia. We imagine eureka moments taking place in modern laboratories or classical civilizaEons. But key insights of biology, pharmacology, geneEcs, and navigaEon arose and persisted solely by word of mouth, in small, unwrifen tongues. And this web of knowledge contains feats of human ingenuity-‐-‐epics, myths, rituals-‐-‐that celebrate and interpret our existence. Language revitalisaEon will prove to be one of the most consequenEal social trends of coming decades. This push-‐back against globalizaEon will profoundly influence human intellectual life, deciding the fate of ancient knowledge, wisdom, and culture. -‐-‐K. David Harrison

Boa Sr was the last speaker of the 70, 000-‐year-‐old Bo language

Using Complex Text: Comprehension Target

Main idea, purpose, etc.

Paragraph on gender gaps

Data table on birth rates

Address poverty issues

The image of the child

The quote by the org leader

Understanding Language/SCALE Jeff Zwiers

Comprehension Target: Evaluating Thoughts

Ar)cle:

Summaries

QuesEons & ClarificaEons

ConnecEons & VisualizaEons

PredicEons & Inferences

Main idea, Plot, Theme, Purpose

Freda is mad at Kira.

Why did Kira spy on her?

My cousin has an amulet.

I think Kira will find the amulet.


Comprehension Target: Evaluating Thoughts

Ar)cle:

Summaries

QuesEons & ClarificaEons

ConnecEons & VisualizaEons

PredicEons & Inferences

Main idea, Plot, Theme, Purpose


Chaos Theory Chaos theory, a modern development in mathemaEcs and science, provides a framework for understanding irregular or erraEc fluctuaEons in nature. A chaoEc system is defined as one that shows "sensiEvity to iniEal condiEons." That is, any uncertainty in the iniEal state of the given system, no mafer how small, will lead to rapidly growing errors in any effort to predict the future behavior. For example, the moEon of a dust parEcle floaEng on the surface of a pair of oscillaEng whirlpools can display chaoEc behavior. The parEcle will move in well-‐defined circles around the centers of the whirlpools, alternaEng between the two in an irregular manner. An observer who wants to predict the moEon of this parEcle will have to measure its iniEal locaEon. If the measurement is not infinitely precise, however, the observer will instead obtain the locaEon of an imaginary parEcle very close by. The "sensiEvity to iniEal condiEons" menEoned above will cause the nearby imaginary parEcle to follow a path that diverges from the path of the real parEcle. This makes any long-‐term predicEon of the trajectory of the real parEcle impossible. In other words, the system is chaoEc. Its behavior can be predicted only if the iniEal condiEons are known to an infinite degree of accuracy, which is impossible.

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ELA Text

"[...] If you don't want a house built, hide the nails and wood. If you don't want a man unhappy poliEcally, don't give him two sides to a quesEon to worry him; give him one. Befer yet, give him none. Let him forget there is such a thing as war. If the government is inefficient, topheavy, and tax-‐mad, befer it be all those than that people worry over it. Peace, Montag. Give the people contests they win by remembering the words to more popular songs or the names of state capitals or how much corn Iowa grew last year. Cram them full of noncombusEble data, chock them so damned full of 'facts' they feel stuffed, but absolutely 'brilliant' with informaEon. Then they'll think they're thinking, they'll get a sense of moEon without moving. And they'll be happy, because facts of that sort don't change. Don't give them any slippery stuff like philosophy or sociology to Ee things up with. That way lies melancholy. Any man who can take a TV wall apart and put it back together again, and most men can, nowadays, is happier than any man who tries to slide-‐rule, measure, and equate the universe, which just won't be measured or equated without making man feel besEal and lonely.

Using Complex Text: “Why is this here?” Notes

I walked half a block, then crossed the street and reached the vacant lot. I took out my spoon and began to dig. The snow had melted, but the ground was hard. Ader much work, I finished one hole, then a second, then a third. I thought about how my mother and sisters remembered my father, how they knew his face from every angle and held in their fingers the feel of his hands. I had no such memories to cry over. I'd been born eight months ader he'd died. Worse, he had no memories of me. When his spirit hovered over our altar, did it even know who I was? I dug six holes. All his life in Vietnam my father had been a farmer. Here our apartment had no yard. But in that vacant lot he would see me. He would watch my beans break ground and spread, and would noEce with pleasure their pods growing plump. He would see my paEence and my hard work. I would show him that I could raise plants, as he had. I would show him that I was his daughter. (From Ch. 1 of Seedfolks)

To describe her action & grab our interest

To describe her sadness and envy of family’s memories & her belief in father’s spirit

To explain that she was growing plants to show her father’s spirit that she thought of him.


Developing Speaking & Listening with

TRANSITION IMPROV Activities

OUTPUT: Transi:on Improv Ac:vity (Pro-‐Con)

Topics: Camping, Shopping, TV, Uniforms, Computers, Superheroes, Cars, Conferences, TesEng, Internet, Cell phones, Video games, Social Media

Transi)ons: However, On the other hand, Then again, but

PC Frames: One advantage is … For example, … Another posi:ve of … is… because… A nega:ve aspect of ___ is … In spite of the posi:ves of _____,

A & B, Lean? Understanding Language/SCALE Jeff Zwiers

Transi:on Improv (For-‐Against)

Topics: Fracking, adding lime to soil to lower pH, geneEc engineering, nuclear energy, stem cell research, human-‐caused climate change, wolf reintroducEon, de-‐exEncEon, zoos, preserving wetlands, corn as fuel, extraterrestrial life, desalinaEon, …


PC Frames: One reason for … is … For example, … Evidence that supports … is… because… A reason against … is … For example, … Evidence that does not support … is … because …

A & B, Lean?

OUTPUT: Transi:on Improv (Similar-‐Different)

Topic: Plant cells & animal cells


SD Frames: Unlike animal cells, plant cells have ____, which … Plant & animal cells both have ____, which serve to… … are similar to ____ in that they both _____ Animal cells differ from plant cells in that _____

Animal cells Plant Cells

One turn with; next turn without

Lysosomes (digest food and break down waste)

Centrioles (pull chromosomes from nucleus during mitosis) No cell wall

Cell wall (gives plant its shape)

Large vacuole (store nutrients and waste)

Chloroplasts (produce carbohydrates using photosynthesis)

Ribosomes (make protein)

Mitochondria (turns nutrients

into energy)

Cytoplasm


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Transi:on Improv Ac:vity: Posi:vo-‐Nega:vo

Tema: Viajar a otros países

Transiciones: Por el otro lado, Sin embargo, No obstante,

Una ventaja es que … Por ejemplo, … Otro aspecto posi:vo es … porque… Una desventaja es que… En los viajes, …

ALDNetwork.org Understanding Language

A & B, Lean?

Por el otro lado, Sin embargo, No obstante,

pero

Posi:vos Puedo… -‐  comer comidas nuevas.

Por ejemplo, en Chile comí.. -‐  aprender la historia del país -‐  descansar, leer, nadar, …

Nega:vos Tengo que… -‐  gastar mucho dinero. Por

ejemplo, … -‐  Viajar muchas horas en avión -‐  Buscar baños limpios

Transi:on Improv Features

D

•  Face-‐to-‐face communicaEon •  Real Eme thinking to speaking •  Structure so both need to listen and speak •  Use evidence & examples •  See mulEple perspecEves •  Academic idenEty

Jeff Zwiers Understanding Language/SCALE Jeff Zwiers

The social brain is in its natural habitat when we're talking with someone face-to-face in real time. -‐-‐Daniel Goleman

The Brain’s Natural Habitat

Share with a partner:

1.  Why? 2.  Are there ramifications

for classroom learning?

Understanding Language/SCALE Jeff Zwiers ALDNetwork.org Understanding Language

Clear and Strong Oral Output (Teacher, Peer, Self)

q  I included informaEon needed and

expected by listeners (not too much and not too li>le), in order to be as clear as possible

q  I started with a clear main idea

q  I clarified and/or supported the main idea (w/ evidence, details)

q  I used two or more connected sentences

q  I pushed myself to use academic words & long sentences

q  I used nonverbal cues and stressed important words & ideas

Understanding Language Jeff Zwiers Understanding Language/SCALE Jeff Zwiers

Developing Speaking & Listening

with

“STRONGER Y CLEARER EACH TIME” Activities: I. Opinion Continuum II. Stronger-‐Clearer Grid

1.  Prompt for an original response 2.  Successive partners: borrow and use the

language, ideas, and evidence each Eme. 3.  Responses become stronger (oden longer) with

befer supporEng evidence and examples. 4.  Responses become clearer with more precise

terms and linked, organized, complete sentences.

5.  Scaffolds are reduced during the acEvity.

Designing “Stronger & Clearer Each Time” Ac:vi:es

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I say no. It’s like jail for them. And I don’t like all people looking at me.

I think zoos are fun. I like seeing animals. I say yes.

1st Partner Silvia

Take one or two-‐word notes and switch

partners!

YES | | | | NO

Should we have zoos or not? Me

“Stronger & Clearer Each Time” (Opinion Con:nuum)

2nd Partner

I say no. It’s like jail for them. And I don’t like all people looking at me. I think zoos are OK if the animals can’t live wild. You know, I went to a zoo that helped hurt ones. Like a eagle. But other zoos are bad.


Silvia

Take notes & switch

partners!

“Stronger & Clearer Each Time” (Opinion Con:nuum)

YES | | | | NO


I was on yes but moved a lifle. I don’t wanna be in cages like animals. It’s like jail. But I sEll think it’s fun to go and see them.

I say no. It’s like jail for them. And I don’t like all people looking at me.


I was on yes but moved a lifle. I don’t wanna be in cages like animals. It’s like jail. But I sEll think it’s fun to go and see them.

I think zoos are OK if the animals can’t live wild. You know, I went to a zoo that helped hurt ones. Like a eagle. But other zoos are bad.

3rd Partner Silvia

YES | | | | NO


I don’t know. Animals don’t like in jail and people watching. But some get hurt and need people. Those zoos are good. Like they save eagles, maybe a broken wing. And we can learn from zoos, so yes.

“Stronger & Clearer Each Time” (Opinion Con:nuum) I. Stronger and Clearer Each Time Ac:vity: Opinion Con:nuum

You can use frames such as

-‐ In my opinion, using social media is ___ because _____. -‐ In spite of the reason/advantages/disadvantages of … -‐ Given the points that I have heard so far, such as … -‐ Aher talking with (name), I now lean more to the side of ____ because … (Teacher can have listeners ask clarifying and supporEng quesEons)

GREED Character MoEvaEon LOVE Notes:

Me X

Theo X

YES WWI JusEfied? NO Notes:

Me X

Carla X

YES Using DNA to revive exEnct species NO Notes:

Me X

Luka X

POSITIVE The impact of social media on people NEGATIVE Notes:

Me X

Luka X

Name

Explain how and why, when dividing two frac:ons, you mul:ply by the reciprocal of one of them.

Me (just two or three key words, if any)

1.

2.

3.

Me

II. “Stronger & Clearer Each Time” Grid

What was the strongest theme or life lesson in this story? Why?

How does the circulatory system work?

How did the Civil War change the na:on?

It takes Lisa, by herself, 6 hours to plant trees on an acre of land. It takes Liz 12 hours, by herself. How long would it take if they work together? Explain & jus:fy your solu:on idea.

(Teacher can have listeners ask clarifying and supporEng quesEons)


Name What happens when cultures meet and why?

Me Bad, wars

1.

2.

3.

Me

“Stronger & Clearer Each Time” Grid I think it’s both good and bad. Like you learn from each other, but also you can fight.

I think bad things happen when cultures meet, like wars.

1st Partner Lisa

Switch partners!

Don’t forget to use

examples.

What happens when cultures meet and why?

Mario both, learn

(PRE) Bad things happen when they meet. Wars start.

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Name What happens when cultures meet and why?

Me Bad, wars

1.

2.

3.

Me

Mario both, learn Juan religion, Aztecs, Spain

Cultures meet and bad things happen like war. But good things, too, like you can learn other language.

I think it’s both good and bad. Like you learn from each other, but also you can fight.

When cultures meet each other, it helps us to learn how others live, like their religion. But wars can happen, like the Aztecs and Spain.


Switch partners!

Don’t forget to use

examples.

“Stronger & Clearer Each Time” Grid

Lisa


2nd Partner

When cultures meet each other, it helps us to learn how others live, like their religion. But wars can happen, like the Aztecs and Spain.

I think it’s both good and bad. Like you learn from each other, but also you can fight.


Cultures meet and bad things happen like war. But good things, too, like you can learn other language.

3rd Partner

“Stronger & Clearer Each Time” Grid

When cultures meet, is bad and good. Bad cuz they fight wars, like they’re different. Spain thought they were befer than the Aztecs. And good cuz you can learn languages, like Spanish, and new religion.

Lisa


They learn things from each other like new foods. But some cultures think they’re best and should control it. They start wars over it.

(PRE) Bad things happen when they meet. ��Wars start. ------------------------ (POST) When cultures meet, is both bad and good. Bad cuz they fight, like the Aztecs and Spain. Spain thought they were better so they took over. Good cuz of new food and languages and religion.

Looking at Student Work (Before & Aher Grid Partners)

PRE

POST

Understanding Language/SCALE


Looking at Student Work (Before & Aher Grid Partners)

ALDNetwork.org Understanding Language

Stronger & Clearer Activity Context •  4th grade Science class

•  Early Advanced speakers.

•  Have read and discussed energy conversion

•  Focus on stronger and clearer messages using examples. This Clip

•  Prompt is: What is energy conversion? •  Daniel talks to three different partners •  Look for if and how his response becomes stronger (idea-‐wise) and clearer (language-‐wise)

•  Reflect on ways to improve his response and/or the ac)vity.


Practically Speaking: Interaction Mini-‐Circles

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Name

What was this story trying to teach us about how to be beler people?

Me (just two or three key words, if any)

1.

2.

3.

Me

“Stronger & Clearer Each Turn” Grid (Second Pair-‐share)

What was the strongest theme or life lesson in this story? Why? How does the circulatory system work?

Who is one of your heroes? Why?

It takes 10 hours to plant trees on an acre of land; it takes Liz 15 hours. How long would it take if they work together? Explain & jus:fy your solu:on idea

One of the most important reasons for developing oral… Because many students’ have not been immersed in…, If students don’t…., then they are more likely to… (Teacher can have listeners ask clarifying and supporEng quesEons)

Should we develop speaking & conversa:on skills in all grade levels and disciplines? Why or why not? How?


ConversaEon is a meeEng of minds with different memories and habits. When minds meet, they don't just exchange facts: they transform them, reshape them, draw different implicaEons from them, engage in new trains of thought. ConversaEon doesn't just reshuffle the cards-‐-‐ it creates new ones. -‐-‐Theodore Zeldin

Construc:ve Conversa:ons


Conversations Develop LANGUAGE w/ Loads of…

INPUT OUTPUT MINI-‐CHALLENGES Understanding Language/SCALE Jeff Zwiers

Conversation Develops CONTENT w/ Loads of…

CLARIFYING SUPPORTING THINKING


Each Eme a topic is introduced, every student thinks,

CULTURE of Conversa:ons: Disposi:ons

Today we’ll begin our unit on the American

RevoluEon. “I can’t wait to share my ideas and hear those of others!” “I’ll learn and

remember this befer by talking about it!”

“I like it when partners push me to think, build, and clarify!”

“I’m open to changing my mind and learning new ideas from others ”

Jeff Zwiers aldnetwork.org/page/March15 Understanding Language/SCALE Jeff Zwiers

Laura: I think air has weight. Remember the balloon?

Eli: I disagree. Laura: Why? Eli: Cuz I can’t feel it. Can you?

What makes conversations effective?

Alex: What caused the fall? Carlos: The book said disease and war. Alex: It also said crops and poliEcs. Carlos: What about crops? Alex: They dried up or something like that.


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Fostering Conversations & Skills with

Constructive Conversation Skills, Icons, & Motions

Construc:ve Conversa:on Skills for “Build Up 1” Mode Goal: Students collaboratively (but w/o teacher) build an idea

(e.g., claim, answer, solution, interpretation), using the following skills:

Pose Idea

Listening-‐Speaking

Clarify Idea


Support Idea Listening-‐Speaking

Build Idea

MATH: JusEfy with reasoning based on math

principles

•  Ask ?’s •  Define •  Elaborate •  Paraphrase •  NegoEate •  Analogy


A: I think she not share it (bread) B: Why? A: Cuz the other animals not work; just lazy. B: Yeah. I don’t think to share, too. A: Why? B: Like my dad. He work for money. Not work,

no money. A: Yeah, no es justo. B: Not fair. But teacher said is good to share. A: I share when they help. Like if I paint the school. I don’t want

others to get my money. B: No. Maybe if …no pueden…work, like they’re sick, maybe.

But the animals are lazy. A: Is good to share, but not all the Eme, not with lazies.

Assess a Conversa:on – Build 1 Sample (1st ELA) Conversa:on Theory (Argue Mode)

Conversa:on Skills for “Build >1 & Choose (Argue)” Mode

Goal: Students collaboratively (but w/o teacher) build claims & ideas and then choose one of them, using the following skills:

Hand mo)ons

Evaluate & Compare (Argue)


Pose 2nd Idea


Support Idea Listening-‐Speaking

Clarify Idea


Build Ideas

& Choose Best

Jeff Zwiers aldnetwork.org/page/March15 Understanding Language/SCALE Jeff Zwiers ALDNetwork.org Understanding Language

Assessing Conversa:on Skills: Conversa:on Analysis Tool

Turns build on previous turns to build up a relevant idea(s) _______ Students create or choose a relevant iniEal idea(s) that is focused on learning

objecEve(s)

_______ Students clarify idea(s) (by paraphrasing, defining, elaboraEng) _______ Students support ideas (using evidence, examples, explanaEons) If there are two or more compe:ng ideas (i.e., an argument), _______ Students evaluate the strength/weight of the evidence of each idea _______ Students compare the strengths/weights and choose the “strongest/heaviest” idea

_______ Students explain (and/or negoEate) final decisions

Understanding Language/SCALE Jeff Zwiers aldnetwork.org/page/March15 Understanding Language/SCALE Jeff Zwiers

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Fostering Conversations & Their Skills with

Argument Balance Scale

ACTIVITY FOR SUPPORTING IDEAS: ARGUMENT SCALE

Claim/Position Claim/Position Magnets attract all metals Yes No All petroleum is biogenic Video games banned or not

Should U.S. have entered the war? Main theme of the story? Courage Perseverence Are humans good or evil? Good Evil

Scaffold for Collabora:ve Argument Conversa:ons: Argument Balance Scale

Claim vs. Opposite or Different Claim

Which claim’s reasons, evidence, and explanaEons weigh the most?



Claim/Position Claim/Position

“ConstrucEve ConversaEons” AcEvity for All 4 Skills: Argument Balance Scale

Should pizza be a reward for reading?

Yes No

Reason/Evidnc/Exp Gets kids to read

Reason/Evidnc/Exp Prevents dropouts,

crime, jail costs

Reason/Evidnc/Exp Kids need to eat

Prevent dropouts & jail costs Gets them to read Kids need to eat Stay ader school Pizza tastes good



“ConstrucEve ConversaEons” AcEvity for All 4 Skills: Argument Balance Scale

Should piz

za be a

reward for re

ading?

Claim/Position

Claim/Position

Yes

No

Reason/Evidnc/Exp

Gets kids t

o read

Reason/Evidnc/Exp

Prevents dropouts,

crime, jail costs

Reason/Evidnc/Exp

Kids need to eat Reason/Evidnc/Exp

Not good motivation Reason/Evidnc/Exp

Not healthy food Reason/Evidnc/Exp

Expensive Not healthy food Expensive to run Need to exercise Not good moEvaEon for reading Some kids don’t like pizza



“ConstrucEve ConversaEons” AcEvity for All 4 Skills: Argument Scale

Should pizza be a reward for reading?

Claim/Position Claim/Position Yes No

Reason/Evidnc/Exp Not good motivation

Reason/Evidnc/Exp Not healthy food

Reason/Evidnc/Exp Expensive

Compare the evidence on both sides (use criteria)

Reason/Evidnc/Exp Gets kids to read

Reason/Evidnc/Exp Prevents dropouts,

crime, jail costs

Reason/Evidnc/Exp Kids need to eat



2D-Scale

“ConstrucEve ConversaEons” AcEvity for All 4 Skills: Argument Scale

Understanding Language

Should pizza be a

reward for reading?


Yes No

Choose a side and argue why it “weighs more”

Reason/Evidnc/Exp

Gets kids to read

Reason/Evidnc/Exp

Prevents dropouts,

crime, jail costs

Reason/Evidnc/Exp

Kids need to eat

Reason/Evidnc/Exp

Not good motivation

Reason/Evidnc/Exp Not healthy food

Reason/Evidnc/Exp Expensive


3-‐D Version

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Jeff Zwiers Understanding Language

Your Turn with the Argument Balance Scale

Reason/Evidnc/Exp

Reason/Evidnc/Exp

Reason/Evidnc/Exp

Reason/Evidnc/Exp

Reason/Evidnc/Exp

Reason/Evidnc/Exp

Issue


•  Should cell phones be used in school?

•  Should Lincoln have allowed the South to secede?

•  Are humans more good or evil?

•  Should schools be segregated by gender?

•  What is the main theme of the movie, _

•  Is nuclear energy befer for the world than coal power?

•  Electoral College Syst. •  Teaching conversaEon skills

Activity:

Math Paired Conversation Protocol

Math Paired Conversation Protocol Suppose it takes the Almond River 6 months to fill a reservoir, by itself, and it takes Belfair River 12 months to fill it, on its own. If both are flowing into the reservoir, how long will it take to fill it? A: What do we gofa find?

B: How long they take to fill the reserve. A: I say less than 6. B: Why? A: The Almond takes 6 months itself.

So with extra water from this other one, less Eme, right? B: Maybe. So, I think we draw it for one way to solve. A: So like two rivers into a tank? B: Yeah, and it fills up. Ader 3 months it’s half full from

Almond, right? But Belfair only fills up like, what? A: 3 out of 12 is, a… quarter of it full. B: So, a quarter’s not full. So let’s just guess it. Like I say/ A: /We can’t do that. I think there’s a right answer. B: OK, let’s try the other way, like a graph or a table.

Sample Based on the Paired Protocol

Conversa:on Prompts

Decide which theme in the story is most relevant for 7th graders today.

Rank the most significant effects of the Industrial RevoluEon

Come to an agreement on how you would measure the speed of sound.

Discuss how to solve this problem more than one way and argue for one to use in similar problems.

q  There is a purpose for conversing that connects to lesson objec:ves (info gap)

q  Require thinking and doing something with ideas: create, clarify, argue (=>consensus), decide, rank, solve, evaluate, combine, compare, choose, forEfy, build, & transform


CONTACT INFORMATION

Email: [email protected] Website: ALDNetwork.org Handouts: hlp://aldnetwork.org/page/May21 MOOCs: www.NovoEd.com

References Mercer, N. (2000). The Guided Construc)on of Knowledge: Talk

amongst teachers and learners. Clevedon, UK: MulElingual Mafers.

Zwiers, O’Hara, & Pritchard (2014) Common Core Standards in diverse classrooms: Essen)al prac)ces for developing academic language & disciplinary literacy. Stenhouse.

16-5-21 nw la slideshow - p · 5/20/16 2 conversing!to!comprehend!&!develop!language!...

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