academic conversations talking for success. let’s look at… why should students have academic...

ACADEMIC CONVERSATIONS

Talking for Success

Let’s look at…

• WHY should students have academic conversations?

• WHAT are the 5 Core Skills of academic conversation?

• HOW are academic conversations different from typical cooperative learning?

• Good vs. bad conversations

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.)

Stand and Converse (from Academic Conversations by Zwiers and Crawford)

• Form groups of 5-6 people.

• In your group, read about one reason academic conversations are vital (5 minutes).

• Number off from 1 to 6.

• Use prompt cards to discuss the assigned topic.

Five Core Skills of Academic Conversation

• Label the skills on your “Academic Conversations Placemat”

Elaborate and Clarify

Support Ideas with Examples

Build on/Challenge a Partner’s Idea

Paraphrase

Synthesize Conversation Points

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.

Transcript: Good Example of Academic Language?

• Evaluate for turns building up one idea

• Evaluate for staying on topic, meeting objective

Conversation Analysis Tool (CAT)

• Dimension 1: Turns build on previous turns to build up an idea

• 4 Half or more of the turns build on previous turns to effectively build up a clear and complete idea.

• 3 Half or more of the turns build on previous turns to adequately build up an idea, which may be incomplete or lack clarity.

• 2 Few turns build on previous turns to build up an idea.

• 1 Turns are not used to build up an idea.

Conversation Analysis Tool (CAT)

• DIMENSION 2: Turns focus on the knowledge or skills of the lesson’s objectives

• 4 Half or more of the turns effectively focus on the lesson’s objectives and show depth or fostering of the intended learning.

• 3 Half or more of the turns sufficiently focus on the lesson’s objectives, but this focus may be superficial or lack clarity.

• 2 Few turns focus on the lesson’s objectives.

• 1 Turns do not focus on the lesson’s objectives.

How would you rate this conversation? What is the main problem?

• Prompt: Discuss with your partner an important thing that happened during the Westward Expansion. (5th grade ESL students, WIDA level 3)

• Student A: immigrants moved to new land• Students B:  Indians lived there• Student A: they traveled a long time• Student B: many people killed• Student A: the U.S. was bigger • Student B: yeah....

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.

Connect the Words

• Helps students see and verbalize relationships among important vocabulary words

• Visual way to make concept connections

• Helps students commit words to memory

Constructive

conversation

a solid prompt oral practice

listening skills

(background)

knowledge

Promptsdetermine the quality of

oral practice

Constructiveconversations

requirelistening and oral

practice.

Listening helps students addto their knowledge

base.

A solidprompt directly draws

on studentknowledge.

Connect the Words

In grade level groups (no more than 4), choose a concept from science, math or social studies. Write it on an oval card.

Brainstorm 4 key vocabulary words for the topic. Write them on the rectangular cards.

Discuss the relationship between 4 pairs of words and write a sentence explaining the connection on the diamonds.

Reflect: How will this help your students process important vocabulary?

ExC-ELL Exit Pass--Address one of the following

reflections:

• Points to remember:

• What squared with my current instructional practice:

• Questions still circling in my head:

• A new direction I want or need to take:

Best wishes for the rest of the school year!