AMY VASQUEZ CHRISTINA CARLSON MEGAN ANDERSON REILLY Academic Conversations

Overall Objectives Determine the purpose for academic conversations (WHY) Identify characteristics of Academic Conversations (WHAT) Implement strategies for supporting academic conversations (HOW)

Today’s objectives 1. Rehearse strategies that can be used in the classroom by speaking and listening to my colleagues 2. Correlate Academic Conversations with English Language Proficiency Standards by reading the ELPS and speaking with my partner. 3. Identify behaviors of effective academic conversation by conversing with colleagues. 4. Write a lesson plan that includes language objectives and Academic Conversations in the next week

NORMS (page 30) We listen to each other We respect one another’s ideas even if they are different We let others finish explaining their ideas without interrupting Rehearse strategies that can be used in the classroom

Stand Up! Please stand up when you hear a characteristic that applies to YOU (and your classroom). Thanks, it’ll get your blood flowing….

Quotation Café (page 122) To discuss the need for oral academic language Participants (students) will predict, synthesize and interpret while using academic terms This strategy is best used at the beginning of a unit or before reading a substantial text

Quotation Café (page 122) Instructions:  Read your quotation to yourself and think about it.  Form groups of 6-7 (one person with each colored quote).  Read or summarize your quote to your group.  Discuss its significance.  As a team, select one quote or one observation to share with the whole group.

Quotation Café (page 122) Reflection: How might you use this strategy in your teaching context?

Yakima School District 16,782 students  5,376 ELL (32%)  1,744 ELL in the Secondary  1,122 Level 3 (64%)* YSD= Sheltered Instruction District  Every class is supporting academic content and English language development *Based on WELPA scores

Importance of Oral Language “ The National Literacy Panel concluded that high-quality reading instruction alone will be ‘insufficient to support equal academic success’ for ELLs, and that ‘simultaneous efforts to increase the scope and sophistication of these students’ oral language proficiency’ is also required.” – Claude Goldenberg, 2008

Only 4% of English Learners’ school day is spent engaging in student talk. Only 2% of English Learners’ day is spent discussing focal lesson content, rarely speaking in complete sentences or applying relevant academic language. Arreaga-Mayer & Perdomo-Rivera (1996) Evidence of the Dire Need for Explicit Vocabulary Instruction & Structured Verbal Engagement in Linguistically Diverse Classrooms 10/2

ELL Shadowing Data Academic Speaking Number of times Percentage of total time 1.Student to another student 13/3403.8% 1.Student to small group 6/3401.8%

Focus for YSD Sheltered Instruction Language Objectives and English Language Proficiency Standards Structured Interactions Language Assessment

Language Modalities Receptive Productive Interactive Academic Conversations

English Language Proficiency Standards English Language Proficiency Standard 2 An ELL can participate in grade appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. Identify which English Language Proficiency Standards correlate with Academic Conversations

ELPS 2 What do you notice about this standard across the proficiency levels? What does this mean for your instruction?

Sheltered Classrooms= Content AND language objectives ReadWrite SpeakListen

Language Objectives Language is action! Language is the vehicle for the content. What language do my students need to know to accomplish this content objective? How can I move my students’ English language proficiency forward in this lesson?

10/2 What are some of the successes you have had creating language objectives for your class? What are some of the challenges in creating language objectives?

Graphic Organizer Interview Grid (page 58) Advantages of conversation

Academic Conversation requires… Prompting and responding Good listening A destination (core thinking skills and key principles of content) Explicit instruction

Conversation dos and don’ts Fishbowl  Don’ts  Dos Create a CONVERSATION TIPS chart

Modelling bad and good conversation Pages 29-31; 41-43; How could you model conversation behaviors in your class?  Fishbowl?  Videotape?  enhances-learning enhances-learning  Observation?  Mini Lesson(s)?

What is explicit instruction in academic conversations? Modelling! Repeated opportunities Formative assessment Feedback Student metacognition

Making Conversations More Academic Let’s dive into the Five Core Skills! Independently, read pages It’s:  The overview of five core skills  Information about the first skill, Elaborate and Clarify

Conversation Lines and Circles (page 28-29) Structured Interaction: allows students to work on skills with extra supports Conversation Lines: A and B

Conversation Lines and Circles (page 28-29) Reflection: How might you use this strategy in your teaching context?

Now what? Look at your lesson plans for the next week.  What language do my students need to know to accomplish this content objective?  How can I move my students’ English language proficiency forward in this lesson?  How can I incorporate a strategy form Academic Conversations to meet my language and content objectives? Plan to do a strategy from Academic Conversations (chapter 1-2) that we did today or that you read on your own. Bring evidence to share next week.  Template provided Draft a lesson plan to incorporate Academic Conversations in the next week

Today’s objectives 1. Rehearse strategies that can be used in the classroom by speaking and listening to my colleagues 2. Correlate Academic Conversations with English Language Proficiency Standards by reading the ELPS and speaking with my partner. 3. Identify behaviors of effective academic conversation by dialoguing with colleagues. 4. Write a lesson plan that includes language objectives and Academic Conversations in the next week

Next session: February 10 Read Chapter 3: Lesson Activities for Developing Core Conversations Bring evidence of academic conversations:  Template Provided  Thank you! Rehearse strategies that can be used in the classroom GotsWants