1. Academic Conversations
Hand out books, Calendar of meetings posted
Post it: Why are you here? What caused you to sign up for this course?
Clock Hours
ELL Sign in Sheets
Time Sheets
Christina Carlson and Megan Anderson Reilly

2. Classroom Conversations
How is this video related to Academic Conversations?

3. Overall Objectives
Identify characteristics of Academic Conversations (WHAT)
Determine when to have Academic Conversations (WHEN)
Implement strategies for supporting academic conversations (HOW)
CHRISTINA

4. Today’s objectives
Review the ELPS and read proficiency level descriptors for your grade level to identify objectives and scaffolds.
Rehearse strategies that can be used in the classroom by speaking collaboratively with my colleagues.
Write a lesson plan that incorporates Academic Conversations in the next week
CHRISTINA

5. 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
CHRISTINA

6. Pro-Con (pages 95-97) Camping Riding a bicycle Fast food Technology
Use these transitions:
-In contrast Conversely
-Even though -However
-Nevertheless

7. How could you use this strategy in your classroom?
Pro/con
Cause/effect
Similar/different
For/against
Give evidence

8. We hear you! Thanks for your feedback. Video of strategies in action
30 minutes planning time
Can we videotape you?

9. Comments Kindergarten classroom Spanish speaking classroom
How to address different language levels and development

10. Language Modalities Receptive Productive Interactive
ELPS 2, ELPS 5, ELPS 6

11. Interactive ELPS: ELPS 2
What do you notice about what ELLs will be able to do across the proficiency levels?
What do you notice about what ELLs will be able to do across the grade levels?
What does this mean for Academic Conversations at your grade level?

12. Academic Conversation Reflection
Share which strategies you implemented and why you chose that strategy
What student data did you collect?
What struck you from your students’ academic conversations?
3 minutes per person

13. Chapter 6: Developing Academic Grammar and Vocabulary Through Conversation
What struck you from this chapter?
What do you want to try?
What connections do you make?

14. I Want to Say…and Yet (page 99)
(with friends)
And yet a more academic way to say it is…
(in school and at work)
That’s lame! No way! That’s stupid ! You are so wrong
I disagree because…
I see it another way.
What’s your point? So what?
Can you summarize that for me?
That’s shady.
That seems unfair (or unjust, or immoral)
That’s sick!
That’s exceptional (or fantastic, exquisite, excellent)
Whatever!
I’m not sure that’s relevant.
I want to say…
(with friends)
And yet a more academic way to say it is…
(in school and at work)
That’s lame! No way! That’s stupid ! You are so wrong
I disagree because…
I see it another way.
What’s your point? So what?
Can you summarize that for me?
That’s shady.
That seems unfair (or unjust, or immoral)
That’s sick!
That’s exceptional (or fantastic, exquisite, excellent)
Whatever!
I’m not sure that’s relevant.

15. Sentence Building (page 100-101)
Who/
What
Does/Is
How
Where
Why
Basic
Notes for Elaboration
Elaborated sentences

16. Movie Time
What supports does the teachers give the students to support their academic conversations?
What conversation skills do you see the students using?
Teacher Student
T-chart teacher/students
Strategy- went to share with other person. Drew a line where they finished record keeping. As talking with partner, I would record something below the line.
5th grade science- argumentation scale- grammar- transitions!

17. High Yield Grammar Complex sentences Pronouns Transitions
What other ways do you get students using high-yield grammar in conversations?

18. Vocabulary (page 102)
“Word meanings tend to stick in the brain longer when used multiple times in real communication, which involves the need and desire to listen, learn, express, or get something done with language.”

19. Explore One Word (page 105)
Importance of term ?
Why is it important?
To me?
To all of us?
Key examples of term
From texts?
From the world?
What would happen if…
It didn’t exist?
It still existed?
Compare
How does this term compare to…?
How does this term contrast to…?

20. What are some other strategies for incorporating vocabulary in academic conversations?

21. Now what? Plan a lesson with academic conversations.
OR watch some more video
Kindergarten
5th grade- setting up Academic Conversations
2nd grade- Academic Conversation
Bring evidence to discuss next session
Draft a lesson plan to incorporate Academic Conversations in the next week

22. Today’s objectives
Review the ELPS and read proficiency level descriptors for your grade level to identify objectives and scaffolds.
Rehearse strategies that can be used in the classroom by speaking collaboratively with my colleagues.
Write a lesson plan that incorporates Academic Conversations in the next week
CHRISTINA

23. Thank you! Gots Wants Next session: January 27
Chapter 10:Academic Conversation Assessment
Let me know if you have video to share!
Gots
Wants