1. Academic Conversation in Wonders

2. Target Success Criterion
Review essential components of academic conversation
Develop a map for build academic conversations from Wonders lessons
Success Criterion
Conversation plans completed for as many lessons as possible in the time we have today

3. The tight/loose of AC Tight --- the parts that make the car run
Partners
Norms
Time
Signal
Specific directions for input and chunked
Specific directions for conversations incl frames
Loose --- the options you add to make the car your own
How you do each of the “tights” in your room

4. Partners How to break students into precision partners: Example Class:
List students in order from (with 1 being the highest and the last student being the lowest in a skill/language ability)
Cut the list in half, match the middle student with the highest student. The middle students will be matched with the lower students.
Modify as needed
Example Class:
1. Esme (highest) Eduardo (middle)
2. Rogelio Ben
3. Guillermo Roberto
4. Maria Tomas
5. Roberto Jose
6. Katie Gloria
7. Alex Patrick
8. Ryan Sarah
9. Tina Nikita
10. Teo (middle) Jose (lowest)

5. Three & One talk. Two check Three.
3 Partners
Two & Three talk.
One check Two.
Three & One talk. Two check Three.
One & Two talk.
Three check One

6. 3 Partners 2 & 3 talk 1 checks 2 3 & 1 talk 2 checks 3 1 & 2 talk

7. 4 Partners 1 A 1 B 2 A 2 B First round: A & B talk Alternate:
Check
First round:
A & B talk
Alternate:
1 & 2 talk

8. 4 Partners scoring 1 A 1 B 2 A 2 B First round: 1’s talk; 2’s score
Check
First round:
1’s talk; 2’s score
Second Round:
A’s talk; B’s score

9. Norms Signal We listen to each other
We share our own ideas and explain them
We respect another’s ideas, even if they are different
We let others finish explaining an idea without interrupting
We take turns and share air time
Signal

10. Time Structured at first Looser as your class gets the hang of it
Must talk to your partner for 15 seconds, then it’s their turn for 15 seconds (30, 40, etc)
Stop and check that each partner actually did talk, and used the language skill
Looser as your class gets the hang of it
Listen to the tone rather than use a timer
If there’s a good academic buzz, let it continue
When it drifts, do the signal
Check in as to what was discussed
Partners tell partners
Numbered heads report out

11. Make sure students know how you will get them to stop the conversation Audible or silent?
Signal

12. Chunks Measure the input Reading Visual Oral GLAD 10/2
Draw lines, mentally or physically, at sentences or paragraphs
Visual
Stop the video at key points
Oral
Plan your oral presentations to students with specific stop and talk points with questions
GLAD 10/2
no more than 10 minutes input, 2 minutes conversation

13. Frames Language skills are taught through practice
Language learners need to practice the skills with specific language at first
Post them somehow
Tents available at
27 versions
Download/modify for your own use
Frames match the lesson you’re teaching
You’ll have to make your own  Be creative!

14. Wonders 3rd grade Unit 3 Week 5
Before Reading
Page T274
Objectives: SL3.1c
Engage effectively in a range of conversations…
building on others’ ideas & expressing their own…
ask questions…
stay on topic…
link comments to others’

15. Before Reading Cont.
Talk about It Page T275 Think about a time in history when people moved from one place to another. Talk with a friend about. Can your students do this? Alternative: Look at the ships. Tell your partner three things you see. Where are they going? I think they are going to …. because…

16. Before Reading Cont. Objectives RI.3.1 Ask & answer questions…
SL3.2 Determine main ideas in text read aloud…
Page T comes pre-chunked 
Chunk 1
Tell your partner what the main idea is
so far. The main idea is…

17. Before Reading Cont.
Chunk 2 What was important about finding gold? What questions can you ask?

18. Before Reading Cont.
Chunk 3 Tell your partner about some things that changed in California because of the gold rush. Ask your partner a question you have. Why did…

19. What steps are needed to “conversationize” the Before Reading section?

20. Vocabulary
Page T278 Objective RI.3.4 Determine the meaning of...words Has good ideas, consider adding pre- post- assessment tool Dale Scale

21. 2: I’ve seen it but I don’t know what it means
Word 4 3 2 1
appreciate
boomed
descendants
emigration
pioneers
transportation
vehicles
1: Never seen it
2: I’ve seen it but I don’t know what it means
3: I can use it but can’t explain it
4: I can use it and explain it

22. During Reading
Page T280 Objectives RI.3.1 Ask & answer questions… SL3.2 Determine main ideas in text read aloud… Chunks are provided, concepts are provided, frames are not 1) Tell your partner the main idea and some details in the first paragraph. I think the main idea is … because… . You think the main idea is… 2) Tell your partner why people wanted to move to Oregon. People wanted to move to Oregon because… . It was also because… (linking) 3) How did people prepare for the trip? People needed to pack… . They also needed to… 4) Find and tell your partner the sequence words in this section. The sequence words are… 5) What happened to the pioneers when the got to Oregon?

23. Good news… it’s pretty well set up already
WonderWorks worktexts – AC for each lesson is spelled out
prod.mheducation.com.s3.amazonaws.com/unitas/school/explore/sit es/reading- wonders/samples/wonder_works_intervention/companion_worktext /WW-Companion-Worktext-Grade-3/index.html#/16