1. Academic Conversation: The “Tight” and “Loose”
A Presentation by David Irwin
Language Development Opportunities
Academic Conversation: The “Tight” and “Loose”
Secondary

2. Target
Identify and apply the “tight” and “loose” components of academic conversation By (Success criterion) Checking my plan for conversation in my class and writing another one

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, for your lesson
Frequency
Assessment

4. Partners Example Class: How to break students into precision partners:
1. Esme (highest) 11.Eduardo (middle)
2. Rogelio 12. Ben
3. Guillermo 13. Roberto
4. Maria Tomas
5. Roberto 15. Jose
6. Katie 16. Gloria
7. Alex Patrick
8. Ryan Sarah
9. Tina Nikita
10. Teo (middle) Jose (lowest)
How to break students into precision partners:
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

5. 3 Partners 2 & 3 talk 1 checks 2 3 & 1 talk 2 checks 3 1 & 2 talk

6. 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

7. 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

8. Norms 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

9. K-1 Norms at Camelot Green level voice Eyes on the speaker
Answer the question
Talk one at a time
Listen to your partner
Use silent signals (talk moves)
Stay on topic
Retell what you heard
Create norms that fit your class

11. 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

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

13. 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

14. 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!

15. Frequency How much is reasonable for your class?
Sample: Students engaged in academic conversation 2-3 days a week, 3-4 times per period
AC doesn’t fit every day for every activity. When does it work the best for you?

16. Assessment Mill around with clipboard tallying skills heard
Conversation counter
Class-made rubric
Video your stars
Class analyzes the conversation
Record or video, make a transcript of linguistic structures
EL shadowing