1. Academic Conversations Session Two for Surry County Schools January 23, 2014 by Pam Glover and Sarah Torres

2. Essential Questions for Today’s Session oWhat are the 5 Core Skills for academic conversations? oWhat are the characteristics of an effective conversation task? oHow can conversations build academic grammar and vocabulary?

3. Review 1. Review your notes and handouts from last session. If you still have questions, please post them on the parking lot now. 2. Each person has two minutes to answer the following questions: What was your main take-away from the last session? What did you try in your classroom? How did it improve student conversation? What did you learn? Choose one person to share their experience. Not the most successful perhaps, but which one the group learned the most from.

4. Core Skills of Academic Conversation Chapter 2 of Academic Conversations Elaborate and clarify Support ideas with examples/ Fortify Build on and/or challenge a partner’s idea Paraphrase Synthesize conversation points

5. Learning and language target: I can discuss a prompt using one of the core conversation skills. Prompt: How do we incorporate conversation to help students learn? Review the reading selection for the core skill assigned to your table Create a group poster summarizing the skill, with samples of both prompts and response starters Create a conversation to discuss the above prompt(3 turns each) using both prompt and response frames for your assigned skill. Model the conversation for the whole group.

6. Taking it to your classroom DISCUSS conversations with your students. What is expected of them? Model AND analyze good and bad conversations. Model and teach each skill as needed. Establish norms for conversation as a class, and post them.

7. (Sample poster for norms) I can use the 4Ls+ R in a conversation. Listen to my partner. Look at my partner. Lean in toward my partner. Lower my voice. Respond to what my partner said.

8. Effective conversation tasks… require both partners to talk require critical thinking (zoom in, dissect, evaluate) and creative thinking (generate ideas and possible solutions) take advantage of controversy, conflicting opinions recognize and reduce ambiguity encourage thinking based on discipline’s principles and laws apply knowledge and skills to new situations provide students opportunity to shape and direct the conversation

9. Learning target: I can analyze and evaluate conversation transcripts for examples of effective conversation tasks. Use the transcripts on your table. Analyze them for examples of effective conversation tasks. Use the matrix provided. Evaluate the samples for strongest and weakest examples.

10. featuresample 1sample 2your own both partners talk critical and creative thinking take advantage of controvery recognize and reduce ambiguity encourage disciplinary thinking opportunities to transfer knowledge provide choice and ownership

11. “It’s all about the prompt. If you give them a prompt that doesn’t have a clear connection to the learning you want them to take away, it is difficult to elicit quality discussion.” –Detta Willson-Hogan, teacher

12. “In fact, the prompt shapes the strength of student interaction. If students see the prompt as relevant and having a real purpose other than preparing for exams or pleasing the teacher, they become more involved and produce more language.” – Joanne Marino, former NC DPI ELL specialist

13. 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.

14. 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.

15. Apply the CAT to one of the sample conversations. If it wasn’t a 3 or 4, is the problem with the prompt or the student responses? How could the prompt be changed to help students achieve a more constructive conversation? Apply the CAT to the sample you brought from your own classroom.

16. 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. (5 th 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....

17. Chapter 4 “Designing Effective Conversation Tasks” Turn to p. 72 in the text. Form groups of 3-4. Complete activity #2. You have 20 minutes. Refer to Bloom’s taxonomy, using the “Applying” through “Creating” categories. http://ww2.odu.edu/educ/roverbau/Bloom/blooms _taxonomy.htm Refer to Bloom’s taxonomy, using the “Applying” through “Creating” categories. http://ww2.odu.edu/educ/roverbau/Bloom/blooms _taxonomy.htm

18. Revised Bloom’s Taxonomy Verbs

19. Chapter 6 Developing Academic Grammar and Vocabulary I can build in academic function words, grammar, and content vocabulary into my lessons with academic conversations.

20. You’re an apple expert. You will be assigned an area of expertise: mathematician, nutritionist, etc Your group (4-5) people will have 2 minutes to prepare an academic mini-lecture to peers about an apple. Remember: You are trying to impress your audience with your knowledge. As experts lecture we will create two lists, one of specific academic vocabulary, another of “cohesion devices”. We have referred to those previously as process words and phrases.

21. Carousel Each group will use the colored marker assigned. You will brainstorm a list of words to fit the category on the chart paper. Rotate when time is called. Posters are labeled academic processing words, transitions and connectors, phrasal clusters, sophisticated and specific words (tier 3), homophones, indicators for cause and effect, words which indicate sequence, indicators for adding ideas and evidence, qualifiers.

22. Connect the Words, p. 106 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?

23. Constructive conversation a solid prompt oral practice listening skills (background) knowledge Prompts determine the quality of oral practice Constructive conversations require listening and oral practice. Listening helps students add to their knowledge base. A solid prompt directly draws on student knowledge.

24. 18 Tiers of Vocabulary Each person choose 3 words off of the tier 2 academic word list on p.103. Identify tier 1 words (familiar, general vocabulary) which match words. Example: “ access” is roughly the same as “find”

25. Form two lines facing each other. Tell your face partner one way to work the tier 2 words into your instruction and the students’ language. Use one of the words you chose as an example. Form two lines facing each other. Tell your face partner one way to work the tier 2 words into your instruction and the students’ language. Use one of the words you chose as an example.

26. Sentence Building Activity Learning target: I can help students expand sentences. Teachers in 2-5, use Figure 6.5, p. 101 K-1: Find a substitute for each word in a simple grade level sentence. Ex: Dogs sleep outside. Puppies nap in the doghouse.

27. Homework for next session, April 8. We will work in grade level groups and by discipline to create language objectives for academic conversations. Transcribe another conversation which focuses on one of the skills in chapter 3. Read the appropriate discipline chapter 7-9, plus the article specific to your grade level and/or discipline. For those who teach math, “The Academic Language of Mathematics” For those who teach science, “A Primer on Productive Classroom Conversations”

28. ticket out Complete the exit card. Pair-up for a conversation about your reflection. Focus on using elaboration and clarification skills.

29. Thank you for your hard work today.