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ACADEMIC LANGUAGE AND LITERACY IN EVERY SUBJECT: CORE PRACTICES FOR HELPING ENGLISH LEARNERS SURPASS

COMMON CORE STATE STANDARDS – DAY 2

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Agenda

•  Debriefing ImplementaGon •  Speaking and Listening Demands in the New Standards

•  Unpacking “Fostering Academic InteracGons” •  The Teaching Loop •  Studio Time


Table Groups •  Work in groups of 3 •  First person takes 5 minutes to share the acGvity they implemented in their classroom, highlighGng successes and challenges (use arGfacts of pracGce when sharing)

•  The group takes 5 minutes to provide input using the ladder of feedback (no crosstalk) –  I see –  I think –  I wonder

•  Repeat for each member of the group


Common Core Speaking and Listening 3-‐4-‐5.1 Engage effecGvely in a range of collabora've discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly.

3-‐4-‐5.1.c Pose and respond to specific quesGons to clarify or follow up on informaGon, and make comments that contribute to the discussion and link to the remarks of others.

3-‐4-‐5.1.d. Review the key ideas expressed, and explain their own ideas and understanding in light of the discussion.


Common Core Speaking and Listening 6-‐8.1 Engage effecGvely in a range of collabora've discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grade 6, 7, 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. 6.1 d Review the key ideas expressed and demonstrate understanding of mulGple perspecGves through reflecGon and paraphrasing. 7.1.c Pose quesGons that elicit elaboraGon and respond to others' ques'ons and comments with relevant observaGons and ideas that bring the discussion back on topic as needed. 8.1.d Acknowledge new informaGon expressed by others, and, when warranted, qualify or jus'fy their own views in light of the evidence presented.


Standards for MathemaGcal PracGce

MP3-‐Construct viable arguments and cri'que the reasoning of others

– JusGfy soluGons and approaches – Listen to the reasoning of others – Compare arguments – Decide if the arguments of others make sense

– Ask clarifying and probing quesGons


Next GeneraGon Science Standards Dimension 1: Scien'fic Prac'ces

1) Asking ques-ons and defining problems

2) Developing and using models

3)  Planning and carrying out inves8ga8ons

4) Analyzing and interpre8ng data

5) Using mathema8cs and computa8onal thinking

6) Construc-ng explana-ons and designing solu-ons

7)  Engaging in argument from evidence

8) Obtaining, evalua-ng, and communica-ng informa-on


Understanding Language


The QuesGon:

How do we prepare students to be able to have the construcGve conversaGons

that are required in the new standards ?

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Foster Academic InteracGons What it is: This pracGce focuses on structuring and strengthening student-‐to-‐student interacGon using academic language, and consists of two-‐way dialogue in paired conversaGons, small group tasks and whole class discussion with methods to ensure that all parGcipate. • At the high end, teacher scaffolds mulGple opportuniGes for students to produce original, academic messages that require academic language.

• At the low end, the teacher does the majority of the talking/wriGng and accepts minimal, memorized, or unclear student responses.

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Step into Sarah Brown Wessling’s Classroom


VIDEO REFLECTION

In your table groups please discuss (5 Minutes): – Secondary science, math, social studies groups

•  How might you adapt this acGvity for your content area?

– Secondary ELA groups •  How might you adapt this acGvity for English Language Learners?

– Elementary groups •  How might you adapt this acGvity for elementary students?

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Classroom Talk

•  Listen to this scenario. •  What are you hearing? •  What are you noGcing about the conversaGon?

•  Is this a conversaGon? •  What could this teacher do to improve this scenario?


Whole Class

Teacher Talk Analysis •  How many students are talking at one Gme? •  Who is using the academic language? •  Who is doing most of the talking? •  Do you think students will become proficient in the language if taught this way?


IRE Model

Research has shown that the most common classroom exchange has three ‘turns’:

1.  teacher asks (IniGate) 2.  learner answers (Respond) 3.  teacher evaluates the answer (Evaluate)


Talk in the average classroom

In classrooms with higher numbers of students living in poverty, teachers talk more and students talk less. (Lingard, Hayes, and Mills,2013)

English language learners in many classrooms are asked easier quesGons or no quesGons at all and thus rarely have to talk in the classroom. (Guan Eng Ho, 2015).


Building Up the Teaching of Academic Talk

Unsupported opportunities

to talk

Scaffolded oral

output

Academic Interactions

Class discussion;

answer questions

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Fostering Academic InteracGons

Fostering academic conversaGonal environments requires •  an inten8onal focus on the structures that promote talk and

•  the same purposeful planning that we bring to teaching the grade-‐level content our students must learn.


Making it Transparent: The Teaching Loop

1.  Explain what academic language is and why it is important.

2.  Explain why you are focusing on bemer conversaGons. 3.  Show examples so students can “hear” and “see” the

difference. 4.  Model academic conversaGons. 5.  Create and use rich prompts. 6.  Provide opportuniGes for authenGc conversaGons

that build content knowledge and academic language.

7.  Provide feedback based on formaGve assessment.


Academic and Social Language

What is the difference between academic and social language?

–  Individually fill out the graphic organizer in your packet.

–  Individually create a definiGon using comparing and contrasGng language. •  Social language is ___ while academic language is___. •  Social and academic language are similar because___. • While social language is __, academic language is__. •  Social and academic language differ___.


Language of Compare and Contrast Key words commonly used to express comparison include:

like same both the same as similar in the same way most important similarly as have in common too as well as

Key words commonly used to express contrast include:

although however differ unlike even though yet but instead whereas while unless contrary to on the contrary on the other hand


Academic and Social Language Pair up at your table. Using the stems below, talk about your definiGon. Come to an agreement on the definiGon.

Prompts: The difference between academic and social language is ___. It is important to teach academic language because___. I think academic language is____while social language is___.

Responses:

I agree with you,___, but I would like to add ___. Can you elaborate on that? I am not sure what you mean. Can you tell me more? Do you mean….?

Prompt:

How can we bring these definiGons together?


Why is Academic Language Important?

“Learning academic English is probably one of the surest, most reliable ways of amaining socioeconomic success in the United States today. This variety of English entails the mulGple, complex features of English required for long-‐term success in public schools, compleGon of higher educaGon, and employment with opportunity for professional advancement and rewards.” (Scarcella 2003)


Anchor Chart Create an anchor chart with your students

regarding academic conversaGons. – The goal is to get them to think about what makes an academic conversaGon an academic conversaGon and

– To be transparent-‐explicit-‐intenGonal about what it is • What are the nuances? • Why are you, the teacher, stressing this?


Academic ConversaGons

Sounds like Looks like

An academic conversaGon is when…


Anchor Chart Why are academic conversa'ons important?

Academic conversaGons are important because… I agree with you, and I also think… Can you explain that more?

How do academic conversa'ons help us learn? Academic conversaGons help us learn because…. I would like to add to that…

What makes an academic conversa'on a good academic conversa'on? I think a good academic conversaGon is … What do you think?

What does a good academic conversa'on look like? Sound like? When people are having a good academic conversaGon they are… Can you think of anything else? What about…




2.  Explain why you are focusing on bemer conversaGons. 3.  Show examples so students can “hear” and “see”

the difference. 4.  Model academic conversaGons. 5.  Create and use rich prompts. 6.  Provide opportuniGes for authenGc conversaGons




Is this a good conversaGon? Why or why not?

5th grade students looking at rocks A: I see this rock. B: I don’t think so. A: It's shiny. B: Is this one shiny? C: Is this one shiny? A: No. B: No. C: This one is shiny looking. Look it. A: Oh let me see the, that rock. B: Is this one shiny? C: I don't think so.


Is this a good conversaGon? Why or why not?

A: I think its premy obvious that text 1 is a posiGve view point. They talked about how spiders kill bad bugs in gardens.

B: Yeah, I think so too. It said that they are a food for other creatures. Like in the food chain. That's good so its posiGve.

A: What about text 2? I think that one is really negaGve! Cause it talks about the bad part of spiders. I don't like spiders either.

B: Like it says they are poisonous and bite people and can make you sick -‐-‐-‐-‐-‐or dead.

A: And they are scary to some people-‐-‐like me! B: What else? Let's look again. A: Oh yeah and they get in your house and can be annoying. B: And scary! A: Yeah so that is a negaGve view, right? B: Right. We got it.


Basic Academic Language Use (Vocabulary/“parts”)

T: OK, class, tell your partners the meaning of conquer. Use complete sentences and start with the frame on the board, which is, “I think conquer means to…” Now repeat with me. I think conquer means to…

A: I think conquer means to take over someone else’s land, and to make war on others and control them.

B: I think conquer means that the stronger guys win. They take the government and take all the money.

A: Yeah. OK. T: …OK, now write down what you know about the

conquests of Cortes and Pizarro.

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Complex Language Use (Purposeful use of parts)

T: OK, class, discuss in your pairs two different moGvaGons for conquering and use examples to support your ideas. And try to come up with a main moGvaGon.

C: Conquerors wanted to conquer because of religion. He thought others needed their God. Like it says here that they had a “view to convert them to the holy faith”

D: However, I think conquerors wanted money. They conquer to get rich. Think of all the gold-‐-‐I think it was a trillion dollars of it-‐-‐that Spain got.

C: Like José said yesterday, maybe religion was an excuse, like, to conquer, and they really wanted gold and silver and to be rich. I wonder if that is sGll happening.





difference. 4.  Model academic conversa'ons. 5.  Create and use rich prompts. 6.  Provide opportuniGes for authenGc conversaGons




Read and pracGce a conversaGon

Fishbowl DemonstraGon by 4-‐6 strong talkers

Rest of class observes, taking notes of the conversaGon, noGng what they are seeing and hearing MetaconversaGon about the discussion (criGquing)


Return to anchor chart

•  Was this an academic conversaGon? What makes you think so?

•  What did you noGce? •  What do we need to add to our chart?


Modeling/Scaffolding

1.  Fishbowl 2.  SocraGc Seminar 3.  Teacher is Partner A Whole Class is Partner B

4. Teacher is Partner A Student is Partner B


ForGfy a ConversaGon*

•  In this acGvity, student pairs turn a basic conversaGon into a more formal, academic one.

Topic: Should the United States withdraw its troops from Iraq?

* See handout.


Pause and Reflect

•  In what way(s) could you use steps 1-‐4 of the Teaching Loop to help prepare your students to engage in an academic conversaGon?





difference. 4.  Model academic conversaGons. 5.  Create and use rich prompts. 6.  Provide opportuniGes for authenGc conversaGons



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Different Types of QuesGons Closed ques'ons, Skinny ques'ons, Lower order-‐ Non-‐negoGable, specific answer What kind of mathemaGcal relaGonship does this equaGon [y=2x+5] show? {linear} Open ques'ons, Fat ques'ons, Higher order-‐

Invite interpretaGon, no preconceived response. Explain how you can recognize a linear relaGonship from a graph.


Rich Prompts

•  IdenGfy two or more themes from the story and support them with informaGon from the text.

•  IdenGfy two or more themes from the story and decide which theme is most relevant for young people today. JusGfy your decision.


Rich Prompts

•  Tell your partner the geographical features that North American Indians looked for when deciding where to semle.

•  Take the perspecGve of two different members of a tribe and choose which is the most important geographical feature in deciding where to semle.


Rich Prompt

•  Find the area of a triangle whose base is 12 cm and whose height is 5 cm.

•  Draw a triangle whose area is 30 square cm and label its base and height. Explain how you know that the area is 30 square cm.





difference. 4.  Model academic conversaGons. 5.  Create and use rich prompts. 6.  Provide opportuni'es for authen'c conversa'ons



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ConstrucGve ConversaGon Skills

Goal: Students independently build an idea (e.g., knowledge, agreement, solution), using the following skills:

Negotiate Ideas

Create Idea

Clarify Idea

Fortify Idea

Build Idea

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BUILD IDEA

!

Prompt starters: What is your idea? How can we combine these ideas? What do we need to do? What are other points of view? What do you think about…? Why…How…I wonder…

Response starters: One idea could be … My hypothesis is… That reminds me of… I noticed the pattern of… I think it depends on…

Create

Constructive Conversation Skills Poster !

Prompt starters: Can you elaborate on the…? What does that mean? What do you mean by....? Can you clarify the part about…? Say more about… Why.. How…What…When… How is that important? How does it support your point that… I understand the part about…, but I want to know… Can you be more speciCic? Is what I just said clear? Does that make sense? Do you know what I mean? What do you think? I’m not sure if I was clear.

Response starters: I think it means… In other words, More speciCically, it is … because… An analogy might be… It is important because… Let me see if I heard you right… To paraphrase what you just said, you… In other words, you are saying that… What I understood was… It sounds like you think that… It all boils down to… A different way to say it..

Clarify

!

Prompt starters: Can you give an example from the text? Where does it say that? What are examples from other texts? What is a real world example? Are there any cases of that in real life? Can you give an example from your life? What is the strongest support for…?

Response starters: For example, In the text it said that… Remember in the other story we read that… An example from my life is One case that illustrates this is… Strong supporting evidence is

Fortify

!

Prompt starters: What is your opinion? Where do you disagree? How might we take the best from both ideas? How can we decide which is the more ___ idea? How does evidence for your argument compare to mine? How doe the two ideas similar and different? Which has the strongest evidence?

Response starters: I see it a different way, On the other hand, … A point of disagreement that I have is… Even though it seems that …, That is a valid point, but… I think the negatives of… outweigh the positives of …

Negotiate


Create Idea

What plants and animals do you noGce in this ecosystem? What are the sources of food for the members of the ecosystem? What can you say about the relaGonships between the members of the ecosystem?


Food Web ObservaGons

I no'ce 1 2 3 4 5 I noGce that the Food Chain has _______________________

The rela'onships I saw 1 2 3 4 I think the relaGonship of this structure is ____ because____.


Now share your ideas

Create Idea

Prompt starters: What is your idea? How can we combine these ideas? What do you think about this?

Response starters: One idea could be … My hypothesis is… I noticed the pattern of…

And clarify Clarify

Idea

Prompt starters: Can you elaborate on the…? What does that mean? What do you mean by....? Can you clarify the part about…? Say more about…

Response starters: I think it means… In other words, … What I understood was… It sounds like you think that…


Read the text. Look at what you noGced in the diagram. How has your thinking changed based upon the reading? ForGfy your idea. I now think…

Fortify Idea

Prompt starters: Can you give an example from the text? Where does it say that?

Response starters: For example, In the text it said that… One case that illustrates this is…


What would happen to our world if there were no decomposers? Discuss ideas, clarify, and forGfy and come to consensus…

Negotiate Ideas

Prompt starters: What is your opinion? Where do you disagree? How might we take the best from both ideas? How can we decide which is the more ___ idea?

Response starters: I see it a different way, On the other hand, … A point of disagreement that I have is… Even though it seems that …,

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Pause and Reflect

•  How could you introduce the conversaGon poster to your students?

•  Develop an example of how you could prompt your students (e.g., quesGon, picture, realia) to have an authenGc conversaGon using the conversaGon poster.


ArgumentaGon AcGviGes*

•  Criteria Bar Graph for EvaluaGng Evidence

•  ConversaGon Cards •  Survey Grid •  Opinion ConGnuum

* See handouts


Pause and Reflect

•  Read the descripGon of each acGvity. •  Rank them 1-‐4 according to their usefulness in your content area/grade level. (1=most useful)

•  Discuss your rankings with someone from your table.


LEARNING PARTNERS

_______________

______________

______________

_______________

Your partner’s name

Your partner’s name Your partner’s name

Your partner’s name

Sauvignon Blanc

57

Pinot Grigio

Pinot Noir

Merlot


TASK: Criteria Bar Graph

•  Stand up and find your Merlot partner and try to come to agreement for the three points on each side of the issue that most support each side.

58


TASK: Survey Grid

•  Stand up and find your Pinot Grigio partner and follow the directions for Survey Grid.

59


TASK: Say Something…

•  Stand up and find your Pinot Noir partner and recap the information on …and how what you’ve heard fits with your current thinking or past experience.

60


TASK: Say Something…

•  Stand up and find your Sauvignon Blanc partner and recap the information on … and how what you’ve heard fits with your current thinking or past experience

61


Speaking in Paragraphs Ac'vity 1.  Read the text, (cover it), &

respond to a prompt. 2.  Come up with a topic

sentence in your head (claim).

3.  Come up with clarifying and supporGng sentences in your head.

4.  Come up with explanaGon sentences (and applicaGon sentences, if possible) in your head.

5.  Rehearse your paragraph. 6.  Say it to a partner, who

can help you, if desired.

QUESTION: What is a theme of this quota'on? “Do you understand how there could be any wriGng in a spider's web?" "Oh, no," said Dr. Dorian. "I don't understand it. But for that mamer I don't understand how a spider learned to spin a web in the first place. When the words appeared, everyone said they were a miracle. But nobody pointed out that the web itself is a miracle." "What's miraculous about a spider's web?" said Mrs. Arable. "I don't see why you say a web is a miracle-‐it's just a web." "Ever try to spin one?" asked Dr. Dorian.”

-‐-‐CharloGe’s Web

QUESTION: What is a theme of this poem?

Iden'ty by Julio Noboa Polanco Let them be as flowers in a garden, always watered, fed, guarded, admired, but harnessed to a pot of dirt. I'd rather be a tall, ugly weed, clinging on cliffs, like an eagle, wind-‐wavering above high, jagged rocks. I'd rather be unseen, or shunned by everyone, than to be another pleasant-‐smelling flower. I'd rather smell of musty, green stench than of sweet, fragrant lilac. If I could stand alone, strong and free, I'd rather be a tall, ugly weed.


Interactive Reading-FDR Speech*

Partners A and B – A reads first 2 paragraphs; B responds

(connection, summarize, state a fact, etc.) – B reads paragraph 3; A responds

(connection, summarize, state a fact, etc.) – A reads next paragraph; B responds – B reads next paragraph; A responds * See handout


•  Step 1: A is the interviewer, B the interviewee What did you learn about the social security law? How does this connect to what you already know?

•  Step 2: Reverse roles What do you think FDR’s purpose was in writing this speech? What are some questions you still have about the law?

•  Step 3: Join another pair at your table. Share what your learned from your partner (paraphrase what you heard).

3 Step Interview


“Survival” Words and Main Idea

Twenty words

Ten words

Five words

Main Idea Sentence:


Main idea “survival” acGvity

•  Each student is given a non-‐ficGon arGcle and the teacher or a student reads the arGcle aloud.

•  Students individually pick 20 words which they believe capture the main idea of the arGcle. Write them in the table.

•  Next, students individually “vote 10 words off the island” and write the remaining words in the table with 10 spaces.

•  Pairs or small groups then have a discussion about their 10 words, idenGfying the 5 most essenGal. Students need to defend and jusGfy their choices.

•  The groups or pairs come to consensus and the final version goes into the last 5 cell grid.

•  Each student uses the five words to write a sentence that captures the main idea. Add linking words to make the sentences flow.


Event, acGon, condiGon, person

Cause 1

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Weak Influence Strong

Cause 2


Cause 3


Effect 1


Effect 2


Effect 3


Cause and Effect


Using ManipulaGves: Discuss the difference between mean,

median, and mode


Digital/MulG-‐Media Text


Visual Aid (Magazine Cover)


Graph


How Fractals Work

by Craig Haggit

Fractals are a para

dox. Amazingly simple, yet

infinitely complex. New, but older than dirt. What

are fractals? Where did they come from? Why

should I care?UnconvenGonal 20th

century

mathemaGcian Benoit Mandelbrot created the term

fractal from the LaGn word fractus (meaning

irregular or fragmented) in 1975. Th

ese irregular and

fragmented shapes are all around us. At t

heir most

basic, fractals are a visual expression

of a repeaGng

pamern or formula that starts out simple and gets

progressively more complex.

One of the earliest applicaGons of fr

actals came

about well before the term was even used. Le

wis Fry

Richardson was an English mathemaGcian in the

early 20th century studying the leng

th of the English

coastline. He reasoned that the leng

th of a coastline

depends on the length of the measurement tool.

Measure with a yardsGck, you get one

number, but

measure with a more detailed foot-‐long ruler, which

takes into account more of the coastlin

e's

irregularity, and you get a larger nu

mber, and so on.

Fractals Mary Myers In endless repeGGons the arguments recycle: fractals are just geometry, formulae describing a relaGon-‐ ship of

numbers; others observe fractals as organic, morphing shapes, self-‐similar, when magnified: the spiral of the nebula

is the echo of a spirokete, a dynamic series of cyclic feedback systems,

in endless repeGGon.

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Layering Texts

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The Buffalo Sold

iers

The Black Units

Are Formed

At the close of t

he Civil War, the U

.S. Army formed

regiments of black m

en, many of whom had ser

ved in the

United States C

olored Troops (U

.S.C.T.). The cav

alry units

were the 9th an

d 10th Cavalry, a

nd the infantry

were the

38th, 39th, 40th

, and 41st which

several years la

ter were

consolidated int

o the 24th and 2

5th infantry un

its. Black

infantry troops

o�en fought sid

e-‐by-‐side with t

he black

cavalry.

To many black ciGzen

s, the Buffalo S

oldiers were a

symbol of hope for

a bemer future

. Professor Ray

ford

Logan of Howar

d University co

mmented: "Negroe

s had

limle, at the tur

n of the century

, to help sustain

our faith

in ourselves exc

ept the pride th

at we took in th

e Ninth

and Tenth Cava

lry, the Twenty

-‐fourth and Tw

enty-‐fi�h

Infantry...They

were our Ralph

Bunche, Marian An

derson,

Joe Louis and Ja

ckie Robinson."

No one is quite

certain why th

e Indians nickna

med the

African American c

avalrymen "buff

alo soldiers." So

me

say it was beca

use the men were

rugged as buff

alo and

others that it w

as because the

Indians saw a r

esemblance

between the bl

ack soldier's hai

r and the buffal

o's shaggy

coat. It has also

been pointed o

ut that many blac

k

soldiers favored

the long buffal

o-‐robe coats. A

lthough

Buffalo Soldier by Bob Marley Buffalo soldier, dreadlock rasta: There was a buffalo soldier in the heart of America, Stolen from Africa, brought to America, FighGng on arrival, fighGng for survival. I mean it, when I analyze the stench -‐ To me it makes a lot of sense: How the dreadlock rasta was the buffalo soldier, And he was taken from Africa, brought to America, FighGng on arrival, fighGng for survival. Said he was a buffalo soldier, dreadlock rasta -‐ Buffalo soldier in the heart of America. If you know your history, Then you would know where you coming from, Then you wouldn't have to ask me, Who the 'eck do I think I am. I'm just a buffalo soldier in the heart of America, Stolen from Africa, brought to America, Said he was fighGng on arrival, fighGng for survival; Said he was a buffalo soldier win the war for America.


Synthesizing Ac'vity

1.  Look at the picture. What informaGon are you and your partner able to take from the picture?

2.  Read the passage. With your partner, summarize

what you have learned about the subject.

3.  Listen to the song while following along with the lyrics. Is there anything new that you and your partner can add to your synthesis?


Synthesize

Why? It requires students to put the new material into their own words and combine it with their prior knowledge.

Prompts Responses

How can we summarize what we discussed?

We can say that…

What have we discussed? It boils down to…

How can we bring these ideas together? We can agree…

What is our conclusion? Even though some might think that…we conclude that…


Synthesize Pictures Text Lyrics





difference. 4.  Model academic conversaGons (Fishbowl, T-‐S, T-‐

Class). 5.  Create and use rich prompts. 6.  Provide opportuniGes for authenGc conversaGons

that build content knowledge and skills. 7.  Provide feedback based on forma've assessment.


Academic InteracGons Assessment

•  How many turns? •  Are they clarifying ideas? •  Are they asking quesGons to clarify their own understanding?

•  Are they giving examples? CiGng from text, self, or world?

•  Are they asking for examples or elaboraGon? •  Are they negoGaGng to summarize or come to consensus about their ideas?


5th, 8th or 10th Grade ConversaGon Analysis Tool (CAT)*

•  Read context, objecGve and prompt. •  Read the conversaGon. •  Consider the conversaGon in relaGon to the four levels of each rubric dimension.

•  Assign a score and write a raGonale for each dimension.

* See handout


Let’s look at the Middle School Example

A: Why did the author write this? B: To tell us about the Boston Massacre. But I saw that only seven people were killed. That isn’t a massacre. A: What do you mean? B: Well, a massacre means lots of people die. A: Maybe the people who wrote it wanted to make it sound really bad. B: Yeah. I think they wanted to get people all mad, to fight. Maybe to start the RevoluGon. A: Why? B: Not all people wanted to fight to be separate. They were okay with England over them. But some wanted to separate. A: Yeah. So calling it a massacre made the BriGsh look evil. I would’ve wanted to fight back too. B: So that’s bias, right? It’s lying a limle, I think. A: Yeah. I wonder how many bias there are in history.


ConversaGon Analysis Tool (CAT) Dimension 1: Turns build on previous turns to develop an idea. Are the turns connected to one another? (Building on to develop or build the idea up)

Dimension 2: Turns focus on the knowledge or skills of the lesson’s objecGves. Are the turns prompGng for or describing thinking, knowledge, language, or content understanding?


Dimension 1 RaGonale and Score

•  More then half the turns in this conversaGon build on previous turns (i.e., they respond to and quesGon each other).

•  They build up their soluGon for solving the problem, even though it is wrong.

•  It is clear enough to see what they are thinking (one of the reasons to have students converse), making it a 4, even though their idea is ulGmately incorrect.


Dimension 2 RaGonale and Score •  Given that the objecGve is for students to apply their knowledge of geometrical relaGonships to determine the length of a side of the square given any length of radius, r, only a few turns (e.g., 2, 6, 8) come close to the learning that the teacher intended.

•  This conversaGon would therefore receive a 2. Note that listening to conversaGons like this one can help us zoom in on what we need to reteach and emphasize (e.g., in most cases in geometry, we can’t have students be thinking “close enough”).


Wrimen ConversaGons

•  Can be a wrimen dialogue (blog) between students.

•  Advantages: – Students can apply the rubric to their own conversaGons and see areas of improvements.

– Teacher can have documentaGon of enGre class and see trends and pamerns for next steps in instrucGon.

– Teacher can use the wrimen conversaGon as a springboard.


Pause and Reflect

•  In what ways can you use this tool? •  How might this support your teaching of academic conversaGons?


Stand Up, Hand Up, Pair Up

1)  What is the purpose of using academic conversaGons?

2)  Describe how you could support moving from talk to interacGon in your school.

¡  ConversaGon prompts: §  Can you elaborate on that?

§  Please give an example.

§  I was wondering what you meant by…

§  To build on what you said…

Conversation starters: I think the purpose of AC is ____ in order to ______. One idea I have is ______.

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