Deeper-Level Discussionwith Reading Street

ALEX KINNEYCARIE TOMLINSON

Clock Hours

Course Title: Deeper-Level Discussion w/RS Time: 4:15-7:15Clock Hours: 3Cost: $5Instructor: District Staff

Norms

Be present in your learningFor those of us on different ends of the

learning continuum, please value those of us still learning

Honor the presenters by listening

Take care of your needs whenever you need to do so

Learning Targets

I can explain why having my students participate in a deeper-level discussion will benefit them.

I can describe how I plan to implement deeper-level discussion into my reading instruction.

Why Use Discussion?

Ken Wesson

You can listen without thinking, but you can’t write without thinking.

Adult Conversation/Discourse

Discussion/Discourse leads to new information, insights you had not previously considered and may lead to a change of opinion.

Example: Paying more taxes for more road maintenance

Higher-Order & Remedial Skills Together!

Instructional practices and content emphasis may also distinguish high-performing high-poverty schools. Schools where teachers adopted a balanced view of remedial skills and higher-order thinking had high-performing disadvantaged students. Rather than viewing instruction in basic skills as a prerequisite for higher-order and more challenging materials, teachers in these schools appeared to generally challenge their students with cognitively demanding material. (Puma et al., 1997, p.63)

Show Video Clip #1

Video Discussion

What did you notice about the discussion on the video?

Background

Jr. Great Books discussion concept (which this is based on) was part of the V/C training last year

Observed a model of this concept with Reading Street selection (intensive group)

4 Teachers worked with me on the process

Developed questions for every selection

Jr. Great Books Discussion

Students generate questions about the selection throughout the week of reading.

Questions are discussed, but the teacher selects one student higher-order and/or controversial question to be the group discussion question.

In writing, students give their opinion to the question and two pieces of evidence from the text to support their opinion.

Written work must be complete in order to participate in group discussion.

The group discusses the question, with the teacher being a facilitator only.

In writing, students can revise their answer – offering more support or changing their opinion.

Questions are done – but you can change and use a student question or one of your own.

Same format as Jr. Great Books

Reading Street Discussion

Where the RS Questions Are From

Deeper-Level Questioning Stems (district website 2-5 Literacy)

Tried to make controversial if possible so students could take opposing positions

Perfect – NO, but you can make changes!

Word ChoiceWord Choice ToneTone

Unkind words not allowed

“That’s a dumb idea.”

Even kind words can sound unkind if you use a tone that intends it to be taken that way.

“Thank you.”

Discussion Set Up

Discussion Set Up Continued

You don’t have to agree with your friend just because that is what your friend said.

A friend would welcome your thoughts as part of the discussion and not pressure you into choosing the same argument or position.

Responses to Discussion

One student reads their paper completely

Other students respond with:I agree with _____.I agree with _____, but would like to add

__________.I disagree with _____, because __________.

When that line of responses ends, another student reads their paper and so on

Additional Response Ideas

I hear what you are saying. Have you ever thought about _____________?

I’m wondering _________________.

How your idea affects my thinking is __________________.

Sample Discussion Question

Your turn to participate in a discussion question.

Read the selection.

Answer the question with an opinion statement.

Give two pieces of evidence from the text, with page citation, to support your opinion.

AlexAlex CarieCarie

Discussion Groups

Discussion About the Discussion

Talk at your table

about these

questions.

How did you feel as a participant in the discussion?

How do you think participating in a discussion like this would help students’ comprehension?

Inner/Outer CircleInner/Outer Circle Group A/Group BGroup A/Group B

Inner circle participates in discussion, outer circle observes

Roles switch

Meet with Group A for discussion while Group B works independently

Switch groups

Setting Up the Groups

Two AdultsTwo Adults Independent GroupsIndependent Groups

Additional Staff (Title 1, LAP, Coach) work with you on discussion day to divide group in half – each of you facilitating one group

Once students have experience with discussion groups, they run their own discussion groups with teacher as monitor

More Ways to Group

Show Video Clip#2

Video Discussion

What did you notice about the discussion on the video?

Getting Started

Amount of direction depends on your students

Some scaffolding is appropriate, but don’t do everything for the students

I do, we do, you do Model 2 answers part way (opinion part) Give sentence frame On own

Explaining Evidence

Some evidence is very clear and needs little to no explanation

Some evidence definitely needs explanation as to how it supports the opinion

Some evidence can be used for both sides of opposing positions (and therefore needs some explanation)

The teacher is the facilitator of the discussion and is not there to express his/her opinions

The teacher needs to use questioning strategies to keep the discussion going

The Teacher’s Role in Discussion

In the Next Video . . .

Watch and listen to the students’ opinions and support

Watch to see how the teacher facilitates the group

Show Video Clip #3

Video Discussion

What did you notice about the students’ opinions/support?

What did you notice about the teacher as a facilitator?

DialogueDialogue DebateDebate

Collaborative

Share ideas and listen to understand, make meaning

Enlarges and possibly changes point of view

Creates emotional safety

Oppositional

Listen to find flaws and argue

Creates close-mindedness, determination to be right

Discussion Based on Dialogue not Debate

The Power of Persuasion

Most students will not be swayed by another student’s opinion

In some cases, a student will make a strong enough argument to persuade a few students to change their position.

Pearl and Wagner: Two Good Friends Seeker of Knowledge

Show Video #4

Video Discussion

What did you notice about the discussion on the video?

Assessment

Selection comprehension assessment

Evidence for Standards-Based Report Card(written and anecdotal)

Tips

Think about the question ahead of time – what might you have to talk about with your students for them to understand the question? Theme? Influence?

What to do if some students don’t participate in discussion?

Have appropriate responses readily available for students’ reference (plastic sheets/poster).

Where to Find Resources

Deeper Level Questioning Stems

Reading Street Discussion Questions

Other Resources

Grade-Level Discussions

Move into grade-level groups and discuss how you could see this implemented at your grade level.