Gearing Up for Academic Conversations Christina Carlson and Megan Anderson Reilly

Welcome!

Opinion Continuum Plaza or Parking lot? Uniforms for YSD kids or no Uniforms for YSD kids? Page 46-47 in Academic Conversations Opposing sides. Sheets meet with other sheets Elaborates and justifies opinion with examples. Sign sheets.. NOT with middle. After 3 plus signatures holder must sign his/her name on the continuum and provide elaboration/justification. Share out what their partners argued and whether they were swayed by the conversations. Then do on the white board Go back and add to your strategy chart. Is this what you are going to videotape for your project later today? Do this, debrief activity and then write the strategy on their recording paper

Objectives Develop a deeper understanding of language acquisition Gain a practical understanding of ELPS #2 Identify key SKILLS to teach your kids to increase academic conversation Determine how to ASSESS your kids with oral language Gain effective STRATEGIES

Project Work collaboratively to design a video on something presented in this professional learning that will benefit your own classroom or other teachers.

Yakima School District 16,782 students 5,376 ELL (32%) 7608 students K-5 3770 ELL (50%) YSD= Sheltered Instruction District Every class is supporting academic content and English language development

Academic Conversations Content, Thinking, Language

Developing language requires: Input and Output Input: Output:

Input As we make meaning, words and grammar stick in our brain Language is reinforced as it is used multiple times

output Try new ways of constructing and clarifying messages Put ideas into words and sentences As we succeed in communicating meaning to others, language used sticks

Academic Speaking 13/340 3.8% 6/340 1.8% Evidence of the Dire Need for Structured Verbal Engagement in Linguistically Diverse Classrooms Academic Speaking Number of times Percentage of total time Student to another student 13/340 3.8% Student to small group 6/340 1.8% This is YSD data. What might your data look like? How might you collect data now for next year? What does this tell you about some classrooms in the YSD? What do you think the teachers here thought about their classrooms and the interactions?

Percentage of total time Student to student 19/340 5.6% Evidence of the Dire Need for Structured Verbal Engagement in Linguistically Diverse Classrooms Academic Listening Number of times Percentage of total time Student to student 19/340 5.6% Student to teacher 77/340 23% Student to small group 1/34- 0.3%

Focus for YSD Sheltered Instruction Language Objectives and English Language Proficiency Standards Structured Interactions Language Assessment

Receptive Productive Interactive Language Modalities Academic Conversations

focus: ELPS 2 An ELL can participate in grade- appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. Vote, ccss speaking and listening standards,

How often do you have conversations that do these things How often do you have conversations that do these things? How often do your students?

ELPS 2 What do you notice about this standard across the proficiency levels? What does this mean for your instruction?

Sheltered Classrooms= Content AND language objectives Read Write Speak Listen CHRISTINA: What is the intentional reading teaching piece that you want students to do related to the content

Break!

Why academic conversations? Strategy: Quotation Café Predict, synthesize, interpret Quotation Café page 122 from Academic Conversations Strips of quotes on paper or notecards Same quote, same color Form an idea about the text will be about as they talk. Find 3 partners with different quotations and one with same. After the initial circulation, get into pairs to analyze, synthesize their ideas. Predictions and inferences will improve as they hear more quotations and predictions from others. Sequence of the quotes? Conversation Map Card Half quotes where students need to find the other half. Go back and add to your strategy chart. Is this what you are going to videotape for your project later today?

Creating Conversation Tips Chart Action steps! 1. Setting up Norms for Academic Conversations or better yet… Creating Conversation Tips Chart Page 16-17-18 for Kinder Page 18-19-20 for grade 4 After reading these… what are the implications or action steps you could ‘try out’ this year in preparation of getting bugs out prior to next year. Think about the first time you do a new strategy, does it work out the way you had intended? Go back and add to your strategy chart. Is this what you are going to videotape for your project later today?

2. Model constructive conversations and their skills Fishbowl Video Observations Page 30-31, 52-53 in Academic Conversations Create strips that include: wild tangent gossip criticize an idea one do the work one check your phone, be distracted look around the room Go back and add to your strategy chart. Is this what you are going to videotape for your project later today?

3. Teaching Academic conversation skills How to start academic conversations Annotate Reciprocal Read Article titled How to Start Academic Conversations Partner read

Lunch!

Three minute opinion share What’s better… Staying home and resting Going on an adventure

Dialogue Read the dialogue Where do you see students using skills of academic conversation? Do these conversations happen in your classroom? Why or why not?

Teaching the skills of Academic conversation Front of card: TEACHER: Elaborate/Clarify Can you elaborate on…? What do you mean by…? Why is that important…? Include hand motions

Teaching the skills of Academic conversation Back of card: STUDENT: Elaborate/Clarify I think it means that…. In other words… It is important because… Include hand motions Go back and add to your strategy chart. Is this what you are going to videotape for your project later today?

Now Use Your Card Two lines: Practice New Language Patterns and get repetition of grammar and vocabulary. What are the implications of this article for my classroom? Use your card to elaborate and clarify Two Lines Page 28 29 Conversation Lines and Circles Go back and add to your strategy chart. Is this what you are going to videotape for your project later today?

View conversations as workshops, workouts, windows Basic ideas and pieces are built up to ideas that didn’t exist before. It will be messy and loud!

Workouts opportunities to practice language, thinking, pushed by others

Windows Thinking Conversation skills Content Language Engagement

assessments of conversations and provide feedback Self assessment Teacher assessment Peer assessment Eye to eye Page 45, page 91- conversation self evaluation checklist, teacher assessment

What level of proficiency are the students? ELPS 2 Assessment Watch the video. https://novoed.com/developing-academic-language- literacy/video_list_lecture_components/714710/lect ure_videos/11408 What level of proficiency are the students? What would be your next steps as the teacher to develop students’ skills? Christina and I model this for everyone- evidence based terms, page 64

Your classroom How are you going to assess ELPS 2 in your class? Which ELLs are you going to focus on? Name How are you going to assess ELPS 2 in your class? What will be your next steps?

Project Work collaboratively to design a video on something presented in this professional learning that will benefit your own classroom or other teachers.

Share out: What’s next What are your next steps? What do you need? What did you get?

Objectives Develop a deeper understanding of language acquisition Gain a practical understanding of ELPS #2 Identify key SKILLS to teach your kids to increase academic conversation Determine how to ASSESS your kids with oral language Gain effective STRATEGIES

Thank you!