Academic Conversations Hand out books, Calendar of meetings posted Post it: Why are you here? What caused you to sign up for this course? Clock Hours ELL Sign in Sheets Time Sheets Amy Vasquez, Christina Carlson and Megan Anderson Reilly

Overall Objectives Determine the purpose for academic conversations (WHY) Identify characteristics of Academic Conversations (WHAT) Implement strategies for supporting academic conversations (HOW) Megan

Today’s objectives Rehearse strategies that can be used in the classroom by speaking and listening to my colleagues Identify effective strategies to build grammar and vocabulary through oral language by speaking and listening to colleagues. Identify behaviors of effective academic conversation by conversing with colleagues. Write a lesson plan that includes language objectives and Academic Conversations in the next week Megan

NORMS (page 30) We listen to each other We respect one another’s ideas even if they are different We let others finish explaining their ideas without interrupting Rehearse strategies that can be used in the classroom Megan

OPINION CONTINUUM Page 46 Academic Conversations Megan

Five Core Skills of Academic Conversation Elaborate and clarify Support ideas with examples Build on and/or challenge a partner’s idea Paraphrase Synthesize conversation points Amy

Last Time Effective Conversation Tasks Require both partners talk Require critical and creative thinking Take advantages of controversies and conflicts Recognize and reduce ambiguity Encourage thinking based on principles, laws, and approaches of the discipline Build in opportunities for transfer of knowledge and skills Provide choice and ownership Amy

Academic Conversation Reflection 3 minutes per person Amy

Quotation Conversation, page 152 Amy

Today’s focus: Grammar and Vocabulary What grammar is essential for your content area? What vocabulary do students struggle with? Megan

High Yield Grammar “Grammar is highly rooted in one’s oral language.” Complex sentences Pronouns Transitions Megan

Talking in Paragraphs with Topic Sentence Page 94-95 Purpose: Helps students elaborate, paraphrase, build on ideas, synthesize A asks B a question. Think time. B responds with topic sentence and support (4-7 sentences) Switch roles Megan

Talking in Paragraphs with Topic Sentence A: Who is a modern day hero? Why? B: What is the greatest book of this generation? Why?

I Want to Say…and Yet (page 99) (with friends) And yet a more academic way to say it is… (in school and at work) That’s lame! No way! That’s stupid ! You are so wrong I disagree because… I see it another way. What’s your point? So what? Can you summarize that for me? That’s shady. That seems unfair (or unjust, or immoral) That’s sick! That’s exceptional (or fantastic, exquisite, excellent) Whatever! I’m not sure that’s relevant. I want to say… (with friends) And yet a more academic way to say it is… (in school and at work) That’s lame! No way! That’s stupid ! You are so wrong I disagree because… I see it another way. What’s your point? So what? Can you summarize that for me? That’s shady. That seems unfair (or unjust, or immoral) That’s sick! That’s exceptional (or fantastic, exquisite, excellent) Whatever! I’m not sure that’s relevant. Megan

Sentence Building (page 100-101) Who/ What Does/Is How Where Why Basic Notes for Elaboration Elaborated sentences Megan

Grammar What strategies could you use in your content to support students’ use of important grammatical structures? Megan

Vocabulary Based on the words below, what do you think this section is about: Comprehension Exposure Cohesion Reinforcement Communication Deeper Amy

Semantic Impressions Vocabulary and Prediction Conversation (page 107) Purpose: Use conversation skills to think about what the text will be about based on key vocabulary words and phrases Amy

Vocabulary (page 105) “A vocabulary term’s meaning is often seen as the end point of learning. Yet, vocabulary can also be a starting point for thinking and talking. Core terms can be the raw material for deeper thinking.” Amy

Explore One Word (page 105) Importance of term ? Why is it important? To me? To all of us? Key examples of term From texts? From the world? What would happen if… It didn’t exist? It still existed? Compare How does this term compare to…? How does this term contrast to…? Amy

Vocabulary What are some other strategies for incorporating vocabulary in academic conversations? Amy

Now what? Plan a lesson with academic conversations. Bring evidence to discuss next session Draft a lesson plan to incorporate Academic Conversations in the next week Megan and Amy

Today’s objectives Rehearse strategies that can be used in the classroom by speaking and listening to my colleagues Identify effective strategies to build grammar and vocabulary through oral language by speaking and listening to colleagues. Identify behaviors of effective academic conversation by conversing with colleagues. Write a lesson plan that includes language objectives and Academic Conversations in the next week Megan

Gots Wants Thank you! Next session: February 24 Chapter 7, 8, 9 OR Math packet Let me know if you have video to share! Gots Wants Amy