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 Christina Carlson and Megan Anderson Reilly

Classroom Conversations https://novoed.com/classroom-conversations-fall-2015/video_list_lecture_components/718143/lecture_videos/11839 How is this video related to Academic Conversations?

Overall Objectives Identify characteristics of Academic Conversations (WHAT) Determine when to have Academic Conversations (WHEN) Implement strategies for supporting academic conversations (HOW) CHRISTINA

Today’s objectives Review the ELPS and read proficiency level descriptors for your grade level to identify objectives and scaffolds. Rehearse strategies that can be used in the classroom by speaking collaboratively with my colleagues. Write a lesson plan that incorporates Academic Conversations in the next week CHRISTINA

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 CHRISTINA

Pro-Con (pages 95-97) Camping Riding a bicycle Fast food Technology Use these transitions: -In contrast -Conversely -Even though -However -Nevertheless

How could you use this strategy in your classroom? Pro/con Cause/effect Similar/different For/against Give evidence

We hear you! Thanks for your feedback. Video of strategies in action 30 minutes planning time Can we videotape you?

Comments Kindergarten classroom Spanish speaking classroom How to address different language levels and development

Language Modalities Receptive Productive Interactive ELPS 2, ELPS 5, ELPS 6

Interactive ELPS: ELPS 2 What do you notice about what ELLs will be able to do across the proficiency levels? What do you notice about what ELLs will be able to do across the grade levels? What does this mean for Academic Conversations at your grade level?

Academic Conversation Reflection Share which strategies you implemented and why you chose that strategy What student data did you collect? What struck you from your students’ academic conversations? 3 minutes per person

Chapter 6: Developing Academic Grammar and Vocabulary Through Conversation What struck you from this chapter? What do you want to try? What connections do you make?

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.

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

Movie Time What supports does the teachers give the students to support their academic conversations? What conversation skills do you see the students using? Teacher Student T-chart teacher/students Strategy- went to share with other person. Drew a line where they finished record keeping. As talking with partner, I would record something below the line. 5th grade science- argumentation scale- grammar- transitions!

High Yield Grammar Complex sentences Pronouns Transitions What other ways do you get students using high-yield grammar in conversations?

Vocabulary (page 102) “Word meanings tend to stick in the brain longer when used multiple times in real communication, which involves the need and desire to listen, learn, express, or get something done with language.”

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…?

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

Now what? Plan a lesson with academic conversations. OR watch some more video Kindergarten 5th grade- setting up Academic Conversations 2nd grade- Academic Conversation Bring evidence to discuss next session Draft a lesson plan to incorporate Academic Conversations in the next week

Today’s objectives Review the ELPS and read proficiency level descriptors for your grade level to identify objectives and scaffolds. Rehearse strategies that can be used in the classroom by speaking collaboratively with my colleagues. Write a lesson plan that incorporates Academic Conversations in the next week CHRISTINA

Thank you! Gots Wants Next session: January 27 Chapter 10:Academic Conversation Assessment Let me know if you have video to share! Gots Wants